Tamara I. TAMBOVKINA - amazing person and a wonderful teacher with great teaching experience. What has not been in her life over the years! Once she stood in front of the class and revealed to schoolchildren the charm of a difficult Russian language, gave them a sense of belonging to domestic literature... Then there was a university with students - curious and not so much. Both the first and the second to this day keep in touch with their beloved teacher: they call, write, come to visit.
Tamara Ivanovna began collecting different pedagogical situations a long time ago, and there were a lot of them in the senior grades. Mentoring with teachers primary grades and students pedagogical university raised the question of the possibility of making such a sample and for junior schoolchildren... Tamara Ivanovna has long been retired, but she does not know how to rest at all. And today she shares her invaluable experience.
In the proposed cycle, we will talk about a variety of pedagogical situations - both ordinary ones, which the teacher encounters almost every day, and difficult non-standard ones, which you cannot immediately understand how to approach.

With the emergence of a situational approach in education, the concepts of "pedagogical situation" and "pedagogical task" appeared in our life.

Pedagogical situation- this is a fact, a life story that the teacher encountered in his daily work and which gave rise to pedagogical tasks requiring a solution. Some pedagogical situations (regular) are common, they allow, in the process of analyzing students' actions, to quickly formulate pedagogical tasks, solve them and eliminate these situations. Others (non-standard) are rarely encountered, complex, unique, requiring a long time to resolve, and sometimes completely insoluble.

At the heart of every pedagogical situation is a conflict:

- dissatisfaction (negative attitude towards someone or something);
- disagreement (lack of agreement due to dissimilarity in opinions, views);
- opposition (action that prevents another action);
- opposition (resistance to the action of someone, something);
- rupture (violation of communication, consistency between something, someone).

The teacher's work on resolving pedagogical situations consists of several interrelated actions:

1. Finding the fact.
2. Description (restoration, construction) of a specific pedagogical situation.
3. Determination of the nature of its content.
4. Analysis of the pedagogical situation in order to determine the essence of the conflict underlying it.
5. Formulation of pedagogical tasks, identification of the most significant ones.
6. Additional theoretical and practical preparation of the teacher for solving the pedagogical problems that have arisen.
7. The choice of methods for solving pedagogical problems.
8. Introspection and Self-Esteem the decision.

Experienced teachers in most cases do not need such detailing of their actions; as for young teachers, such a step-by-step methodology can be useful.

Let's take a closer look at each of these steps, referring to an example for a specific situation.

1. Finding the fact

The teacher learns that a 2nd grade student ruined the railings on the stairs: he cut them with a penknife.

2. Description (restoration, construction) of a specific pedagogical situation

The situation is described in all details, is entitled (the title can help to clarify the essence of the conflict), if possible, the entire dialogue is reproduced. Dialogue is always a search for truth, often a dispute, so it is important to convey it as accurately as possible. For example, a situation named:

IT'S IMPOSSIBLE!

“I go down the stairs and see: Volodya S. is cutting the stair railings with a penknife. Hearing my steps, he ran headlong, leaving his coat on the landing. Catching the "intruder" turned out to be easy. I tell my mother about what happened, she is surprised:
- It can't be! Probably, this is one of those guys who were with his son.
Volodya is confused ...
The apartment where the boy lives is clean, the parquet is polished to a shine, beautiful furniture. One feels that the house takes care of routine and things.
"Is it true that you damaged the rail?"
- I just tried how a knife cuts ...
I interfere with the conversation:
- But why spoil the railing? Try to cut a chair or your table at home. Does it really matter what you cut - a table or a railing ...
The boy has a mute surprise on his face, and he exclaims indignantly:
- It's impossible!
The mother explains:
"This is his table ... Father bought him."
After the situation is restored, you can proceed to its analysis.

3. Determination of the nature of the content of the pedagogical situation

Each age period has its own regular pedagogical situations. For younger students, these are:

Fights. Aggressive, hostile, often cruel behavior of a child in relation to another arises and becomes stronger at primary school age for many reasons: because of the desire to establish himself, to draw attention to himself, to repay the offender, because of the mismatch of value judgments.

Complaints, slander, denunciations. Children know that snitching and denunciations are condemned by their peers. And nevertheless, the teacher constantly hears complaints: "And he took from me ...", "And he cheats ...", "And he hit me ..."

Exchanges. Exchange transactions between children are widespread ("I for you, you for me ..."). In most cases, the exchange rules are known and followed. However, there is also an exchange not according to the rules, then it contributes to the development of ambition, self-interest, and can cause quarrels.

Fears. Students in grades 1–4 are constantly intimidated. They are afraid of parents, teachers, some classmates, strangers, animals, darkness.

Nicknames and nicknames. Children, as a rule, refer to each other not by names, but by nicknames, nicknames, and often with the aim of humiliating their dignity.

Spoiled things. Children sometimes carelessly treat their own and other people's things, spoil them.

This list can be continued. The analyzed pedagogical situation "It's impossible!" can be attributed specifically to the "Spoiled Things" group.

4. Analysis of the pedagogical situation in order to determine the essence of the conflict underlying it

The analysis will require answering the questions: who is the participant of the event and the dialogue? what is the nature of the conflict? what are the motives of the boy's actions?

In the situation under consideration, the main participant in the event is a boy. He takes care of his things and, without hesitation, spoils what does not belong to him. At the heart of the situation is conflict-disagreement. It seems to the boy that he is not doing anything wrong. Meanwhile, he acts contrary to the requirement to protect not only his own things, but also the things belonging to society. He violates the rules of conduct unintentionally - in his understanding, this rule does not cover all cases when it should be performed.

Obviously, the father, giving his son a penknife as a gift, did not instruct for what purpose it was intended.

5. Formulation of pedagogical tasks, identification of the most significant

Based on the analysis of the situation, it becomes possible to formulate pedagogical tasks (there may be several of them). The teacher should arrange them in order of importance, highlight the most important ones and begin to solve them. So, in our situation, "It's impossible!" the following tasks arise:

to help parents realize what it means to bring up in their son such a quality as thriftiness not only towards their own things, but also towards “not theirs” things;

find ways to influence the boy so that he understands his mistake and does not commit such misconduct any more;

in working with children in the class where the boy is studying, do not leave unnoticed cases when children spoil their own or other people's things.

6. Additional theoretical and practical preparation of the teacher for solving the pedagogical problems that have arisen

It is necessary to recall similar situations, to study the psychological and pedagogical literature, where the role of pedagogical situations in practical activity, their analysis and resolution, that is, the solution of pedagogical problems, is given a considerable place. Let's name the most important works:

Burlachuk L.F., Korzhova E.Yu. Psychology of life situations. M .: Ros. ped. agency, 1998.

Godnik S.M., Spirin L.F., Frumkin M.L. and etc. Pedagogical situations in the education of schoolchildren. Voronezh: Voronezh State University Publishing House, 1985.

Natanzon E.Sh. Psychological analysis of the student's actions. M .: Education, 1991.

Petrochenko G.G. Situational tasks in pedagogy. Minsk: University, 1990.

Potashnik M.M., Vulfov B.Z.... Pedagogical situations. M .: Pedagogy, 1983.

7. The choice of methods for solving the pedagogical problem

This is the most difficult stage. It is safe to say that the modern teacher is the worst at using it. Although there is a wealth of experience in solving problems related to routine situations, it is poorly understood and described.

If we again turn to the situation “This is impossible!”, We will find that the parents made mistakes in raising their son, which entailed a violation of the rules of behavior: firstly, they could not explain to the boy why it is necessary to take care not only of his own, but also to other people's, not belonging to him; secondly, having presented his son with a penknife, they did not say what it was intended for and how to use it. The teacher can advise the parents to talk to the boy about what happened, help him realize the wrong thing, tell him how to use a penknife, and work with his father to repair the damaged rail.

8. Self-analysis and self-assessment of the decision

Depending on how effective the methods of solving problems used by the teacher were, their correctness, further educational steps are outlined.

ABOUT TRAINING THANKS

If you look closely at the children, you can easily distinguish three groups conditionally: the first group will include neat, thrifty and non-greedy children; in the second, they are neat, partly thrifty (in relation only to their own things or, for example, only to money), more often - greedy; in the third - sloppy (sloppy), careless and mostly wasteful.

To protect is to guard, wash, clean, repair, put things back in place, and accumulate reasonably. All this is done so that a person can live surrounded by beautiful nature, in a cozy, comfortable and clean home, walk in neat clothes, have the means to purchase the necessary things and food, quickly and easily find tools for performing various work, live in harmony with the people around.

Thrift can develop with age into stinginess, mindless collection of things. The classic image of Plyushkin from the poem by N.V. Gogol's Dead Souls reminds of what can happen to a person if he subordinates his life to hoarding: “This is not at all funny, but sad; this is not a simple miser, but a person who used to live decently, only thrifty, but later, with the loss of his wife and children, for decades absorbed in the stinginess that developed at that time, and reached the point of incredible stupidity and vileness; he only saves, protects - there is no need, that his bread, hay, cloth, canvas rots for tens of thousands ... He only collects in a heap ... "

In the process of practical activity, the teacher accumulates knowledge about the content side of the pedagogical situation and ponders how he will solve the problems that have arisen, which ideally boil down to raising neat, thrifty and kind children and overcoming sloppiness, slovenliness, negligence and greed together with the family. Here are some situations as an example.

Situation 1. "Broke"

In the courtyard, seven-year-old Vadik is crying.
- What are you talking about?
Rubbing his tears with his hands, he says that he let the boys play the typewriter, but they broke it ... Mom will not be able to buy another, she has no money ...

Situation 2. "I'm not sorry"

The family where Tanya is growing up has three children. Their mother brings them up alone. The girl carefully treats her things, textbooks, notebooks ... One day she saw a classmate Petya tore out blank sheets of paper from a notebook and make airplanes out of them.
- What are you doing? Why tear a notebook, because it costs money ?!
- I have a lot of them ... I'm not sorry ... If I want, my father will buy more tomorrow ...

