Chapter I. Discipline in primary school

Educational process At school, its main task is to create a harmoniously developed personality. One of the positive results of a successfully conducted pedagogical process is discipline in the classroom and school. This result, in turn, allows the process of further education and upbringing to be carried out effectively.

That is why the problem of organizing discipline at school, as well as carrying out special events to ensure discipline, are the main task of the teacher and the school staff as a whole.

Discipline It is considered that all school students comply with certain standards of behavior, a list of which is given in the school charter. Most often, young students face the problem of indiscipline in the classroom. experienced teachers. This may be due to the fact that the teacher has not yet had time to earn authority.

At the same time, teachers can ruin their lessons with inappropriate intonations, tactlessness, their oddities, and in general everything that throws the class out of balance. However, the teacher sometimes does not take into account that even the best order can deteriorate for objective reasons - if the children are tired. In this case, you just need to give the children a rest and change the nature of the work. Or, for example, children are distracted by some events, such as school-wide events.

This makes students overly emotional. There is also violation of discipline by individual students. This phenomenon is not as widespread as those described above, but it can destroy the working environment in the classroom, i.e. the entire class will suffer as a result.

There can be many reasons for individual students to disrupt order in the classroom. If you try to classify them, you will get two large groups.

Reasons related to the general mood of the class. Some students perceive this mood more acutely than all others and, accordingly, react more actively, sometimes more painfully.

The reason for the violation is associated with the direct initiative of individual students; the class is in normal condition.

In turn, in this group we can distinguish the following types of violations of discipline: violations caused by external influences (the fight against these phenomena will require serious educational work with the students’ families):

1) violations related to the quality of the lesson (it is boring, uninteresting, you want to have fun);

2) disturbances associated with the internal life of the class (they are not difficult to cope with if you know exactly what events excited the students);

3) violations resulting from abnormal personal relationships between teacher and student (the only way to fight is to change the relationship). The reason for the violation of order may be the student’s painful condition (this causes irritability, rudeness, lethargy, apathy, loss of attention).

All rules for maintaining discipline in the classroom must be based on specific reasons causing disruption of order. Therefore, to successfully maintain discipline at school, it is necessary to know all the reasons that can cause its violation.

middle School of General education

Abstract on the topic: “School discipline”

student of class 10-A

Ablyakimova Elmara

Head: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about “Discipline”

DISCIPLINE (lat. disciplina) is a certain order of people’s behavior that meets the established norms of law and morality in society, as well as the requirements of a particular organization.

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

Discipline, in essence, is organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized coercion, is at the same time an organizing principle, a principle that organizes an order established in advance. Of course, any discipline in itself is not an end, but only a means to achieve a certain goal.

SCHOOL DISCIPLINE

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

School discipline is a certain order of behavior of schoolchildren, determined by the need for successful organization of the educational process. Usually there are external and internal discipline.

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

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

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

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

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

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

In a democratic style, the teacher organizes joint activities with children to manage their behavior; he is “inside the class”

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

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

The method of persuasion brings to the consciousness of schoolchildren the norms and rules of behavior. The child must feel and realize the value and significance of discipline for himself and others.

-Look, when you are not distracted and the letters come out beautiful, and when you are spinning and the letters are jumping.

-If anyone wants to ask anything, raise your hand. You cannot shout from your seat and disturb your comrades. They are busy working, they are thinking.

The requirement to comply with the rules of behavior in the classroom is usually expressed in categorical forms:

orders: “Everyone sit down!”, “Hands on your desks!”;

prohibitions: “Don’t leaf through textbooks”, “Don’t swing your legs”;

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

A benevolent suggestion can take the confidential instructions “Sasha, you are talking and disturbing us”, “Seryozha, I am afraid that because of you we will not be able to solve the problem”, “Kolya, you will spin around, you will not understand anything.”

I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. In this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful studies. Children's disciplined behavior is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developed.

Fostering conscious discipline, a sense of duty and responsibility. Life requires a person to have high discipline and executive precision - traits that are too weakly represented in our character. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline is the observance by students of the rules of behavior at school and outside it, the clear and organized performance of their duties, and their obedience to public duty. Indicators of a high level of discipline are students’ understanding of the need to comply with it at school, in public places, in personal behavior; readiness and need to comply with generally accepted norms and rules of labor discipline, training, and free time; self-control in behavior; fight against discipline violators at school and beyond. Conscious discipline is manifested in the conscious, strict, unswerving implementation of social principles and norms of behavior and is based on the formation in students of such traits as discipline and a sense of duty and responsibility. The basis of discipline is the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Responsibility is a person-conscious system of social and moral requirements dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of personality characterized by the desire and ability to evaluate one’s behavior from the point of view of its expediency or damage to society, to measure one’s actions with the prevailing requirements, norms, and laws in society, and to be guided by the interests of social progress. School discipline is a condition for normal educational activities of the school. It is quite obvious that in the absence of discipline, neither a lesson, nor an educational event, nor any other activity can be carried out at the proper level. It is also a means of educating schoolchildren. Discipline helps to increase the educational effectiveness of students' activities and allows them to limit and inhibit the reckless actions and actions of individual schoolchildren. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding students’ assimilation of the rules of behavior at school. It is necessary to accustom them to comply with these rules, to formulate in them the need for constant observance of them, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into primary and secondary ones, when violation of some teachings is punishable, while non-compliance with others goes unnoticed. Corresponding work should also be carried out with the parents of students. After all, the rules cover the basic responsibilities of schoolchildren, conscientious performance which testifies to their general upbringing. To help the school develop in students the qualities provided for by these rules, parents must know them and master basic pedagogical techniques for developing these qualities. Cultivating the habit of following the rules of behavior and discipline begins from the first days of a student’s stay at school.

A primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader student is already a citizen, endowed with certain rights and responsibilities. Unfortunately, teachers junior classes very often they see only a child in him. Some of them influence schoolchildren only through harshness and strive to achieve obedience by breaking the child’s will. In this case, students develop mindless obedience or defiant disobedience. In middle and high schools, individual teachers, through excessive severity and straightforwardness of judgment, often suppress the interests of schoolchildren and create reluctance to go to school. Vigilant control, constant restrictions lead to the opposite results, comments cause irritation, rudeness, and disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in class when answering questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation. A. Makarenko assigned a large role in disciplining students to the school regime, believing that it fulfills its educational role only when it is appropriate, precise, general and specific. The expediency of the regime lies in the fact that all elements of students’ life activities at school and at home are thoughtful and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in the time and location of the planned events. Precision must first of all be inherent in teachers, then it is passed on to children. The universality of the regime means that it is binding on all members of the school community. Regarding the teaching staff, this feature is manifested in the unity of demands that teachers make of students. Each student must clearly understand how he should act when performing certain duties. This regime contributes to the development of students’ ability to manage themselves, useful skills and habits, and positive moral and legal qualities. An important place in teaching students appropriate behavior at school and beyond belongs to clear control over their behavior, which includes recording their attendance at lessons, taking appropriate measures against those who are systematically late or do not show up for lessons without good reasons. Some schools keep special logs of student behavior, in which the director or his deputy for educational work regularly records all cases of gross violation of order by students at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student body, outline and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify shortcomings in the educational work of the school and improve her. Such a behavior log makes it possible to specify individual educational work with students prone to violations of moral and legal norms and contributes to their prevention. In some schools, instead of a behavior log, they keep a special file for student offenders. The attempts of individual teachers and parents to hide cases of violation of discipline so as not to compromise the class hinder the development of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of education a student begins to be reproached for bad behavior, he cannot understand why his latest act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dulled, and insolence has developed. Taking this into account, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

A diary plays an important role in disciplining students. The teacher should require them to keep a diary carefully. When assessing a student’s behavior for the week, one should also take into account his appearance and participation in cleaning the classroom, duty in the cafeteria, attitude towards friends and adults. Systematic control over the behavior of students in school and outside of it accustoms them to daily discipline. Such control is especially necessary for children who have formed negative habits. It creates conditions for them to develop positive habits and blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control students all the time if they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest offenses, this does not contribute to their compliance with the rules of behavior, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as an individual. External control to a certain extent is coercion towards positive behavior. Together, internal control operates when certain norms of behavior have been internalized to such an extent that they have become a person’s internal beliefs, and she carries them out, often without even thinking about why she acts this way and not otherwise. If you can avoid fulfilling the requirements of the school regime, control on the part of teachers or a group of students can be avoided, then it is difficult to hide from your own conscience. Therefore, in education, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them “To do the right thing when no one hears, sees and no one knows.”

In education in general and in strengthening discipline in particular, establishing the correct tone and style in the activities of the student body is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, self-esteem of each member of the team, it is easier to resolve issues of student education. Prevention of conflictual relationships and negative behavior is effective. Violations of discipline and the requirements of the school regime more often occur where student activities are not well organized. If the pet has nothing to do in class or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, which is not always reasonable. Violations of the school regime by individual students are also caused by the inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them caused by the fact that teachers do not reveal the motives for their negative behavior, knowledge of which makes it possible to effectively build educational work with them. So, if a pet is treated poorly for lack of prospects, for indifference to his future, then all the work of the teacher is aimed at developing his faith in this future, in the ability to achieve it on his own. The school loses a lot in instilling conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it is “the school that, from the very first day, must set before the student the firm, undeniable demands of society, equip the child with standards of behavior, so that she knows what is possible and what is not possible, what is commendable and what will not be praised.” This regulation is determined by the rights and responsibilities of schoolchildren provided for by the Law of Ukraine “On Education”. All conditions for studying and working at school have been created for students, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in consciously observing the rules of behavior, discipline, combating violations of the requirements of the school regime, and helping the teaching staff in organizing the educational process. In short, the student must deeply understand that behavior and attitude towards learning are not only his personal business, that his duty as a citizen is to study conscientiously, behave exemplarily and restrain others from unworthy actions.

behavior education schoolchild lesson

Children and the problem of school discipline

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

The fact that discipline as an ethical category is associated primarily with the implementation of mandatory norms and rules of behavior dictated by the official duties of an individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, etc. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called “Rules of Behavior at School.” In addition, the rules are part of the internal labor regulations. They are also stated in the school charter.

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

Discipline is the most important moral quality. Every person needs it. No matter who the schoolchildren become in the future, no matter where it takes them life path, everywhere they will have to meet the demands of discipline. It is needed in educational institutions and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, clear order, and accurate and conscientious fulfillment of teachers’ requirements are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and children's collective bodies. Students must not only comply with school requirements themselves, but also help teachers and school leaders deal with discipline violators.

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

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

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

Students' responsibility for maintaining discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, cheating, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students.

It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter are qualified as offenses and are subject to legal regulation. In accordance with the legislation on education, students are subject to legal liability in the event of illegal actions, gross and repeated violations of the institution’s Charter.

Actions that give rise to disciplinary liability of students, as well as types of disciplinary sanctions, must be included in the institution’s charter.

Note that a number of disciplinary actions are manifested in the indiscipline of students. Indiscipline can be of two types: malicious (not situational and has a stereotypical character) and non-malicious (manifests itself in mischief, pranks). Indiscipline can be presented in such forms as rudeness, insolence, and lack of restraint.

Federal legislation For a student’s disciplinary offense, there is only one penalty: expulsion from the educational institution for committing illegal actions. For offenders in this situation, the following expulsion procedure applies: if the student has reached 14 years of age, then expulsion for committing a disciplinary offense is carried out with the consent of the education management body to which the educational institution is subordinate. If a student is under 14 years of age, expulsion is possible only with the consent of his parents. The level of conscious discipline and general education of the individual is reflected in the concept of culture of behavior. As a specific term, this concept denotes a high degree of refinement, polishing of a person’s actions and actions, the perfection of his activities in various spheres of life. The content of school discipline and student behavior culture includes the following rules: do not be late or miss classes; conscientiously complete educational tasks and diligently acquire knowledge; treat textbooks, notebooks and teaching aids with care; maintain order and silence in lessons; do not allow hints and cheating; take care of school property and personal belongings; show courtesy in relationships with teachers, adults and friends; take part in socially useful work, labor and various extracurricular activities; avoid rudeness and offensive words; be demanding of yourself appearance; maintain the honor of your class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit for students and become their internal need. Therefore, already in elementary school great place focuses on the practical training of schoolchildren to disciplined behavior. Particularly a lot of effort and energy has to be spent on teaching students to disciplined behavior at the beginning of the year. During the summer holidays, some students lose the skills of organized behavior. To restore them, you need time in class, during breaks.