Situation 3. "Spoiled painting"

What's that noise?
They say at once:
- He painted on the picture ...
- He ruined her! ..
Yes, now I see: the boy is at the blackboard, at the picture that we just looked at in the lesson. He looks up, tensely silent. And sharply, hotly exhales:
- I ... I didn't want to, I inadvertently ...
The boy cried out loud ...

Situation 4. "We need to save paper!"

Children glue books: one cuts strips of paper, two glue them to the covers. Vova, trying on the strip for the book, found that it was longer than necessary. The boy casually tosses the book and the strip to Masha, who has cut it.
- Why are you throwing the book, you will tear it! - Masha says indignantly.
- And who cuts off like that? You don’t save paper, give me scissors, I’ll cut it myself!

There are many more similar situations. Things, objects, characters will change, but the meaning will remain. Some of the children spoil, break, do not protect. Sometimes this can happen unintentionally, due to ineptitude or awkwardness, then situations take on a special character. In almost every case, there are thrifty, neat and conscientious children. This means that many parents and teachers know how to solve the problem of education, and their experience should be studied.

1. Talk with parents: Are their children being thrifty? Do they grow greedy?

O.A. My daughter understands what can be given, donated, and what cannot. She knows how to take care of her things. Children should understand that every thing is given by human labor, that things need to be protected. Parents want to buy something for the child, to make him pleasant. And if he takes care of his things, then this is not greed, but frugality.

N.L. A greedy person is one for whom everything is not enough. Such a person worries and cares only about himself. His life's work is collecting, hoarding. He has no friends. Greed is often confused with frugality. You will take care of the thing that you got hard. Children don't always understand this. We do a lot, and we take frugality for granted, we don't really develop this quality in our children.

I.V. If we talk about greed, then you need to know first of all the reasons that give rise to it. In the family, the younger ones are often pampered, and from them greedy, selfish children grow up. They quickly learn that all family members care only about them, so they look for any ways to acquire the cherished thing and achieve their goal. The most amazing thing is that they do not save anything.

I.Yu. I try to explain and show by the example of close people how to behave. I talk a lot after watching movies. I inspire you to be kind, generous, thrifty, to help people.

Interviews with parents show that the problems of fostering frugality, kindness, and overcoming greed do not bypass them. They understand that taking care of things doesn't mean being greedy. Greed in children is overcome in families in different ways, but most parents choose one thesis - it is bad to be a greedy person, since greedy people are always alone, they are often not liked.

Parents consider their own example and the creation of conditions conducive to the education of frugality to be the most important. Primary school children are especially sensitive to order in their environment. What a child sees in the family every day - an orderly life (order in the apartment, regime, certain family principles) or disorder - depends on what he learns. Unfortunately, not all parents are successful, so advice is needed on how to raise children.

2. Talk with the children about how they affect their peers who are greedy and sloppy.

Zhenya A. I would talk to them so that they are not greedy ... I always give them my games, but I still do not like to play with greedy children.

Olesya B. You have to play with such children, then they will not be greedy.

Maxim S. First you need to identify the greedy children. Then they need to be treated for greed.

3. Read excerpts from works of art about frugality and discuss them.

OWN HANDS

Look at your hands, friend ... Look, friend, at your hands, look at them with respect and hope. After all, everything that surrounds you, everything that is built, erected, mined in the world - and the table at which you sit, and the desk in the classroom where you study, and the window through which you look at the white light, and the roof over with your head, and everything that you are wearing is shod, and the page on which these words are printed, and the bread without which you will not live a day - everything, decisively everything, was done by human hands. They are driven by a feather and a hammer. They hold the steering wheels of ships and steering wheels of cars, shovels and microscopes. They are able to carefully put a lump of sugar in your cup of tea and a weighty brick in the foundation of a new house, to extract a pearl from the depths of the sea and a splinter from your finger. Both a baby rattle and a soldier's rifle can be handled by human hands. They can accurately throw the ball into a basketball basket and a rocket to the moon.

Man's hands, obeying his reason and will, turned wild lands into rich fields, made the wild apple tree bear sweet fruits. They pushed aside dense forests, forced mountains to part, drained mosquito swamps, gave moisture to dry deserts, blocked rivers so that the mighty force of water rushing onto turbines could drive a strong current for thousands and thousands of kilometers around.
The hands of a man, at the call of his heart, have created pictures and statues of amazing beauty, which people will forever admire.
They can do everything, they can do everything, human hands cope with everything.
You just need to accustom them to good work. So that they become dexterous, skillful, obedient to a kind heart and accurate mind.
And so that a person respects the work of his own hands and the work of another person and never betrayed the “feeling of being together,” that is, that feeling of faithful brotherhood, which every fighter knows well, when in close formation, elbow to elbow with a neighbor, with his heart he feels that he is all at one with his comrades.

(L. Kassil)

Question:

Why should people look at their hands with respect and hope?

The table you are sitting at
The bed in which you fall asleep
Notebook, boots, a pair of skis.
Plate, fork, spoon, knife,
And every nail
And every house
And a loaf of bread -
All this is done by hard work
And did not fall from the sky ...

(V. Livshits)

Questions:

1. Is it possible to justify those people who break, spoil what others have created by hard work?

2. What do you think the one who does not protect either his own or someone else's property thinks about?

GRANDFATHER MAZAI AND HARES

Old Mazai loosened up in the barn:
“In our swampy lowland
Five times more game would be fought,
If they didn't catch her with nets,
If only they hadn't crushed her with a snare.
Hares, too, - I feel sorry for them to tears!
Only spring waters will rush
And without that they are hundreds of ginut,
No! not enough yet! men are running
They catch, and drown, and beat them with hooks.
Where is their conscience? .. I’m just for the wood
I went in a boat - there are many of them from the river
It catches up to us in spring floods, -
I'm going to catch them. The water is coming.
I see one small island -
Hares gathered on it in a crowd.
Then I drove up: they were buzzing with their ears,
Themselves from a place; I took one,
He commanded the others: jump yourself!
My hares jumped - nothing!
The team slanted just sat down,
The whole island disappeared under water ...

(N. Nekrasov)

Questions:

1. Why does Grandpa Mazay "feel sorry for tears" for hares?

2. How does he relate to the nature around him?

ABOUT WHEAT CUNNY AND SICK BLUE TIT

The hurried Marten began to cut the silk sundress by summer. Tyap-blooper! All silk shredded-cut into shreds. And not like a sundress - a scarf cannot be sewn from these scraps.
The patient Tit began to cut an apron from canvas. Here he will estimate, there he will realize, he will move here, he will tuck in there. She figured everything out, calculated everything, drew everything, then took up the scissors. It turned out to be a good apron. Not a single piece was wasted.
The Marten was marvelous. He looks at the apron - envies:
- Where did you learn to cut and sew, Tit? Who?
- My grandmother taught me how to sew.
- And how did she teach you?
- It's very simple. She told me to remember five magic words.
- Which ones?
- Measure seven times - cut one.

Questions:

1. Why did Titmouse have a good apron?

2. What does the proverb mean: "Measure seven times - cut one off"?

It is good if from an early age children are brought up on such works as "Fedorino's grief" by K.I. Chukovsky and "A Book about Books" by S.Ya. Marshak.

4. Discuss the situations and find out what the children would do in each case.

Situation 5. "Take care of the books"

The teacher distributes ABC books to children. One student silently returns the book to the teacher. The teacher, showing the primer to the children, asks:

- Why did Igor return the primer to me?
- He's torn.
- What needs to be done to make the ABC book pleasant and use it again?
“It needs to be repaired and handled with care.
- Who should do it?

Question:

Who thinks differently? Who will advise Igor on what to do?

5. Conduct ethical discourses.

Examples of topics:

- What does it mean to be prudent, economical, thrifty?
- How should you treat food?
- Are we thrifty in labor lessons?
- How do you understand frugality? Who is lean in our class? Are you thrifty? Why do you think so?

“The word of the teacher,” wrote V.A. Sukhomlinsky, is an irreplaceable instrument for influencing the soul of a pupil. " He was convinced that many conflicts might not arise if the teacher knew how to talk to the student.

6. Involve children in practical activities at school and at home.

Practical activity, accompanied by psychological support of adults, is the main condition for the education of frugality in children. The following activities can be offered:

Gluing torn books, visual aids.

Studying the rules for using the textbook:

- do not bend corners;
- do not write in the book;
- do not paint pictures;
- do not tear out the sheets;
- do not take the book with dirty hands.

Organization of the competition-review "How are you, textbook?"

Restoration of a damaged item (with the help of adults).

Conducting a daily competition for the neat notebook.

Minor clothing repairs (sew on a button, coat hanger or jacket).

Rational use of paper, pencils, paints, glue.

Saving pocket money.

Neat maintenance of the workplace, games and toys.

Using free time to do what you love.

Allowing children to make out something to satisfy their curiosity.

The author will be glad if the readers of the newspaper have an idea to collect such stories in their pedagogical piggy bank, and is also ready to answer your questions sent to the address: Moscow, 121165, st. Kievskaya, d. 24, edition "Primary school", for Tambovkina T.I.

A pedagogical situation is the interaction of a teacher with a class team or a student on the basis of opposing interests, values ​​and norms, which is accompanied by significant manifestations of emotions and is aimed at changing the previously established relationship, both for the better and for the worse.

What do pedagogical situations affect?

Even though pedagogical situations are short in time, they usually deeply affect two forms of human activity: visible behavior or interaction and relationships are attitudes, emotional reactions, expectations.

It is known that if there is an acute pedagogical situation, then a special type of relationship and interaction is most suitable for its resolution - business, organized, or relations of dependence and subordination, relations of responsible dependence. This type of relationship is the most difficult for adults and schoolchildren, it is difficult to come to an agreement in them, to achieve cooperation. It was not without reason that A.S. Makarenko believed that it was necessary to educate schoolchildren with two abilities: the ability to obey and the ability to order.

Phases of the course of the pedagogical situation

The first phase is an acute conflict beginning with a violation of social and value norms and rules by one participant in the situation.

The second phase is the opponent's response, the content and form of which determines the outcome of the conflict and, most importantly, its consequences, that is, the direction of changes in the relations that have developed before. The second phase is the centerpiece of the situation. Usually, going through it is accompanied by stress, it jeopardizes the honor of the individual as a whole. Often, a lack of information and time does not provide an opportunity for a decent answer. Always in such situations in the process of pedagogical activity, resourcefulness, endurance and experience gained earlier help out. Therefore, a beginner teacher needs to pay much attention to gaining experience in solving pedagogical situations.

The third phase is a radical and rapid change in existing values ​​and norms (it happens that individual norms are destroyed) in two different directions - the deterioration or improvement of the relations that have developed up to this time. Thanks to the third phase, pedagogical influences are very significant.

Why pedagogical situations arise

Of course, both experienced teachers and those who are just starting to practice have pedagogical situations at school. All of them are capable of reflecting deep psychological processes in the environment of students, especially in the relationship between teachers and students, as well as student and pedagogical collectives.

It is believed that if a student has challenged the teacher, then he has some kind of need for it. After all, a student is like a litmus test, and you need to quickly respond to a child's signal. And various inhumane actions on the part of the teacher can cause opposition.

The pedagogical situation affects not only students but also teachers. For the latter, it becomes very important to come out of the conflict with creative satisfaction and dignity. There is always an opportunity to postpone the search for a way out of an acute situation for an indefinite period, but each of them is an acute signal that speaks of a problem in the development of a child or a whole group.

Analysis of the pedagogical situation allows you to see the complex processes of personality actualization and try to intervene in their development in time in order to eliminate undesirable consequences in the future.

It should be borne in mind that in order to comprehend a seemingly small pedagogical fact, it is necessary to spend a lot of time and conduct significant research work, to create a scheme for studying a person and a team as a whole.

It would be wiser to begin a deep examination when minor symptoms of distress appear than to resort to this when serious deviations in the development of the individual and the team have already occurred.

The importance of making the right decision

Various pedagogical situations and their solution are a necessary element of the professional pedagogical training of a future teacher. In the psychological skill of a teacher, the main thing is to prevent the emergence of acute conflict situations, which are based on a sharp and, possibly, tactless reaction of the teacher to the inappropriate behavior of schoolchildren. It turns out that the student behaves unworthily, and the teacher responds directly and rudely to this, and thus shows pedagogical weakness. The bottom line of all this is that the student and the whole class turn against the teacher.

Rules of pedagogical communication

In order for pedagogical situations to arise as rarely as possible, the teacher must adhere to the following rules:

It is not necessary to see only negative motives behind all the negative actions of students.

Be sure to prepare well for the upcoming lesson.

Pupils are better at following the indirect orders of the teacher.

There is an opportunity to change the student for the better with the help of techniques for assessing his personality.

It is known that cooperative activity is able to bring people closer and increase their authority, if, of course, she has a good organization.

The correctness and foresight of the teacher's behavior can reduce the tension in communication.

Analysis of the pedagogical situation

In order to organize the analysis, you must:

1. Choose a methodology that is appropriate for the situation and conduct a study of the desired characteristics at a conventional object.

2. Conduct an analysis of the data that was obtained.

Below are examples of pedagogical situations and possible ways to solve them. The proposed sample solution should be taken as a guideline.

Situation 1: a little about self-control

A 7th grade student grossly violates discipline. After conversations with him, the class teacher and the school administration assures that this will not happen again. But going out the door of the classroom, everything starts all over again. This behavior has been going on for a long time ...

An example of solving a pedagogical situation will be carried out in stages.

At stage 1, we define the "nodes" of the conflict. Relying on the student's personality profile, it can be assumed that one of the causes of the conflict is the poor development of the student's volitional self-control.

During stage 2, conditional psychodiagnostics of personality traits as the causes of the conflict is carried out. To do this, you need to study a questionnaire that allows you to identify the degree of volitional self-control. After getting acquainted with the technique, it is carried out at a conditional object (you can complete all the tasks yourself or offer it to a friend).

At the 3rd stage, the interpretation of empirical data takes place. The obtained data are processed and conclusions are drawn about the level of development of the state of volitional self-control.

Stage 4 involves the correction of personality characteristics. With insufficient development of volitional self-control of the student, it is necessary to apply various methods of education and self-education of the will.

Situation 2: "prompter"

The child has a very good memory and can easily memorize any texts, songs, information. During the holidays, he not only fulfills the role assigned to him, but also prompts the roles of the other children. Therefore, it prevents others from showing themselves, the whole course of the holiday is disrupted.

This pedagogical situation can be solved as follows: the child is offered the role of a prompter. His task will be to ensure that the other children do not get confused during the speech, forgetting the words. If someone does not remember his speech, then it is necessary to help him with a hint.

You can have a conversation before the event on the topic "How a real artist should behave."

There is an opportunity to interest the child in something else (circle work).

It is advisable to work with parents. Find out what is their attitude to this behavior of the child. In the event that the parents agree that the problem exists, you can invite them to attend, together with the child, a psychologist's classes on the formation of the volitional sphere of the personality. Offer to do chess, checkers, etc. together.

If the parents do not see this as a problem, then it is necessary to find common ground concerning the formation of adequate self-esteem.

Situation 3: "test"

In one of the 8 grades of the school there was a student who was not the first time in the second year and was older than the rest. At the beginning school year he decided to test one of the teachers. From the first minute of the lesson, the teenager began to beat the beat of a melody, interfering with the lesson. The teacher made a remark, but it didn't work. He didn't stop. The class began to laugh. The lesson could be frustrated. Then the teacher pulled herself together and began to lead her lesson further according to the plan, the rest of the children sat quietly and completed all the tasks. This went on for 3 lessons. Realizing that he would not wait for any reaction from the teacher, the student stopped banging on the desk and did not violate discipline until the end of the school year.

Situation 4: athlete or artist?

There are also pedagogical situations in kindergarten, which, like in school, require prompt resolution.

From early childhood, the boy (7 years old) shows a tendency to drawing, modeling, construction. He fantasizes well, creates unusual designs. The teacher suggested that his parents send him to an art school. However, the parents wanted to see their child in the sports section. In kindergarten, the boy has few friends. Quite often, conflict situations arise with peers if they prevent him from doing what he loves. If someone expresses a desire to play together, then the boy will not let him in. He is very withdrawn, slow, it is very difficult to distract him from the lesson, we can say that "a child in himself."

Socio-pedagogical situations of this kind can be solved in various ways:

1. A child with clearly low self-esteem, not recognized by his parents. We need to try to increase his self-esteem by offering to participate in various competitions, to exhibit his work for everyone to see, so that parents and children can appreciate his success.

2. It is necessary to conduct sociometry in the group. Reveal which children the child is disposed to, try to bring them closer by offering them joint tasks to complete. You can give a child a special task, after completing it, appreciate it, praise it in front of other children, thereby increasing his self-esteem.

3. Work should be done with parents as well. It is necessary to help them understand and see the child's hobbies. And also invite them to take into account the opinion of the boy, choosing additional education for him, so that he is really passionate about him. Sports can be done by the whole family in their free time.

All examples of pedagogical situations indicate that there is no single solution method and it does not always lie on the surface. Sometimes it takes a lot of effort and time to get out of a situation with dignity.

Pedagogical task

The pedagogical situation and the pedagogical task are the units of the pedagogical process. As a result of the interaction of teachers with pupils, different situations usually arise. Those that correlate with the purpose of the activity, as well as with the conditions for its implementation, are the pedagogical tasks.

In any teaching activity there are pedagogical situations, and their solution should always be in favor of the student, focused on the development and improvement of his personality in the future. Thus, a teacher is a person who must not only know his subject perfectly, but also be a good psychologist.

Angela Ivanova
Pedagogical situations and their solution

1. On the eve of September 1, Misha turned 6 years 11 months old. He did not go to school and remained in kindergarten. Vitya and Vasya turned 7 years old, and they went to school. All boys developed the same way. After 1 year, a second examination of these children was carried out, it revealed that the development of Vitya and Vasya, studying at the school, was significantly higher than that of Misha, who continued to attend Kindergarten... When comparing the mental development of boys who attended school, higher developmental indicators were found in Viti. Name the possible reasons for the different mental development of boys, provided that they were not sick, and their physical development was approximately the same.

Solution

The higher mental development of Viti and Vasya is due to the fact that they have risen to a new social level - they have become schoolchildren. They have new interests, concerns, relationships, the form of their main activities: she became educational. And Misha, while still in kindergarten, stayed late in the period of preschool childhood. He, of course, also developed, but not in the same way as schoolchildren Vitya and Vasya.

As for Vitya and Vasya, by the end of the school year, a difference in their development became noticeable. The more active Vitya, who read a lot, observed, decided, by the end of the year independently mastered the educational material: he turned out to be more developed.

2. Children played a game "Don't get your feet wet"... It was necessary to cross the swamp using special boards, jumping from one to the other. Not all the guys did it well. Especially Viti did not succeed. He was always the last thing that upset him. The teacher said that this can be learned if you try very hard. At home, Vitya asked his dad to teach him how to jump well. Analyze the caregiver's actions. Did he do the right thing? Why?

Solution

The teacher did the wrong thing, because he did not take into account the temperament and age characteristics of the child, limiting the boy with a frame "If you really try"... The teacher should have told the child not to get upset and try again, then later he could jump better.

3. Anton (7 years) got an expensive car with a remote control for his birthday. He brought the car to kindergarten / school, but warned that he would not let anyone play with it, as he had instructions from his mother not to give anyone a car. Anton refused to give children a toy, giving a variety of explanations: "You are a girl - you cannot be a chauffeur", "And you, Ilya (his best friend, you don't know how to manage her."