Ample opportunities for teaching schoolchildren to disciplined behavior are provided by their joint socially useful activities and work for the common benefit. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately carry out the orders of teachers and student bodies, and become accustomed to mutual responsibility and diligence. That's why proper organization varied activities of students is a necessary condition for educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process of work, gives advice, and shows how to act in a particular case. Gradually, the active members of the class are involved in monitoring the behavior of students. This allows students to overcome disobedience and teach them disciplined behavior. But modern education denies physical labor of students. And some parents protect their children from work, forgetting that it was work that turned a monkey into a man

The design of a classroom, school, or school site also helps instill discipline. External order disciplines students. From the first days of schooling, it is necessary to accustom children to order and cleanliness in the classroom, to carefully handle school property. Student duty plays a major role in solving these problems. The attendants monitor the order and cleanliness of the classroom, ensure that the classroom is ventilated during breaks, and ensure that all leftover food and papers are thrown into a special box. The attendants also monitor whether children handle school property carefully, whether they damage desks, walls and school equipment, whether they take care of their belongings, and whether their books are clean. Thus, duty becomes an important means of teaching the observance of discipline and order at school. It was. What now? Children are not allowed to sweep, dust, or work. What kind of helpers do we want to raise? What kind of labor discipline can we talk about?

We must not forget that compliance with the norms and rules of discipline, culture, and behavior ensures success in all areas of human activity. If he clearly follows the norms, rules and requirements necessary to carry out the duties assigned to him, if he shows punctuality, accuracy and a conscientious attitude to work, this creates the prerequisites for achieving high results in this activity and improving its quality, which is certainly important both for society and for the individual himself. At the same time, discipline and culture of behavior have great educational potential. Here we should also say something about school uniforms. They make a person smart, restrained, contribute to the formation of the ability to subordinate one’s actions and actions to achieving set goals, encourage self-control and self-education and overcoming existing shortcomings. All this makes the education of conscious discipline a very significant task in the moral formation of the individual.

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

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

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

1st place in terms of prevalence among all forms of discipline violations was taken by schoolchildren's conversations in class;

2nd place - late for lessons;

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

truancy;

damage to school property and equipment;

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

There is no doubt that in many cases the herd effect operates. Especially in adolescence, there is a strong desire to become “one of the people” in a certain group, to gain recognition from classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group in which certain norms of behavior are accepted.

Ways to solve the problem of discipline

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

It is precisely in the area of reasoning that I have encountered very stubborn opponents of discipline among students, and if you prove to them the need for discipline verbally, you can encounter the same vivid words and objections. Thus, instilling discipline through reasoning and persuasion can only lead to endless debate. How can this conscious discipline be achieved? In our school there is no theory of morality, there is no such subject. And the task for the next year will be to develop and search for such a program.

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

Explaining the rules of behavior as the best ways to achieve common goals, using vivid examples from works of art, ethical conversations and debates, discussing with students the consequences of certain incidents in the life of the class, acting out and analyzing situations that present the possibility of moral choice - all this helps pupils to master socially approved norms of behavior, to become convinced of their reasonableness, fairness and necessity. An important means of developing self-esteem is the moral and legal assessment of actions (by teachers, parents, and a group of peers), which also stimulates self-esteem. The effectiveness of an assessment depends on the credibility of its source. The teacher and educator work to develop habits and behavioral skills, relying on the student’s family and student body.

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

What exactly is school discipline? First of all, it requires students to attend carefully training sessions, conscientious completion of homework, maintaining order in lessons and during breaks, strict fulfillment of all educational assignments. School discipline also provides for the student’s conscientious fulfillment of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as those expressing requirements for himself.

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Discipline (lat. disciplina) – translated means: study, upbringing, school. In dictionaries, one of the definitions is behavior aimed at order, obedience to instructions. The importance of discipline for school education was emphasized by such luminaries of Russian pedagogy as Sukhomlinsky and Makarenko. Let's talk about what violations of discipline occur in a modern school and how to restore order in the classroom.

During the period of growing up, the child becomes involved in various systems relationships that are significant for him, which determine the process of formation of his personality. Upon entering school, the child is included in the new system. The new social situation introduces him into a strictly standardized world and requires arbitrariness, responsibility for discipline, for the development of executive actions associated with acquiring skills in educational activities, as well as for mental development. The new social situation tightens the child’s living conditions and acts as stressful for him. All teachers, both in the first grade and in the eleventh, young and experienced, face discipline problems in their work. Already after the first days of his work at school, the teacher knows that his students have hundreds of ways to interfere with the lesson, “wind up” the class and surreptitiously disrupt the explanation of the material.

Our task is to identify the reasons for violation of discipline and create conditions for its correction. Let's take a closer look at the reasons. All reasons are closely interconnected and turn into a discipline problem in the classroom. It seems to us that the origins must be sought in distant childhood.

In recent years, it has often been observed neuropsychiatric disorders in children, which can develop for a variety of reasons. The majority are based on residual effects of early organic damage to the central nervous system (pathology of pregnancy and childbirth, frequent illnesses in childhood, head contusions). Doctors indicate “healthy” in the future student’s medical record. Parents hide their child’s health problems from the teacher, afraid to reveal the secret, without thinking about whether the child will be able to sit for at least 5 minutes in class? It is simply physically difficult for him to do this, since an inadequate assessment by parents of the health of their children leads to the fact that the teacher has to deal with children with cerebrovascular accidents, cerebral edema and other diseases. It takes a long time until a teacher, concerned about the difficulties in the development and education of a child, proves to parents the need for timely examination, treatment, and reduction of the teaching load. The teacher has to deal with misunderstanding of parents, and often with aggression.

With modern parents, and these are usually young people under 30, “it has become fashionable” give the child to be raised by grandmothers. This is explained, according to parents, by the search for a good job, income, lack of housing and many other reasons. But most often they simply avoid raising a child. No matter how wonderful the grandparents are, the child needs a mother. Early weaning of a child leads to the fact that during lessons they suck hands, bite their nails and this is so captivating that the child is not able to perceive the teacher’s speech. Against this background, if the teacher reacts incorrectly and classmates ridicule, aggressiveness may develop. The lack of maternal affection and love does not pass without a trace. The child feels abandoned and even guilty. His mother left him because something was wrong with him. Especially if the mother has other children who live with her. He tries to prove to adults that everything is fine with him, he behaves too actively. In elementary school, the number of hyperactive children who poorly understand the word “impossible”, show negative self-determination, are capricious, do not have a clear distinction between the definitions of “bad” and “good”, and commit rash acts increases every year. These children constantly fidget in their chairs, sway, walk around the classroom during class, and can go out into the hallway declaring “I’m tired.” All these problems are a product of maternal deprivation.

Of great importance family parenting style. With a permissive style, parents from a very early age provide the child with complete uncontrolled freedom of action. Adults are very often busy with themselves, their own affairs, friends, and work. They care little about the child’s state of mind; they are indifferent to his needs and demands. And sometimes they simply don’t consider it necessary to pay attention to them. Use reward and punishment methods inconsistently and ineptly. Parents constantly show their child examples of two-faced relationships with others, rude solutions to interpersonal issues in front of the child. As a result of such upbringing, a conformal socio-psychological personality type is formed. Younger schoolchildren of this type are known among children as sneaks and suckers. They love to brag and do not know how to sincerely sympathize and empathize. During the lesson they quickly get tired and try to avoid work with any excuse. They are often dishonest about the teacher’s instructions. For neither, there are often no prohibitions or moral standards. Such students may exhibit self-confidence bordering on rudeness. This begins to be revealed at a primary school age, but clearly manifests itself at an older age.

First-graders do not know how to communicate or properly build relationships with each other, and this entails frequent quarrels during breaks and lessons. Children do not know how and do not want to listen to the teacher, friends during lessons, or other activities. The reason is the misconception of parents and educators who believe that the main thing in preparing for school is children’s mastery of reading, writing, and counting. For good adaptation at school, these skills are secondary. Elementary school teachers know this. It may not be difficult for an intellectually developed child to remember educational material, but for a child with any health or behavioral problems it is very difficult to study for a long time and sit quietly. His behavior distracts other children and annoys the teacher. Unfortunately, such children are removed from kindergarten, and the consequence of this is a return to a family with a permissive parenting style, sleeping with their grandmother. The child is deprived of the opportunity to learn communication, relationships with peers and adults. The main thing a child must learn when entering school is the ability to sit quietly, listen and hear, and correctly complete the assigned tasks. In kindergarten, the main task is to educate an active, inquisitive, proactive personality. The child must learn a positive attitude towards himself, first of all, have self-esteem and confidence in his abilities. In a short 4 years in primary school, a teacher needs to educate and teach, and often re-educate, all children. But this cannot be done in the same way with all students, because the development of each individual follows its own trajectory and in its own time frame. Hence the problem when moving to middle management.

So, let's summarize briefly. The reasons that we have just mentioned, and these are disorders of the neuropsychic sphere, health pathologies, family education styles, incorrect emphasis in preparing children for school, are the reasons that give rise to problems in schooling and discipline.

Violation of discipline in order to attract attention.

Some students misbehave so that the teacher will give them special attention. They want to be the center of attention and demand it more and more. The essence of their “bad” behavior is demonstrativeness. Such actions distract the entire class, the teacher, and it becomes impossible to work. What is the nature of this behavior? The need for attention is a basic psychological need. Sometimes it is better for a child to receive “angry” attention than not to receive any attention. The opinion is reinforced that he will be treated more carefully if he behaves badly. The less attention a child receives at home, the greater the likelihood of attention-seeking behavior at school. In the lower grades, the actions of such students are directed at the teacher. The child wants to be close to the teacher, wants to be noticed, liked, and told about everything. In middle and high school, they need a wider audience: both classmates and teachers. There are questions that are not relevant, remarks out loud, games during the lesson, comments during the lesson, noisy, unrestrained behavior, work at a slow pace, a request to explain “everything again for me.” What students are really showing is that they want to interact with you, but they don't know how.

Behavior aimed at asserting one's own power.

Some students behave negatively because it is important for them to establish their power even over the teacher and the class. Students who strive to achieve this constantly “touch” us and challenge us. They may not pay attention to the teacher’s comments, make noise while others are working, chew gum, or play with their cell phone. They need spectators, witnesses to their power. They provoke the teacher in front of the class with a disrespectful attitude, demonstrative defense of their comrades, showing the “lawyer” syndrome in a polite form, but with obvious sarcasm, using a “mask of disdain” or “mask of sympathy.” Students' power-seeking behavior can manifest itself in active and passive forms. The active form is outbursts of indignation (they respond disrespectfully, are rude). Passive form - quiet disobedience, excuse of laziness, forgetfulness or bad behavior physical condition.

The most difficult case of interaction and education is revenge as the goal of "bad" behavior. Often children with such motivation for behavior look dissatisfied, gloomy, and angry. When your student goes on revenge pranks, he is taking revenge for wrongs done to him, real and imagined. Sometimes children take revenge on the teacher for insults caused by others. What form does revenge take? These can be direct and indirect acts of physical violence, the latter includes, for example, damage to school property (they stain walls, tear out pages from a library book, break flowers). Unfortunately, adults are increasingly faced with such methods of revenge and blackmail as alcohol, drugs, and crime.

Student behavior can be destructive if its purpose is avoid failure. These children do not bother you, do not cause chaos in the activities of the class, want to be invisible, but they very rarely interact with the class and the teacher. Often students who are afraid of failure do nothing, hoping that they won't notice. Often it seems to them that they do not meet the demands of teachers, parents, or their own overly inflated requirements. They like to put off completing a task “for later”, do not finish the task they started, make excuses for their poor physical condition, a medical diagnosis, and simply leave the lesson. These children constantly use this technique as a method of defense, which does not contribute to improving their academic performance and social development.

How is it that children who are polite and calm at home do such things? There is no doubt that in many cases it works herd effect. Especially in adolescence, there is a strong desire to become “one of the people” in a certain group, to gain recognition from classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group in which certain norms of behavior are accepted.

It is also noted Negative influence on the behavior of schoolchildren, television programs, computer games, preaching violence, crime topics.

Conclusion: there are a great many reasons for violation of discipline in the classroom, but we believe that these are the main problematic issues that every teacher needs to pay attention to. Let us clarify these points once again.

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

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

3. Permissive style of family education.

4. Incorrect emphasis in preparing a child for school.

5. Violation of discipline in order to attract attention.

6. Children establishing their own power over the team.

7. Revenge as the goal of “bad” behavior.

8. Avoiding your own failures.

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

10. Negative influence of the media, computer.

Communication with children and the growth of professional skills are directly related to discipline. With an authoritarian style of communication, established discipline, visible from the outside, is supported by fear and has a negative impact on the well-being of children. The noise effects on students, that is, raising voices, shouting, knocking with a pointer on a desk, blackboard, put some students into a “stupor”, fear of school, and in the opposite reaction - they begin to speak even louder. Sometimes teachers use verbal abuse and ridicule in front of the group, which makes the student feel afraid of school. The student should not be bored with nothing to do, because from idleness he begins to engage in extraneous matters and distract others from their work, which irritates the teacher. Interesting presentation, the use of additional materials, and a variety of activities allow each child to be involved in the lesson. The teacher’s self-control, friendly attitude towards students, and knowledge of the age and individual characteristics of the child also have a positive impact on discipline.