The educator / teacher offered to show how you can operate the car, and then hand it over to Ilya. Anton did not agree with the offer of the educator / teacher, explaining that Ilya is dull and will not cope with management.

The children did not lose hope, but Anton was relentless. They got tired of asking, and they left Anton alone. At first Anton calmed down, but then began to glance in the direction of the playing children. He took the car to a locker. Then he could not resist and tried to make contact with children: "Can I go with you?". “Nope! Go, be greedy, we will play without you "- Ilya answered him.

Flushed Anton with tears in his eyes screamed: "I'm not greedy - I'll give it to you!" But Ilya began to list other children, wondering if they would get the car. Anton ran into the locker room, grabbed the car and smashed it to smithereens. Anton's mom, having learned about what happened, defined her attitude: "I knew it, spoke: don't take the car to kindergarten / school "... She blamed Ilya for everything.

Solution

Analyze the nature of the relationship between mom and son, what they are based on. What kind of psychological pedagogical Can a teacher help this family? Imagine a one-on-one consultation with Anton's mom.

The boy found himself in contradictory feelings: on the one hand, he strove to fulfill the order of his mother, and on the other, to remain on friendly terms with the children. The child is afraid of not fulfilling the mother's order and forbids children to play with the typewriter, thereby pushing the children away from themselves. As a result, he fulfilled his mother's order, but his desire (Play with children) could not implement. The boy was in psychological stress, he tried to take it off by offering the toy to his friend, but he refused and thereby deprived Anton of the opportunity to relieve the tension that had arisen. And the child found a way out - he broke the car, which, most likely, will lead to a conflict with his mother. Authoritarian style of relationship between mother and child. The mother suppresses the boy, imposing her opinion on him and putting herself in a position "I am right, but you are not!"... The teacher needs to have a conversation with mom about what happened. The mother should try to listen to the opinion of her son, allow more independence when the child is adopted decisions compromise in relationship with his son. In an individual consultation with the mother, the teacher should talk about psychological characteristics children preschool age, about the styles of relationships between parents and children, you can also recommend the mother literature on the problems of relationships within the family, offer reminders on the styles of relationships for their comparison (compare authoritarian, democratic and permissive styles). The task of the educator in this situations will be to improve Anton's relationship with the children.

4. Boy, 7 years old. From the younger group, he shows interest in modeling, drawing, design. Draws well, sculpts, creates unusual designs, fantasizes. To the teacher's offer to send the child to an art studio, the parents refused, deciding that the boy should go in for sports. In kindergarten, he is not friends with anyone, often conflicts with children, if he is prevented from drawing or building, if one of the children wants to join his game, most often he does not let him in. He is very withdrawn, slow, it is difficult to distract him from his favorite pastime.

Solution

Option 1.

A child with low self-esteem, he is not recognized by his parents. It is necessary to try to increase the child's self-esteem, offer to participate in competitions, hang his work at exhibitions so that parents and children appreciate his success.

Option 2.

Conduct a sociometric method of research, identify the preferences of this child and try to bring him closer to these children, giving them general assignments, together to involve them in joint activities. Give this child a special task, and after successful completion - a high mark in order to increase his authority in the group.

Option 3.

Work with parents. Help them see and understand the child's hobbies. Invite them to take the child's opinion into account when choosing additional education in order for the child to be passionate about the proposed activity, he must have motivation, and not just "Because mom said so"... And the whole family can go in for sports on weekends.

5. When seven-year-old Seryozha was brought to school, the parents proudly said that the child was ready for school. He can sing, dance, and read poetry well. The boy did not attend kindergarten. Parents work, they are often not at home. At this time, the child was with his grandmother. When dad taught poetry with the boy, he often spoke: "Come on, otherwise you will go to school, the teacher will scold you for not knowing anything." In the very first days, Seryozha got bored in class, and then even said that he would not go to school, he did not like it there.

1. What caused the school failure?

Solution

Volitional readiness assumes that the child is able to set a goal, accept solution, outline a plan of action, execute it, show a certain effort, evaluate the result of your volitional effort.

6. Dima (6 years) used to be praised. Draws a picture and runs to show neighbors; will treat grandmother with candy and right there concludes: "I am kind!"; after a walk, put his things in place and walk behind mom: "Am I really doing well?"; make a structure out of a builder and again: "I'm a real master, right?"- Well done! After all, you are the very best, - the parents confirm. Often praise the son in his presence: and he draws well, better than others, and knows a lot of songs, and reads poetry expressively, and is taller than his peers. On occasion, they are rewarded with a toy, a delicacy for not being capricious, for behaving well with my grandmother today ... And so every day.

Is it good or bad that Dima is often praised? How does this affect the upbringing of the child? When should a child be rewarded?

Solution

Encouragement is one of the methods of raising children. Encouragement is justified if it contributes to the moral growth of the child. However, used often and ill-considered, it not only loses its value, but also develops negative quality: exclusivity, excellence, the desire to do good for show. There is nothing more immoral "Approximate" behavior, good deeds for show, for a reward.

Marina Stadnik
Pedagogical situations and their solution

I suggest you consider the problem of social development of preschoolers. When we look at educational Gosstandards, we see that each page says about social development preschoolers. What is the reason for this? Let's try to figure it out.

Today the baby is put in the situation broken ties and a chaotic flow of information without structural and logical connections. But even 20 years ago, the socialization of preschoolers was spontaneous, the child developed in a small society: family, courtyard company, pioneer organization, freely communicated with peers.

Now a lot has changed - the natural factors of socialization have disappeared. Meaningful family upbringing has taken on a different character: modern parents work a lot more than before; often they are passionate about their personal development to the detriment of parent-child relationships. It is almost impossible for children to walk in the yard without their parents on their own, and with their parents, children behave differently, because adults constantly interfere in the communication process, imposing their behavioral forms - socialization does not occur, communication ceases to be spontaneous. Yard socializations have disappeared.

The main factor of modern civilization, which has a tremendous impact on the content of modern childhood, has become rapid growth new technologies, first of all - information. A huge number of preschoolers use the Internet, spend a lot of time with various gadgets, which largely replace games with their peers and at the same time consume time for independent games. It is known that socialization occurs mainly when the child shows his own initiative, when there is an unpredictable situation.

Therefore, a preschool institution cannot but engage in precisely the socialization of modern preschoolers. Task preschool- to give children the opportunity to live in various social roles (family member, team member, city dweller, boy or girl, etc.) in order to create a foundation for a future life. When a child lives a certain social role, then he develops various personal qualities and forms an initial idea of ​​society.

Let's analyze the prevailing pedagogical situations and find ways to solve them:

- I suggest you disassemble a few more pedagogical situations and find ways to solve them... We will work in subgroups (for 5-6 people).

Are distributed situations

Getting Started pedagogical situations we advise:

Before answering the questions, carefully read the condition, mentally imagine the situation, the characters.

Answer questions in the order in which they are asked.

Remember that almost every situation assumes variability, flexibility of answers.

ALGORITHM SOLUTIONS OF PEDAGOGICAL PROBLEMS

Investigation of the causes of the problem (research task,

Building a forecast further development systems (predictive task,

Search solutions exit from a difficult situations in specific conditions (inventive problem)

Analysis examples pedagogical tasks

Situation"About a rejected child"

In the kindergarten group there is an outcast child with whom the children do not want to communicate and play. Children cannot explain their attitude to this child. The boy is quiet and calm, does not enter into conflicts. We need to find a way to turn the children to the rejected boy.

1. Research task:

What is? - there is a group of children and a separate boy with whom they do not want to play,

What does not suit you? - children ignore the boy, do not accept into games,

What do you need? - so that the children take the boy into the social circle.

2. Forecast problem: help the boy enter the children's society

3. Inventive task:

- to identify the boy's abilities that are significant for other children;

- to pick up assignments for this child, on the implementation of which other children depend.

- one assignment, but daily and practically necessary for children.

4. Perfect end result: Teach your child to do things that other children cannot do, such as tying shoelaces. And send to him for help while getting ready for a walk. Constantly emphasize the boy's desire to help other children, encourage children to thank for the service rendered. After relieving the main stress, give the boy exercise: Teach other children to tie their shoelaces.

Situation number 1.

A 5-year-old boy is hyperactive. He cannot engage in quiet activities, he turns around in class, makes noise, does not absorb material, distracts other children.

1. Research task:

What is? - a hyperactive child.

What does not suit you? - his excessive mobility prevents him from performing educational tasks offered by the teacher.

What do you need? - so that the child has the opportunity to complete tasks for mastering skills.

2. Forecast problem: "To turn harm into good"

3. Inventive task:

- Develop a unified approach to the child that will be acceptable to both parents and educators.

- Choose an effective strategy, for example, using tactile contact, i.e. in kindergarten, putting the child to sleep in a quiet hour, educator, sitting next to the child, strokes him, uttering quiet and affectionate words, relieving tension.

- excessive mobility of the child should be a prerequisite for completing the task.

- to make the child feel successful in a certain activity.

4. Perfect end result: the material that the child works with is placed in different places in the room. After completing one task, the child must find out (guess, read according to the scheme, etc., where the next task is "hidden" and move to the desired part of the room.

Situation number 2

You can often see how in the classroom, did not have time yet teacher ask a question, and the child is already pulling his hand - he is ready to answer. With impatience, he shakes his hand, gets up, shouts out.

1. Research task:

What is? - an impatient child.

What does not suit you? - the child often interrupts teacher and peers giving personal assessments of what is happening.

What do you need? - so that the child does not interfere with the educational process of the group.

2. Forecast problem:

- to form the moral and moral consciousness of an undisciplined child, motor and volitional regulation.

3. Inventive task:

- to acquaint children with the rules of etiquette using literary works humorous nature.

- train perseverance and reward for calm behavior.

- put an unruly child at another table so that he can see his peers at work. Such "insulation" almost always has a calming effect on the child.

- establish rules of conduct in the classroom and warn about the consequences of non-observance.