Whatever the goals and reasons for students' misbehavior, we must somehow interact with them. If we learn to identify the purpose of a behavior disorder, we will be able to properly communicate with the student and replace an unconstructive way of communication with a correct and effective one. The atmosphere in the classroom, the relationship between teacher and student, the attitude of children, their vitality. The teacher must be able to correct the negative behavior of students without causing harm or losing his authority.

Forms of violation of discipline

At the same time, discipline and culture of behavior have great educational potential. Here we should also say something about school uniforms. They make a person smart, restrained, contribute to the formation of the ability to subordinate one’s actions and actions to achieving set goals, encourage self-control and self-education and overcoming existing shortcomings. All this makes the education of conscious discipline a very significant task in the moral formation of the individual.

The most common forms of violation of discipline at school: talking in class, fighting, walking around the classroom, truancy, damaging school property, destroying school documentation, being late for lessons, using a player or mobile phone, verbal abuse of the teacher, ignoring the teacher’s questions, “throwing” various objects around the class, playing cards, playing computer games, smoking in the area adjacent to the school.

Techniques for establishing order in the classroom

A teacher’s lack of discipline in a lesson often occurs when there is an unresolved conflict situation in the class, to resolve which it is not always enough just to have a frank conversation between the teacher and the students. You should seek help from a psychologist or social worker if you cannot resolve the conflict on your own.

It is necessary to interest students in the topic of the lesson. Take field trips to businesses or museums before class. This will arouse interest in the material studied during the lesson - there will be no problems with discipline.

Good classroom discipline often results from a good relationship between teacher and children, so students should be treated tactfully, respect their dignity, and they will not indulge in tactless behavior.

Contact with parents should be maintained. But turn to them and the school administration for help only in emergency cases. In this way it is possible to achieve good behavior only for a while.

Therefore, in order for children to maintain discipline in the classroom, it is necessary to establish relationships with them, become their friend, but not cross the line, then the students will think that everything is allowed to them.

Solving discipline problems in the classroom

In modern schools, a variety of methods are used to solve the problem of discipline, including “repressive” methods (calling parents, writing in a diary, removing them from class, etc.). Schools do not pay due attention to preventing violations of discipline and taking into account the age and individual characteristics of children. Apparently, teachers do not have sufficient training in this area and are poorly familiar with the basic approaches to solving the problem of discipline in modern psychology and pedagogy.

A motivational approach to solving the problem of academic discipline is reflected in the work of S. V. Krivtsova and E. A. Mukhamatulina “Education: the science of good habits: A practical guide for teachers and school psychologists” (1996). The authors are convinced that when violating discipline, a student realizes that he is behaving incorrectly, but may not realize that behind this violation is one of the following goals (motives): attracting attention, power, revenge, avoiding failure. The study proposes specific methods of pedagogical response to disciplinary offenses depending on the identified motive. Thus, in the presence of such a motive as revenge, the authors designate the following behavioral strategies: graceful departure (recognition of the student’s power, postponing the discussion of issues to another time, agreement with the student, changing the topic, etc.); removal (to another class, special room, isolation in the school administration office, etc.); establishing sanctions (deprivation of the right to do anything, termination of interaction with other students, requirement of a meeting with the administration, parents, compensation for damage, etc.). It should be noted that researchers provide certain characteristics of schoolchildren’s behavior that help the teacher identify a specific motive and choose an effective way to respond. However, in practice, even knowing these characteristics, the teacher may make a mistake and incorrectly determine the motive, since it is impossible to determine what motivates him only on the basis of observing the child’s behavior. Moreover, this approach to solving the problem of discipline is difficult to implement in a new class, when the teacher does not know the children well and may misinterpret their actions.

Conclusions on Chapter I

The ability to prevent negative behavior is one of the most important organizational skills of a teacher. Experts believe that most behavior problems in the classroom arise because students do not know the rules and do not follow them. Rapport between students and teachers is created by praising, rewarding good behavior and managing trust in the classroom. Disciplinary action is extremely rare in an environment of respect and trust between teachers and students.

The key to minimizing disciplinary problems is the teacher's ability to manage the classroom. Good teachers manage to pay due attention to the needs of all students during the lesson. Unfortunately, research shows that most teachers often focus on the same students and ignore others. Naturally, such teacher behavior increases the likelihood of student misbehavior.

A good teacher knows how to analyze the behavior of students and draw a conclusion whether the rule he sets will help them cope with the situation. Therefore, teachers who set clear, transparent expectations for student behavior are more successful in classroom management and experience fewer disciplinary problems than those who do not set such expectations. Pre-declared rules provide the teacher with the opportunity to solve disciplinary problems on an individual basis, and therefore the actions of a few students will never affect the behavior of the entire class.

It is important to remember that the requirements must be clear and specific. The consistency with which the teacher responds to rule violations is as important as setting expectations for behavior. Consistency coupled with proper management helps the teacher minimize student misbehavior in the classroom.

A sensitive teacher is able to resolve most disciplinary problems without resorting to the help of school administration. He understands that by reducing the number of disciplinary problems in the classroom, he can significantly improve student achievement. After all, the less time spent on solving such problems, the more time is left for learning, and the more time spent on learning, the more knowledge students receive.

The strength of a teacher lies in skill, in the ability to involve everyone, in the ability to organize work so that everyone has something to do according to their abilities. (Anthology of humane pedagogy. S. Soloveichik, Moscow Shalva Amonashvili Publishing House, 2007)

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INTRODUCTION

The problem of school discipline has been a subject of special concern for domestic teachers for many centuries. In the modern period this problem has not lost its relevance, but has only intensified. The democratization of the school environment has significantly influenced the behavior of students. Schoolchildren have become more active, independent and proactive, free to express their opinions and actions and are not at all inclined to unconditionally follow disciplinary rules. These circumstances caused serious concern for teachers, who understood that these positive changes, however, could cause significant difficulties in the educational process, reduce its effectiveness and negatively affect the level of education of schoolchildren. In these conditions, the study and rethinking of the problem of school discipline in domestic pedagogical science and practice becomes of great importance, which can become an effective means of solving pressing problems of modern education.

The word discipline translated from Latin has two meanings. The first is teaching, a certain branch of knowledge, for example, mathematical disciplines, linguistic disciplines, etc. The second is obedience to a firmly established order, consistency, and the habit of strict order, which is obligatory for all members of a given team. Consequently, discipline is understood as the presence in a team (institution, school) of a firmly established order, certain rules and requirements, compliance with which is mandatory for all members of a given team due to their official or professional duties.