4. Perfect end result: “I understand that you are very interested and want to tell everyone. But in order to hear what the comrades are saying, let’s agree, the one who has the microphone in his hands will speak ”. In this case, the object in the child's hands carries an additional triple stimulus - a sign of a legal sequence, an assistant for free expression (we adults ourselves often twist something in our hand during an important conversation) and the realized right to independently choose the next speaker

Situation number 3

In any age group, you can find a child who is not confident in himself. Before starting any business, he asks again several times or watches for a long time how others are doing. He begins to act only when an adult encourages him or when no one is looking at him.

1. Research task:

What is? - a timid child.

What does not suit you? - an underestimated view of one's own capabilities and abilities.

What do you need? - teach to cope with life problems at this age stage.

2. Forecast problem:

- to teach the child not to doubt himself, his capabilities and powers;

3. Inventive task:

- identify the cause of self-doubt;

- teach him to partially overcome his shyness, pondering possible alternatives to his plans and actions, setting before him feasible tasks;

- increase self-esteem through games to build confidence;

- to cheer up the child, stimulate activity, accumulate it "Baggage of successes".

4. Perfect end result: the child takes the initiative in completing tasks and assignments of an adult. Accumulates "Baggage of successes", and, consequently, self-esteem rises. The child learns to adequately perceive criticism. Becomes emotionally stable, can show leadership qualities. The position of success will be consolidated.

The peculiarities of the development of children with a new type of consciousness indicate that they differ from their peers of the last century and require a modern approach in upbringing and education, new competencies of the educator.

"Principles of parenting 21st century children":

Children need boundaries. Adults must determine them. If parents do not set boundaries, children will set them, not for themselves, but for the parents. However, the presence of a framework should not deprive the process of nurturing creativity. Sometimes the child should be allowed to set boundaries on their own so that they can learn to take initiative.

It is necessary to communicate with children as with equals, while not imposing adult problems and responsibilities on them.

Explain your requirements, actions and words, giving the right to express your own opinion on the issue under discussion.

When talking to a child about love, you should also show respect. Otherwise, the words will remain only words in which the child will not believe. Expressions of sincere love are what every person needs and what helps people to remain human, even if they are small children.

Children notice tricks and lies, so you should not apply them relatively toddler: he's smarter than he looks.

Children must release excessive physical energy.

Watch the little ones interact children: they can teach you a lot!

In an age of modernization and innovation, a modern educator must know a lot and be able to not only relate to his own teaching activities , but also any other branches of our time, since the issue of a growing and developing child can sometimes be completely unpredictable.

The role of the child as a passive object pedagogical impact has remained in the past, now a personal-activity approach is used in work, in which children are active subjects and acquire the ability to act in various problematic situations.

Pedagogical situations with answers

Section II
Pedagogical situation number 1.
The student is not satisfied with his mark and climbs onto the table during the lesson as a protest. In the classroom, the sonorous eerie laughter of children was heard, which obviously led to a breakdown in the working environment. The lesson was impossible to continue.
How to stop the scandal? What ways could such a situation be avoided? How to return the work environment to the lesson, if, nevertheless, such a case has already happened?

Solution. I believe that such a situation did not arise for nothing, the fault of everything was most likely the previously set assessment, with which the boy categorically disagreed, and so clumsily decided to show his protest, apparently he could not think of anything cleverer. To avoid this situation, most likely, it would be possible to explain immediately and in time the reason for giving the student this grade, and it would also be very good to explain to the student in what ways it can be corrected, and at what time, so that he does not focus on it. ... The teacher, on the other hand, should not focus on this situation, since it happened during the lesson, and even more so enter into a skirmish. One could say: "In order to correct the grade, it is not necessary to climb so high" and ask to go down from the desk, calmly continuing the lesson, and after the lesson, of course, leave the student and talk. In addition, if you wish to ask to wash your desk, you may no longer want to do this.

Pedagogical situation №2.

Girl Masha, a student of grade 7 "B", was constantly distracted in the classroom with her friend. The teacher noticed this, and, interrupting the answering student, asked Masha to immediately continue the answer. The girl was not at all at a loss, she presented the lesson material in great detail, moreover, in addition, using information from additional literature... But the teacher only got even more irritated and put "3", explaining this by the fact that Masha was talking in the lesson. Please rate the teacher's actions.

Solution. The teacher was clearly wrong, giving Masha an undeserved grade. First of all, she should have noticed that, in spite of the fact that the girl was distracted, she answered in detail what it cost her to put "5". Of course, the student's behavior is also not correct, it is always difficult to teach the lesson when there is noise and din in the classroom, one could say after the answer: “Well done, Masha, that you know this material well, but still you should be quieter, and not interfere and not distract other students from work, otherwise, I will put you in the magazine "2" for your behavior. " Also, the teacher should not have discharged her emotional state on the child, although the girl behaved in an inappropriate manner, it was worth evaluating the answer, and if she really wanted to put the student in her place, she could have put a second grade in the diary, but already for behavior or write a comment.

Pedagogical situation number 3.
Three students of the ninth grade were repeatedly noticed drunk in one of the entertainment places of the village. The teachers became aware of this circumstance, however, the fact was not verified and confirmed by any of them, although, according to the parents of some students, it took place. These parents do not want to act as a source of information, not wanting to spoil relations with the parents of adolescents. The educators decided to simply not make any decision and not give the situation meaning. Did they do the right thing?

Solution. Of course, this case should not be ignored, at least one should think about the consequences, adolescents at this age are very susceptible to outside influences, most often negative ones, and anyone can lead them astray. Alcohol dependence may develop, and from an early age, children will no longer be stopped. Teachers should have had a conversation with students, talk, talk about the consequences, and resort to the help of a psychologist. And of course, be sure to inform the parents so that they, in turn, also take any measures. And what was left without attention is negligence towards children.

Pedagogical situation number 4.
A 7th grade student systematically did not complete his homework, did not even try to touch the notebooks. The teacher regularly, every day, put two marks for him in his diary and in the journal. Once the teacher said: “Sasha, you have solid deuces today, there will be another one, and it will be so until you complete homework". To which the student replied: "Well, bet!"

Solution. Constantly giving a student a two is not a way out, it was worth leaving the student after the lesson and finding out the reason for this behavior, it can be more serious than it seems, maybe he has problems at home or at school. Or there is another option, work with the boy, help him understand incomprehensible topics, give something additional to solve in order to correct the previously obtained deuces. And systematically belittling the student will not give any results, his self-esteem will only drop even more. If conversations with the student do not help, you can involve the parents so that they also take part and contribute to solving this problem.

Pedagogical situation number 5.
“Kostya went out into the corridor, shook his fountain pen, which for some reason had stopped writing, and suddenly appeared on the new, freshly painted wall ink stains... Natalya Alexandrovna, who saw this, came up and said that she would have to wash the wall herself.
Kostya began to rub the stains fiercely. They soon disappeared, but the freshly washed stripe stood out clearly on the wall. Then he decided to wash the entire wall of the corridor. The class teacher found him doing this.
- Have you decided to help aunt Masha?
Kostya shook his head in the affirmative. He was used to deceiving, the reputation of a liar followed him from the III grade. I wanted to tell the truth first, but somehow
happened…
The teacher, who already knew the reason for Kostya's zeal, said nothing.
But at a class meeting she loudly announced:
- We wholeheartedly have to thank Kostya for the help to Aunt Masha, whom he voluntarily provided
her yesterday.
Kostya saw the approving glances of his comrades. But
from the expression on the teacher's face, I realized that she knew more than he had expected. Without knowing why,
the boy suddenly stood up.
- I didn't want to help at all ... - and told how
was the case.
- I always. Kostya, I thought that you were an honest person, ”the teacher said.“ And from now on I will believe you even more. And all the guys will respect you if you act as honestly as you do today.
Returning to his home, the boy thought: what else could he do to honestly confess to the guys later and experience that happy moment of universal respect for him that he experienced? " Evaluate the teacher's actions.

Solution. The teacher did the right thing, did not immediately convict the guy of lying, gave him a chance to correct himself, see mistakes in his actions, made it possible to objectively evaluate everything that was not good that he did, thereby helping the guy to realize that telling the truth is much better than constantly lying ... No wonder they say "everything secret sooner or later becomes apparent"

Difficult situation

Acute and conflicting pedagogical situations arise among both novice teachers and rather experienced ones. They reflect deep psychological processes in the relationship between teachers and students, pedagogical and student teams.

These situations are of a signal nature. The outcome of the conflict very often depends on how quickly the teacher reacted to the first signals from the students. Sometimes the teacher (and the student) pays too dearly for an unfavorable outcome of a conflict situation.

In any acute typical pedagogical situation, each teacher acts in his own way. Of course, everyone is trying to prevent conflict situations... Many teachers even have their own "recipes" for the prevention of such situations, a worthy way out of them.

Let's imagine the following situation.

As you entered the classroom for a lesson, you found a cartoon of yourself on the blackboard. The guys hoped that the search for the culprit would begin and the lesson would be thwarted. What to do?

But is this the situation?

The students were about to leave your additional lesson, and you got into the hands of a note from the students, in which they agree to leave the lesson and do not speak very flatteringly about you. What to do?

At the request of the head teacher, you replace a sick teacher in someone else's class. The lesson began. The class is completely unmanageable. You say hello - no attention. How to be?

At the end of the article, some teachers will give specific solutions to these pedagogical situations.

In the meantime, please pay attention to the memo.

What the teacher (educator) should remember.

• A constructive solution to conflict situations is a necessary element of the professional pedagogical training of a teacher.
• Any inhumane actions of the teacher cause opposition.
• If a student challenged the teacher, then he has a reason for this.
• Each conflict situation is an acute signal of a problem in the development of a child or a whole group.
• It is wiser to do deep reflection at the first symptoms of trouble than to start it after serious manifestations of conflict.
• Positive findings in work are often forgotten, while mistakes are remembered for a long time, sometimes for a lifetime.