Back in the 17th century, the founder of scientific pedagogy, Y.A. Comenius viewed school discipline as a “tie” connecting the work to be performed and the characters involved. The classic of free education, the English teacher A. Neill, protesting against the eternal pedagogical attitude towards the need to discipline a child, wrote in the mid-twentieth century: “A blasphemous question arises: why, in fact, should a child obey? My answer to him is this: he must obey in order to satisfy the adult’s desire for power, why else?... Since social approval is what everyone wants, the child learns to behave well on his own, and no special external discipline is required?

School discipline includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called “Rules of Behavior at School.” In addition, the rules are part of the internal labor regulations. They are also stated in the school charter.

Discipline - this is the most important moral quality. Every person needs it. No matter who schoolchildren become in the future, no matter where their life path leads, everywhere they will have to face the demands of discipline. It is needed in educational institutions and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, clear order, and accurate and conscientious fulfillment of teachers’ requirements are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and children's collective bodies. Students must not only comply with school requirements themselves, but also help teachers and school leaders deal with discipline violators.

Discipline at school - this is solid discipline. It requires mandatory compliance with the orders of elders and the requirements of the children’s collective bodies. It is characterized by children’s recognition of the authority of teachers and parents, and a clear organization of individual and collective work of schoolchildren.

Relevance of the topic “Discipline of schoolchildren and ways to establish it” lies in the fact that the need to cultivate a culture of behavior always arises where the activities of students are organized and the norms of their relationships are regulated.

Such a regulating force in a group of students is school discipline. Therefore, educational activities, like any other, must necessarily contain all three of these components, and the most important task of education is to teach students to build their activities as full-fledged, reasonable, in which all three parts are balanced, sufficiently developed, conscious and fully implemented. This means that all actions, including monitoring and evaluation, are carried out by the student himself.

In fact, what is the indiscipline of some students at school? In the absence of precision and commitment in the performance of one’s duties, in rudeness, insufficient respect for others, etc. And, conversely, a disciplined student will not allow rudeness and tactlessness in relation to the teacher and comrades, will not talk, laugh and engage in extraneous matters in lesson time. He will complete any academic task, public assignment, or simply a word given to someone on time and without reminders. Thus, the student’s discipline is manifested in observing the rules of a culture of behavior.

Purpose writing course work was the study of schoolchildren's discipline and finding ways to establish it.

Tasks Accordingly, issues such as:

1. Theoretical basis problems of discipline in the school environment

2. Research work to identify problems in establishing discipline among schoolchildren.

3. Discipline in a school environment - concept, essence, characteristics.

4. The procedure for establishing school discipline in modern pedagogical theory.

5. Psychological and pedagogical characteristics of adolescence.

6. Methods for determining the discipline of schoolchildren.

Object of study: adolescence

Item research : establishing discipline in adolescence

Hypothesis research: Adolescent discipline depends on:

· - level of professionalism of the teacher

- age difference between teacher and student

· -school programs (preaching violence, crime themes)

Research methods:

· Observation

· Conversation method

· Survey

· Discussions

· Experiment

Research structures

So, psychology uses a number of methods. Which of them is rational to apply is decided in each individual case, depending on the tasks and object of study. In this case, they usually use not just one method, but a number of methods that mutually complement and control each other.

CHAPTER 1. THEORETICAL FOUNDATIONSPROBLEMSDISCIPLINESTO SCHOOLbNOAH WEDNESDAY

1. 1 Discipline in a school environment - concept, essence, characteristics And ki

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

School discipline serves to solve the internal problems of the school.

At school, however, there is external and internal coercion; the presence of external coercion of children at school gives rise to the question of school discipline, because Discipline has always been considered the basic rule of the internal structure of the school.

In this light, education should be entirely “natural”, it is necessary not to spoil a person, not to disfigure him, but based on natural data, to develop in the human soul higher power, embedded in it. The task of education is to enable nature to act on a person and within him, to protect his nature from the influence of culture. Thus, pedagogical naturalism grows from the recognition of radical goodness in man. The means of free education is freedom. The child must be free from any artificial coercion, free in his external behavior, there is no need for any rules regulating his behavior.

Based on this position, discipline is absent in the usual concept, or it is present as a “natural” discipline. The concept of natural discipline was subsequently developed by Spencer, and later the teachings of Rousseau were developed by a number of educators. All of them, however, have the significant drawback that they bypass the issue of school discipline. Discussing discipline in school, Tolstoy in his pedagogical views went so far as to completely deny education and even deny the right to education.

“Education is the violent, coercive influence of one person on another in order to form a person who seems good to us,” says Tolstoy.

“Education, as the deliberate formation of people according to known models, is unfruitful, illegal and impossible. The right to educate does not exist. Let children know what their good is, therefore let them educate themselves and follow the path that they choose for themselves.” (Tolstoy).

“Education is the free communication of people, which is based on the need for it, the acquisition of information, and to communicate to another (person) what has already been acquired by him.”

“The teacher should not have any power over the students, the relationship between them should be a relationship of equality. The school should only provide students with the opportunity to gain knowledge, students should have the right to choose what they need, what is of interest to them according to their own concepts” (Tolstoy ).

From these views, two pedagogical ideas developed:

I) Discipline, as coercion, is completely denied; education must be free and free from coercion, both internal and external

2) Education and school should not be “world-contemplative”, because this is the worst kind of coercion.

The question arises: to what extent is all this correct?

Is discipline really the opposite of freedom? Is it possible to do without coercion at all?

This issue can only be resolved after the general issue of freedom has been resolved. But I do not want to touch on this topic in a few words, however, I will point out that not everything is indisputable. What all deniers of any coercion proceed from, namely, that freedom is given to us, that every child has it, and that a child cannot be raised within the framework of a certain worldview.

In my opinion, freedom is not a given, but a given, and a child acquires freedom at the end of his upbringing. One of the tasks of education is precisely to develop the gift of freedom. If the gift of freedom is acquired, then the task of education ends there.

With this approach, the idea of free upbringing loses its clarity, because freedom in children still needs to be freed from a number of spontaneous restrictions.

In modern pedagogy, there is a concept of a harmonious personality structure, to achieve which only the uniform development of all aspects of the personality is sufficient. However, along with the concept of the harmonious structure of personality, there is another concept - of the hierarchical structure of personality, leading to a completely different structure of pedagogy.

If we positively resolve the issue of the right to education, then, consequently, we recognize to some extent coercion.

The school, as an organism, presupposes organizing forces. This organizing force is discipline. This is not the suppression of freedom, but its more correct development and promotion, for only through discipline can one gain the experience of freedom. Thus, discipline is one of the conditions for freedom in school and a means of maintaining freedom.

How should the school body be organized? Of course, “conformity with nature” is mandatory; attention to the needs and interests of the child, to his inner world, to his initiative is necessary. But should school life be entirely regulated? Of course not, otherwise there will be a distortion that will bring school discipline closer to training.

The “world-contemplative” school is one of the last words of modern pedagogy. This is a reaction to the prevailing teaching about the impossibility of any kind of coercion in schools. Now schools are introducing one or another worldview. But conveying one’s worldview is possible without external coercion. I consider it possible to accept this form of coercion and argue that there never actually was a “non-worldview” school (even in Rousseau), but there were schools that denied one worldview for the sake of another (their own).

In my opinion, there cannot be discipline in standing before God in the depths of spiritual life. Discipline is a social phenomenon and serves to achieve order.

The task of the school is precisely to create the need for discipline. The trouble is for a school and a nation that does not teach discipline and does not create the need for it. I agree with the statement that there should be as little discipline as possible, and there should be as few rules as possible. The purpose of discipline is only to maintain order.

The process of educating schoolchildren in grades 5-9 is the most difficult, since this age is characterized by intense changes in the anatomical, physiological, mental and mental development of the child, which entail changes in his behavior. Children experience rapid mood swings, high mobility, and an excessive desire for independence, which leads to instability of behavior.

A child, especially in middle adolescence, often cannot consciously control his actions and emotional state, and becomes very sensitive to intonation and the nature of the demands placed on him. The educational process in these classes has great potential for developing in schoolchildren an understanding of the essence of the discipline of collective work, the role of a person’s discipline in achieving the goals set for him.

Conscious discipline is formed in the specific affairs of students. Many schoolchildren do not study to the full extent of their capabilities, which is why they “do not gain” the knowledge, skills and experience that they could acquire at school. Important reasons for this phenomenon are the lack of awareness among schoolchildren of the vital importance of knowledge, as well as lack of discipline in learning.

Without fully using the opportunities given by nature and the social environment in acquiring knowledge, skills and abilities, the student cannot realize and develop all his capabilities. The individual suffers from this (he did not, could not, did not form within himself everything necessary for genuine development), but the entire environment as a whole loses a lot.

Discipline of schoolchildren in the classroom is a high business spirit when completing the teacher’s educational tasks. Genuine discipline of students in the classroom is characterized by their good emotional mood, internal concentration, but not constraint. This is order, but not for the sake of order itself, but for the sake of creating conditions for fruitful educational work.

One of the leading factors that positively influences the formation of conscious discipline in schoolchildren is the reasonable organization of the lesson as the main form of education.

Good discipline of students in the classroom occurs when the teacher has the ability to organize purposeful activities of students, captivate them not with the entertainment of techniques, but with the ability to reveal the meaning academic work and knowledge, clearly define the purpose and objectives of educational tasks at each stage of the lesson, and involve each student in the work.

Much depends on the teacher’s ability to organize himself and his work aimed at leading cognitive activity schoolchildren. K.D. Ushinsky in his work “Selected Pedagogical Works” wrote: “If we introduced ... order and harmony in classes ... without leaving a single child idle for a single minute, if we were able to make classes entertaining for the child, we inspired respect in children to fulfill our duties, made these duties not too difficult; if, finally, our moral nature is such that children can love us, then class discipline is in our hands.”

The integrity of the lesson, as a dynamic system, is given by the didactic goal, in which, as in a model of the desired result, the main pedagogical idea and function of the lesson is realized. The structure of the lesson should not be formulaic; it constantly varies depending on the didactic goals, the type of lesson, the content of the material being studied, the chosen teaching methods, and the age composition of the students.

The organization of work of the teacher and students is built taking into account the selected stages of the lesson. At each stage, the teacher provides for the organization of his own activities, individual students, groups and the class as a whole so that each student is engaged in useful activities in accordance with the goals of the lesson and the tasks of a particular stage.

Attention is the direction and concentration of consciousness on some object, phenomenon or activity.

Attentiveness is considered by psychologists as a leading personality trait. A person with developed attention can easily concentrate, is able to better perceive his surroundings, react faster to events, experience them more deeply, and switch attention.

The teacher’s task is to purposefully develop in students in class and outside of class such qualities of attention as activity, focus, stability, switching, breadth, etc.

Lack of attention is undoubtedly a serious obstacle to a student’s learning.

Inattention of schoolchildren in class is caused by various reasons.

In the lower grades, the teacher does not always take into account the instability of the child’s attention; in the middle and high grades, intensive physiological changes in the growing body, as well as the processes of social maturation.

Serious reasons that give rise to a lack of attention among some schoolchildren in class also lie in the poor organization of the lesson.

To listen to the teacher and be attentive to the answers of your comrades, you need volitional efforts. The development of attentiveness as a personality trait in students is hampered by frequent changes in types of activities in lessons or the monotony of its forms, i.e. when the lesson creates the appearance of student activity, but lacks calm, in-depth concentration. However, the teacher’s desire to force schoolchildren to work at high mental stress throughout the lesson leads to the student getting tired and losing attention.

V.A. Sukhomlinsky very correctly noted: “Not to lose a single minute, not a single moment in a lesson without active mental work - what could be more stupid in such a delicate matter as educating a person... No, you cannot achieve attentiveness, concentration, mental activity of children at such a price.

The mental strength and nervous energy of students, especially younger ones, is not a bottomless well from which one can draw and draw.”

The alternation of tasks of a reproducing and creative nature, as well as a clear statement of the goals and objectives of the lesson, the reasonable inclusion of various forms of educational activities in the lesson, and providing students with the opportunity to study independently in the lesson, make it possible to maintain and maintain the attention of students in the lesson.

In order to truly manage the process of developing a responsible attitude towards learning, the teacher must know well the motives of students’ learning and find out the reasons that inhibit the development of positive motives.

All activities of the teacher should be aimed at creating cognitive interest and the cognitive need for knowledge.

The success of instilling conscious discipline in schoolchildren is greatly influenced by the pedagogical conditions in which the educational process takes place.

There are four groups of conditions for the educational process: educational-material, school-hygienic, moral-psychological and ethical. Each of these conditions must be met.

An unhealthy classroom climate means students' uncertainty, boredom, nervousness, fear of being asked, etc. All this creates an oppressive atmosphere in the classroom, which can cause mental stress, leading to a gross violation of discipline. Knowledge of the subject being taught and mastery of teaching methods, understanding in which direction children should be raised - all this, of course, is necessary for a teacher to instill conscious discipline in students.