A conflict is easier to prevent than to resolve!

It is advisable to observe the following rules of pedagogical communication

• It is not necessary to see only negative motives behind every negative act of a student.
• It is necessary to carefully prepare for the lesson in order to prevent even the slightest incompetence in teaching your subject.
• Schoolchildren tend to more willingly follow the orders of teachers with an indirect method of influence.
• A student can be changed for the better with the help of special techniques for assessing his personality (this will be discussed in the article "Competent Assessment").
• Well-organized joint activities bring people closer together and increase their authority.
• The courtesy and correctness of the teacher's behavior reduces the tension in communication.

Pedagogical situations (from the experience of some teachers)

• The teacher smiled, went to the blackboard, corrected the drawing and began the lesson. The guys were upset and surprised. The lesson went well. This did not happen again.
• The teacher defiantly, in front of the class, read the note and said that he was now aware of their preparation for leaving the lesson, that he was worried about their opinion about him, but he was not going to take revenge, but wanted to figure out why this happened. He will definitely listen to the guys, but asks them to listen to him. As a result, the students and the teacher find mutual understanding and, satisfied with each other, continue the lesson.
• The teacher, completely oblivious to the class, began to draw a very interesting picture on the blackboard. Conversations slowly ceased. The children began to carefully examine the drawing. Then she asked what it meant. Some guys expressed their opinion. She thanked. A normal lesson began.

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Pedagogical situations and an example of their solution. Methods for solving complex pedagogical situations

Let's consider pedagogical situations and an example of their solution. Perhaps these questions cannot but worry almost any person. Why? The fact is that each of us is either a parent, or an older friend, or someone's relative, which means that from time to time we have to deal with childhood or teenage whims, serious offenses or even violent fights.

According to experienced specialists, even if difficult pedagogical situations (and an example of their solution will be shown below, by the way) are not within your scope professional activity, it is still possible to cope with them. To do this, you just need to know the basic laws and regulations.

This article will show you how to find mutual language with the younger generation. The solution of pedagogical situations at school, as well as at home, will be discussed with scientific point vision.

Section 1. What is the situation in teaching practice?

With the advent of situational approaches in the upbringing of children, such concepts as "pedagogical situation" and "pedagogical task" began to sound more and more often. What do these terms mean? Can they be considered as part of such a concept as an educational problem?

First of all, let's try to give a definition.

So, the pedagogical situation is, as a rule, life circumstances, facts and stories that have arisen in the course of the professional activity of a teacher or educator and have given rise to certain tasks and psychological and pedagogical conditions that require further resolution.

Some regular pedagogical situations, which are encountered quite often, allow a teacher, educator or parent to quickly analyze the actions of students (household members), identify the problems that have arisen and resolve them positively.

Non-standard (abnormal) pedagogical situations (and an example of their solution, as a result) are difficult, which means that they require a longer period for elimination, although sometimes they can be completely insoluble.

The role of such situations for the study and assessment of the educational process is enormous. Why? The answer suggests itself. It is through such problems that one can see the existing advantages and disadvantages of all activities.

Section 2. Solution of psychological and pedagogical situations. What is the basis?

The primary reason for this situation is an event that has arisen as a result of any problematic factors in the school environment. Such conflict situations usually arise when:

• discontent, expressed in irritation or negative attitude towards a person or object;
• disagreement due to lack of consistency and similarity in opinions or views;
• confrontation in the form of rivalry or resistance to the actions of someone, something;
• counteraction - an action that prevents the manifestation of another action;
• a rupture resulting from a breakdown in the relationship between someone or something.

Section 3. Basic actions when a conflict is detected. An example of solving a pedagogical situation

Any conflict event requires resolution, and the teacher's job is to provide step-by-step detailing of all his actions.

Such events can occur on purpose or by accident. But, despite the reason, they should be resolved deliberately and carefully, taking into account the interests of all parties to the conflict. For this, special methods of solving complex pedagogical situations are intended.

When a fact is found, it is necessary to describe a specific pedagogical problem and determine the nature of its content. Analysis and assessment of the situation helps to identify the essence of the conflict and formulate the most significant tasks. In accordance with the information received and analyzed, the specialist can select specific methods of pedagogical work.

The choice of solution options largely depends on the teacher's professional experience, as well as on his additional theoretical and practical training. Of great importance for resolving the conflict is the teacher's ability to correctly conduct self-analysis and assess their actions and the decision.

Teachers with extensive professional experience and experience do not particularly need step-by-step detailing of their actions. But such a technique can help young teachers in working with children when they need a quick and clear solution to pedagogical situations in a preschool educational institution, for example, or in the lower grades of secondary school.

Section 4. Situation detection

During school day the teacher constantly interacts with students and faces various difficulties. Experienced specialists have developed methods for solving complex pedagogical situations for years, while beginners sometimes have a very difficult time.

Why is that? The thing is that it is difficult for schoolchildren to adhere to the rules of behavior and fulfill the requirements of teachers on a daily basis, therefore, disturbances of order, quarrels, resentments, etc., are possible in the school environment.

The first step is discovering the fact. For example, a teacher saw a student elementary grades ruined the railing on the stairs with a knife. Either one of the students had a fight with a classmate during recess or did not fulfill his obligations, and the teacher also found out about this.

Section 5. Example of a situation

It is better to describe the event in detail and head it, which will help in the future to find the essence of the conflict. In the search for truth, dialogue and even dispute are important.

Here we have a ready-made pedagogical situation. In fact, examples can be given endlessly, but we will analyze, for example, the situation with damage to the stair railings, which can be called like this: "It's impossible!"

The teacher, going down the steps, accidentally noticed how the student with a penknife was trying to cut the railing of the stairs. Seeing the teacher, the boy ran away, forgetting even his jacket on the site. The teacher told about everything that happened to the child's mother, who simply did not believe that her son could have done this. She was convinced that her son was not at all to blame, and this was done by other guys, because they live in an apartment with perfect order and beautiful furnishings, everyone in the family takes care of things and furniture.

When asked by his mother, the son admitted that he just wanted to try his knife in action. Imagine the boy's surprise and indignation when the teacher invited him to cut a table or chair at home. He was just sure that this should not be done, because this table was bought by his father.

After reconstructing the picture of this situation, you can proceed to its analysis.

Section 6. The main pedagogical situations arising in preschool and school institutions

It is almost impossible to find a ready-made solution to pedagogical situations with answers to all questions. After all, even each age category has its own standard cases.

For children of primary school age, for example, the following situations are characteristic:

• Malice, denunciations and complaints. Children know that peers have a negative attitude towards snitching and whistle-blowing. However, schoolchildren constantly complain to teachers: “And he took it from me ...”; “And she writes off from me ...”; “And he pushed me,” etc.
• Fights, brawls. There are many reasons for the aggressive and cruel behavior of a child towards another person: due to differences of opinion and views; because of the desire to take revenge, stand out or assert themselves, etc. Such behavior begins to emerge and strengthen even in primary school age. Subsequently, more serious psychological and pedagogical problems may arise.
• Exchanges. The relationship of children with each other according to the principle "I for you, you for me" is widespread and supported by children. But exchange without rules can provoke quarrels and contribute to the development of ambition, self-interest or resentment, leading to conflict situations.
• Fears. Primary school children are prone to feelings of fear. They are afraid of parents, teachers, strangers, animals, etc.
• Damage to things. Many children are dismissive of personal and other people's things, spoil them.
• Nicknames and nicknames. In schools, children, when communicating with each other, often call each other not by names, but by nicknames, and quite often precisely with the aim of humiliating dignity.

Pedagogical situations of this kind (and an example of their solution will not be universal) can be enumerated indefinitely.

Section 7. How to properly analyze the conflict

To correctly analyze the above example of a pedagogical situation regarding damage to school property, it is necessary to get answers to the following questions:

• Who is the main participant in this event and dialogue?
• What is the cause of the conflict?
• What was the motive for this act?

The main participant in the event is the student. He treats his personal belongings with care, but calmly spoils school property. At the heart of this conflict is disagreement. The boy is sure that his act does not contradict the accepted norms of behavior. Although it is clear that you need to protect not only your own things, but also public ones. He commits his actions unintentionally, since he does not realize that he is violating the rules of conduct.

The pedagogical problem, as they say, is obvious. Apparently, the father, having presented his son with a penknife, did not explain the main purpose of this item.

Section 8. What tasks need to be formulated first

Analysis of the event allows you to correctly formulate the tasks, among which the most significant ones should be highlighted. After determining the significance, they proceed to their solution and settlement. In our example, the following tasks arise:

• help the child realize his mistake so that in the future he does not commit such acts;
• to convey to the understanding of parents that during upbringing it is necessary to pay attention to such qualities as thrift and accuracy: the child must be thrifty not only to his own things, but also to strangers;
• conduct a conversation with children in the class where the boy is studying, and do not ignore cases when students spoil things.

Section 9. Methods for solving a pedagogical problem

The most difficult stage after detecting a situation is choosing a solution.

It is safe to say that this is not at all easy for a modern teacher. Of course, there is experience in solving standard situations, but it is still little studied. It is through the resolution of pedagogical situations that the teacher interacts with the students, where he directly contacts the child about his specific action and deed.

If we return to our example of the situation, we can see that the parents made mistakes in the upbringing of the child, which led to a violation of the generally accepted norms of behavior. The first mistake of the parents is that they did not teach their son to take care of extraneous things. The second mistake - the father, having presented him with a knife, did not explain its purpose. In this case, the teacher can advise the parents to discuss the situation with their son, help him understand the wrongness of his offense, talk about the purpose of the penknife, and in the future, together with his father, repair the stair railings.

Further educational work largely depends on the effectiveness of the applied variant of the solution of the pedagogical problem.

Section 10. Solution examples

So, as they say, there is a pedagogical situation. Examples of solutions to both this and similar cases, we will consider below. What are the features of the psyche and behavior of children, in particular adolescents?

• For children adolescence conflict is characteristic, expressed as a challenge to society, stubbornness. For them, the opinion of their peers has great importance and above the opinions of adults. The best way out of these situations is to try to understand them and the reason for such behavior, take into account their opinion, provide more controlled independence and cooperation.
• Manifestation of anxiety, unstable emotional state, fear, shyness, or inability to communicate with peers. What to do? Try not to compare with others, use more bodily contact, help increase self-esteem, make less comments about the child (only in extreme cases), be an example in everything. Also, in this case, it is better not to force the teenager to participate in any competitions and works that take into account speed.
• Theft, theft of other people's things. If such an act is identified, the teacher should talk to the teenager, try to convince him of the need to return the thing to the owner with an apology. To support him, you can go with him, but only as a silent escort. If the class knows about what happened, then it is necessary to discuss this unpleasant act with the children. In this case, one should listen to the opinion of everyone and jointly draw a conclusion. Children need to understand that such actions are illegal.
• Lies, deception. If you find the fact of deception, discuss the situation with the child and explain further Negative consequences for him and for others. The main thing is that he understands that lying leads to the loss of trust of the people around him.
• Loneliness, isolation, strong vulnerability, irascibility and irritability. With the help of individual conversations, help the child get rid of these emotional and psychological problems, explain how to smooth them out and overcome them. In a team, try to praise the teenager and emphasize his positive qualities.
• Negative Leadership. It is better not to argue with such a child, not to conflict, not to make comments in the presence of others. We must try to find contact with him and make friends, suggest how to become a real leader with authority.
• The manifestation of school "bullying" - a social phenomenon expressed in an aggressive mood with deliberate persecution, cruelty, insults and humiliation of other children in the presence of peers. It is important to remember that a teacher, having noticed such a phenomenon, should not focus attention on this and bring it up for general consideration. This can make the perpetrators even more aggressive against their victim, which in turn can make the victim feel even more insecure and ashamed. Particular attention should be paid to the development of creativity, mental transformation and creative thinking. The basis of upbringing should also include the development of empathy - a feeling of empathy for the emotional state of another person.

PEDAGOGICAL SITUATIONS AND THEIR SOLUTION

Situation 1.

Morning. There is an unusual animation in the group room: new toys have appeared in the play corner. All the guys are looking at them carefully. An interesting game is planned. Only Vasya, secluded, looks at the children indifferently.

Why are you so sad? Are you sick? - asks his teacher.

No ... I’m so, ”the boy whispers, turning to the wall so that no one will see the tears welling up in his eyes. And suddenly, burying himself in the teacher's dress, he sobbed:

I'm sorry for mom ... Papa came late again and drank wine with Uncle Tolya. And my mother kept crying. Daddy made a lot of noise all night.

Analyze how Vasya's father's behavior affects the child's condition. What, in your opinion, can kindergarten help a family in creating a healthy life?

Vasya's father's behavior has Negative influence on the psyche of the child, affects his emotional well-being. As a result, the child may develop neuroses, mental retardation, psychopathy, organic diseases of the central nervous system etc. The kindergarten is able to provide social and psychological assistance to the family: consultations to parents (in particular, the father) on the problem of forming a healthy lifestyle, to inform parents on issues of child psychology, to assist the family in increasing its educational potential. All this is included in the plan of individual work with the boy's family. In addition, individual work can be carried out in various forms: conversations, trainings, reading, solving problem situations, etc. To work with a family, an educator must involve a teacher-psychologist. Only the joint activity of educators and a psychologist will lead to the best result.

Situation 2.

The teacher invited all parents to the clean-up day, posting information about this on the group stand. 2 people came. The teacher is unhappy. The cleanup had to be postponed. How can you explain what happened? What to do next.

What happened can be explained primarily by the fact that there was no direct contact between the teacher and the parents. Parents (and perhaps not all) saw the information on the stand, and, most likely, perceived this information as optional. Most likely, the teacher does not work with parents in the proper volume. To prevent this from happening in the future, it is necessary to work with parents in close contact, carry out all kinds of work with them: parent meetings, consultations, involve parents in the implementation creative works, conduct open classes for parents, invite parents to participate in matinees, arrange excursions and hikes with children and their parents, etc. If the teacher implements these and other forms of work with parents and announces at the cleanup, first at the parent meeting, and only then post information on the stand, then more parents will come to the aid of kindergarten.

Situation 3.

Educator preparatory group at a parent meeting, he talked about how to prepare children for school, developing them physically. One boy's grandmother actively insisted that her grandson should not be taken for a walk or in the pool. he often gets cold. She argued this fact by the fact that teachers do not follow how children dress, but at this age they cannot do it on their own. When the teacher asked about how Seryozha would dress at school, the grandmother explained that she, like in kindergarten, would help him with this, for which she specially quit her job.

How to organize work with Serezha's parents? What can you offer your grandmother to solve this?

It is necessary to conduct consultations, conversations with Seryozha's parents, recommend scientific and methodological literature on the psychology of older preschool children, literature on the formation of healthy lifestyles in preschool children. It is necessary to make it clear to the boy's parents and grandmother that the child should be independent. Only then will he learn to dress himself when he tries to do it without assistance. Also, parents should understand the importance of walking in the fresh air and visiting the pool, because this hardens the child's body, strengthens his immunity. To work with Seryozha's family, the teacher must involve a physical education instructor, a nurse and a psychologist. Together with these specialists, you can conduct an individual consultation with the child's family. A physical education instructor will explain that physical activity, swimming and walks harden the child's body, increase immunity. The instructor can also invite the parents to watch the activity in the pool. The teacher can involve parents in a joint walk with children, in order to show parents that the child, thanks to outdoor games, does not freeze on the street, that walks harden, develop physically. The nurse must also make it clear to the parents that a physically developed child is less likely to get sick. Parents should be sure that in bad weather, walks are not carried out, that the temperature of the water in the pool will not allow the child to freeze, etc. The educational psychologist should hold a consultation with the parents on the topic of the child's independence. The purpose of this consultation is to make parents understand that overprotection prevents a child from growing up and being independent. After all, why be independent when they will do everything for you and tell you what and how? And it will be difficult for a dependent child in a school environment, because there is not much to wait for help from anyone. The grandmother, with her help, can cause ridicule from the grandson's peers, which will negatively affect the boy's relationship with other children.

Situation 4.

Andrei's mom communicates with her son as if he has available, positive, strengths of personality and character have already been formed. Therefore, she builds her communication with him as follows: “Why did you take this car in kindergarten? I know that you are kind and honest. So take it to your children tomorrow, because they want to play with it too. " But Kolya's mother in a similar situation tells him: “Why did you take this typewriter in kindergarten? You are bad! You're a thief!".

What is the fundamental difference between these mothers' communication with their children?

The words that parents call their child leave an imprint on the formation of positive or negative character traits. In this case, Andrei's mother contributes to the formation of positive character traits in him, calling her son affectionately, with kind words, indicating his good qualities. And Kolya's mother, on the contrary, forms negative traits character, calling the boy bad words, thereby rooting in the child's mind that he is "bad" and "a thief." Thus, mothers evaluate the actions of their sons (good or bad), and, accordingly, the child will grow up "bad" or "good". In the future, he will become what was laid in him since childhood. All assessments of the child's actions are "recorded" in the child's internal system in the form of self-assessment and his emotional state.

Situation 5.

Evening. Your shift is already ending, but my mother did not come for Vanya. Suddenly, 15-year-old brother Vanya appears in the doorway and hands out a note from his mother with permission to pick up the child from the kindergarten. Your actions?

It is necessary to call the boy's mother and find out the reason why she cannot come to the kindergarten herself for the child. If the reason is compelling (for example, the mother was admitted to the hospital), then it is necessary to accompany the children home and make sure that the youngest child is not left unattended. If there are no compelling reasons, then the teacher should insist that the mother or any other adult relative come for the child. If the mother refuses to do this and asks all the same to give the child to a minor, then the teacher must again accompany the children to the house and subsequently inform the head of the kindergarten about the mother's act. In a conversation with the boy's parents, it is necessary to be guided by the Charter of the preschool educational institution. To prevent such behavior of parents, it is necessary to hold a parent meeting on the topic "Familiarization of parents with regulatory documents."

Meeting progress:

1) Familiarization of parents with the regulatory documents governing educational process: Law of the Russian Federation "On Education", Standard Provisions of Preschool Educational Institutions, "Convention on the Rights of the Child", Charter of Preschool Educational Institutions. For this, a multimedia presentation is used.

2) Distribute to parents in the printed form extracts from the documentation that are directly related to the parents of the pupils, the organization educational activities, the development of children.

3) Invite parents to answer questions about the content of the documentation.

4) For independent, more detailed study, offer parents methodological literature on this topic, links in Internet sources.

Situation 6.

Sasha shuddered from loud noises and conversations every time, and if one of the adults tried to hug the child, then he covered himself with his hand, bent and trembled. Educators often see bruises and traces of beatings on the boy's body. I see, because the boy from dysfunctional family. Your actions.

It is urgently necessary to involve a teacher-psychologist in the work with the boy. In this case, the psychologist and educators work together. It is also necessary to notify the head of the kindergarten, who must take action. The parents of the child are interviewed together with the psychologist and the manager. The psychologist must explain to the parents that the unfavorable situation in the family negatively affects the psyche of the child, and the beatings cripple him not only physically, but also morally. Such an attitude towards the boy will not allow him to become a full-fledged personality in the future. The manager must put the parents in front of the fact that if new beatings appear on the child's body, she will immediately notify the guardianship authorities, which, in turn, will take further action. In general, it was necessary to take measures at the very beginning, when the teacher saw the first bruises in the child. In this case, subsequent beatings could be avoided. If the situation with the boy does not change, then everything possible must be done so that the child is taken from the family. This requires the help of the guardianship authorities (social workers and psychologists).

Situation 7.

Anton (6 years old) was presented with an expensive car with remote control for his birthday. He brought the car to kindergarten, but warned that he would not let anyone play with it, as he had instructions from his mother not to give anyone a car. Anton refused to give children a toy, giving a variety of explanations: "You are a girl - you cannot be a chauffeur", "And you, Ilya (his best friend), do not know how to manage it."

The teacher offered to show how you can operate the car, and then hand it over to Ilya. Anton did not agree with the educator's proposal, explaining that Ilya is dull and will not cope with management.

The children did not lose hope, but Anton was relentless. They got tired of asking, and they left Anton alone. At first Anton calmed down, but then began to glance in the direction of the playing children. He took the car to a locker. Then he could not resist and tried to make contact with the children: "Can I go with you?"

“Nope! Go be greedy, we will play without you, ”Ilya answered him.

Flushed Anton, with tears in his eyes, shouted: "I'm not a greedy man - I'll give it to you!" But Ilya began to list other children, wondering if they would get the car. Anton ran into the locker room, grabbed the car and smashed it to smithereens. When Anton's mom learned about what had happened, she defined her attitude: “I knew it, I said: don’t take the car to kindergarten”. She blamed Ilya for everything.

Analyze the nature of the relationship between mom and son, what they are based on. What psychological and pedagogical assistance can a teacher provide to this family? Imagine a one-on-one consultation with Anton's mom.

The boy found himself in conflicting feelings: on the one hand, he strove to fulfill his mother's order, and on the other, to remain on friendly terms with the children. The child is afraid of not fulfilling the mother's order and forbids children to play with the typewriter, thereby pushing the children away from themselves. As a result, he fulfilled the order of his mother, but he could not fulfill his desire (to play with the children). The boy was in psychological stress, he tried to take it off by offering the toy to his friend, but he refused and thereby deprived Anton of the opportunity to relieve the tension that had arisen. And the child found a way out - he broke the car, which, most likely, will lead to a conflict with his mother. Authoritarian style of relationship between mother and child. The mother suppresses the boy, imposing her opinion on him and putting herself in the position of "I am right, but you are not!". The teacher needs to have a conversation with mom about what happened. A mother should try to listen to the opinion of her son, allow more independence in the child's decision-making, and compromise in relations with her son. In an individual consultation with the mother, the teacher should talk about the psychological characteristics of preschool children, about the styles of relationships between parents and children, you can also recommend the mother literature on the problems of relationships within the family, offer reminders on the styles of relationships for their comparison (compare authoritarian, democratic and conniving styles). The task of the educator in this situation will be to improve Anton's relationship with the children.

Situation 8.

A mother reprimands her five-year-old daughter for driving her younger brother away from her desk:

Behaving badly. After all, he is smaller than you, he must yield.

All give in and give in! And if he interferes with me ?! If in my drawing he draws kalyaki-malyaki ?!

Anyway, you're older than him!

Supported by his mother, the boy continues his work.

Ah well? - the girl is angry, - you will know how to spoil other people's drawings! Here's to you for that!

A girl in hearts pushes her brother. The conflict is escalating. As a result, both cry.

In a conversation with the teacher, mother complains that the children are not friendly, they do not know how to get along with each other.

What do you see as the cause of the conflict between brother and sister? Why do we not observe in this family the manifestations of such a psychological trait of a girl as a tendency to guardianship?

The reason for the conflict between brother and sister is that children feel unequal treatment from their mothers. It is wrong to make a remark based on the fact that the daughter is the eldest and therefore must yield to her brother. This is what contributes to the growth of conflict between children. It turns out that everything is possible for a brother, everything is allowed, because he is small, and the girl must yield to him as the eldest. This position of the mother (position of inequality) is not correct. In this family, we do not observe such a psychological peculiarity of the girl as a tendency to guardianship, because the mother, with her wrong attitude towards the children, put the girl in the position “You are the eldest, therefore you must”. Thus, the girl feels slighted, perhaps, feels jealousy and, offending her brother, she throws out all the negativity on him. In order for the girl to take care of her brother, the mother had to put her in the position "You are the eldest, so you can help the youngest, because you know and can do more than he does." The mother had to ask the girl for help to her younger brother, to build a dialogue with him in a slightly different way. When the boy ruined her drawing, the mother had to calm the girl down and give each child a blank sheet of paper and agree that everyone draws only on their own sheet, and the daughter could show her brother how to draw correctly. In addition, the mother should praise her daughter more often.

A group event to bring families together, improve family relationships, can be carried out in the form of training. It is necessary to involve a teacher-psychologist in the event.

"Training for the correction of intra-family relations"

1) "Hello, can you imagine ..."

The goal is to activate and bring the group closer together, relieve tension, increase self-confidence.

The course of the exercise: parents turn to each other in turn, ending the phrase: "Hello, can you imagine ..." and begin to describe some funny incident that happened to him and his child, or an unusual episode from family life.

2) "What kind of parent am I?"

The goal is self-reflection.

Course of the exercise: each participant can write down at least 30 characteristics - answers to the question "What kind of parent am I?" Then the parents sit in a large circle and take turns speaking out, commenting on their story about themselves and answering questions.

3) "Marriage Announcement"

The goal is to develop the desire for self-improvement.

Course of the exercise: present the text of the marriage announcement, in which you must first of all indicate your main advantages, and also describe your ideal in a few words.

4) "Affectionate name"

The goal is to reorganize the arsenal of family communication tools.

The course of the exercise: parents sit in a circle and tell what affectionate names they call their child, their wife (husband). When? Why?

5) "I am through the eyes of the family"

The goal is the awareness of interpersonal relationships in the family.

Course of the exercise: the participant must imagine himself surrounded by people close to him and make assumptions. "The son considers me ...", "The husband (wife) thinks that I ...".

6) "Frankly speaking"

The goal is to respond to emotions.

The course of the exercise: you need to complete the sentences that are given, expressing those by the very same your attitude to what is happening.

· During the lesson, I realized that….

· I think the most effective ...

· I could not be more frank because ...

· I did not succeed in class ...

· Most of all I liked how I worked ...

· In the place of the leader, I ...

Situation 9.

The mother asks the teacher:

Why did the child become wayward, disobedient? He was small - they did not know grief with him. And now (soon to school!) He has become different: he criticizes our orders. He is rude to all his opinions ... But we are always very strict with our son. We never deviate from our word: if they said, it means that he must fulfill exactly. No concessions!

Analyze the nature of the relationship between adults and their son, what they are based on. Why did the boy become naughty? Suggest ways to help this family?

In this case, the child must unconditionally obey the will of adults. It is clear that while the child was small, he followed the instructions of the parents, obeying their authority without further ado, but the child grew up, he has his own opinion on everything, which he opposes to the will of the parents. But, since the parents do not take his opinion into account, emphasizing that they never back down from their word, a conflict arises between the adults and the boy's emerging personality. And, therefore, the child begins to show self-will, ceases to obey his parents, is rude or does not yield.

The family should be helped by educators and a psychologist. You can conduct an individual conversation with the boy's parents on the development of the child as a person. A parent must understand that strictness in upbringing is not constant requirements for the child and submission to his will, but a combination of requirements with a respectful attitude towards the child as a developing personality. Parents should be encouraged to spend as much time as possible with their child. Joint games, reading books, walking will allow parents to better understand their son, to listen to his opinion. Only when the parents begin to concede to their child in some way, to compromise, only then will he concede, and if not in everything, then in many respects agree with them.

Situation 10.

A five-year-old girl, rocking the doll, spanks it, irritably saying:

Dare, just don't sleep! Close your eyes now! The teacher, noticing this, says:

Mothers don't treat their daughter like that. Better caress her, sing a song, she will fall asleep.

But the girl does not listen to her, objects:

And mom always does this when her little sister does not fall asleep for a long time.

How to explain the actions of the child in the game, based on the psychological characteristics of the girl? Name them.

What did the teacher have to answer to the girl? What kind of conversation should I have with my mom?

"Children are the mirror of their parents."

In this case, the girl strives to be like her mother, to be an "adult", therefore she imitates her mother, rocking the doll and spanking it. She does what a mother does to her younger sister - she repeats the gestures, words and actions of her mother in playing with the doll. The girl shows negative qualities, but in her understanding this is not considered bad (after all, a mother cannot do bad things).

The mother should learn from the teacher about how her daughter copies her words and deeds and thus "see" herself from the outside. The caregiver and psychologist must help the mother to do this. The mother must understand that if she does not change her behavior in better side, then the image of a cruel and evil mother will be fixed in the girl's mind. To the girl, the teacher had to say something like: “Look, but the doll was crying, she thought they would kiss her, they would sing a song, but instead got hit in the ass. Oh, how upset the doll is! " Thus, the teacher will focus on what the doll “feels”, and most likely the girl will think about whether she did the right thing or not. And in no case should you scold the child, say "you are bad or you are not right."

The following techniques can be used to diagnose parent-child relationships:

1) "Faces of parental love."

This questionnaire will help both the father and the mother to assess the basis on which their attitude towards the child is based.

2) "Measure of concern"

Many behavioral and developmental disorders of the child are associated with insufficient or excessive attention to him by parents. This test will help you figure out how correct the educational position is.

3) "Methodology for identifying children with their parents" (questionnaire by A. I. Zarov).

Diagnostics of the competence and prestige of parents in the perception of children, and features of emotional relationships with parents.

4) PARI technique (adapted by T.V. Neshcheret).

Designed to study the attitude of parents to different aspects of family life (family role, to the child: optimal emotional contact, excessive emotional distance with the child, excessive concentration on the child).

5) "Strategies for family education"

Assessment of the family education strategy.

6) "Scale of communication between parent and child" (A. I. Barkan)

On this scale, you can approximately understand the state of the child on this moment and at this time, learn how to communicate with a child at home, what emotions prevail in the process of communication between a child and a parent.

7) For a child, you can use projective techniques such as "Family drawing" and "Non-existent animal". These methods will make it possible to draw a conclusion about family relationships, what place the child occupies in the family and what parents mean to him.