The teacher must:

· Rely on the natural intelligence of students and not be limited only to purely mechanical skills; Discussions between teacher and students are encouraged.

· Encourage student activity

· Increase student interest in learning.

· Provide motivation for the need to learn new material.

· Develop students' abstraction abilities; create pedagogical situations that facilitate independent identification of new properties.

· Use tables, diagrams, movies, special games.

· Develop students' thinking, use heuristic methods.

· Apply the solution of problems related to theory and empirical practice, problems of a problematic nature, open problems in which the student himself selects data and even formulates the problem.

A study of broad school practice showed that the main disadvantages of organizing lessons at school are:

a) weak engagement of all students in educational and cognitive activities as a whole during the lesson and its individual stages. This is manifested in the fact that the activities of schoolchildren are not specifically defined: tasks are not set, it is not indicated what, how and why students should do. Therefore, work in the classroom is carried out mainly based on the capabilities of strong students;

b) students’ irrational involvement in educational and cognitive activities in class. The disadvantages of such an organization are that although all students participate in educational work during the lesson, educational tasks, due to their complexity, do not take into account the real capabilities of schoolchildren. As a result, the very organization of the educational process in the classroom lays the preconditions for low educational productivity of schoolchildren and creates dissatisfaction with their work and gives rise to indiscipline.

1.2 The procedure for establishing school discipline

School discipline means students’ compliance with the rules of conduct in and outside of school, and the clear and organized performance of their duties in accordance with the school’s charter.

There is no legal norm in domestic legislation regarding student labor discipline yet. When considering problems of student compliance with discipline, they rely on local regulations of the educational institution. (Appendix 1)

Actions that give rise to disciplinary liability of students, as well as types of disciplinary sanctions, must be included in the institution’s charter.

Federal legislation provides for only one penalty for a student’s disciplinary offense: expulsion from the educational institution for committing illegal actions. For offenders in this situation, the following expulsion procedure applies: if the student has reached 14 years of age, then expulsion for committing a disciplinary offense is carried out with the consent of the education management body to which the educational institution is subordinate. If a student is under 14 years of age, expulsion is possible only with the consent of his parents.

Local regulatory legal acts are issued on the basis of and in pursuance of legislation on education and the Charter of an educational institution.

Local regulatory legal act- this is written official document, adopted (issued) in a certain form by a law-making body within its competence and aimed at establishing, amending or repealing legal norms.

The structure of a local regulatory legal act should ensure the logical development of the topic of legal regulation.

If an explanation of the goals and motives for the adoption of a normative legal act is required, then the draft contains an introductory part - a preamble. Normative provisions are not included in the preamble.

Regulatory requirements are drawn up in the form of paragraphs, which are numbered in Arabic numerals with a dot and do not have headings. Points can be divided into sub-points, which can be alphabetically or numerically numbered.

Regulatory legal acts of significant volume can be divided into chapters, which are numbered in Roman numerals and have headings.

If necessary, for completeness of presentation of the issue, individual provisions of acts of legislation of the Russian Federation may be reproduced in regulatory legal acts, which must have links to these acts and to the official source of their publication.

If a normative legal act contains tables, graphs, maps, diagrams, then, as a rule, they should be drawn up in the form of appendices, and the corresponding paragraphs of the act should have links to these appendices. A normative legal act with annexes must have continuous page numbering.

Before signing, the prepared draft local regulatory legal act must be checked for compliance with the legislation of the Russian Federation, as well as the rules of the Russian language.

The local regulatory legal act is approved (signed) by the head of the educational institution.

A regulatory legal act must contain the following details: name of the body that issued the act; name of the type of act and its title; date of signing (approval) of the act and its number; name of the position and surname of the person who signed the act.

A local act on the admission of students to grade 10 can be developed both by educational authorities and by the educational institution itself.

It may take the form of an order for the educational institution, with the inclusion of the annex “Rules for the admission of students to the 10th grade.”

A local act in the form of a Regulation may contain the following sections in its structure: I. General provisions; II. The procedure for organizing a targeted reception; III. General rules for filing and considering appeals based on the results of entrance examinations.

Law of the Russian Federation “On Education”

(as amended by Federal Laws dated January 13, 1996 No. 12-FZ, dated November 16, 1997 No. 144-FZ, dated July 20, 2000 No. 102-FZ, dated August 7, 2000 No. 122-FZ, dated February 13, 2002 No. 20-FZ , dated March 21, 2002 No. 31-FZ, dated June 25, 2002 No. 71-FZ, dated July 25, 2002 No. 112-FZ, dated January 10, 2003 No. 11-FZ, dated July 7, 2003 No. 123-FZ, dated December 8, 2003 No. 169-FZ, as amended by the Decree of the Constitutional Court of the Russian Federation dated October 24, 2000 No. 13-P, Federal Laws dated December 27, 2000 No. 150-FZ, dated December 30, 2001 No. 194-FZ, dated December 24, 2002 No. 176- Federal Law)

In this Law, education is understood as a purposeful process of education and training in the interests of an individual, society, and state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.

The receipt of education by a citizen (student) is understood as the achievement and confirmation of a certain educational qualification, which is certified by the appropriate document.

The right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation.

Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and international law.

School Charter

Extract of their School Charter.

4. PARTICIPANTS IN THE EDUCATIONAL PROCESS, THEIR RIGHTS AND RESPONSIBILITIES.

4.1 Participants in the educational process at the School are students, teaching staff of the School, parents (legal representatives) of students.

4.2. Children who have reached the age of at least 6 years 6 months by September 1 of the school year are accepted into the first grade of the School. To enroll in the School, parents (legal representatives) submit the following documents: - an application from the parents addressed to the director of the School, - a copy of the child’s birth certificate, - the child’s medical record of the established form.

4.3. Citizens are accepted into the 2nd and subsequent grades if they have the following documents: - an application from parents addressed to the director of the School; - a document indicating the level of education of the student at the time of admission to the School; - the student’s personal file; - a copy of the child’s birth certificate; - medical standard cards.

4.4. Admission of students to grade 3 classes is carried out on a general basis. Upon admission, the following documents are provided: - personal statement of the student addressed to the director; - certificate of basic general education; - a medical certificate of the established form; - a copy of the birth certificate; - the student’s personal file.

4.5. When admitted to the School, students and/or/ their parents (legal representatives) must be familiarized with this Charter, a license to conduct educational activities, a certificate of state accreditation and other documents regulating the organization of the educational process.

4.6. To enroll in an extended day group, an application from parents (legal representatives) is required indicating the time the child will be in the extended day group and the order in which he or she goes home.

4.7. A student may be expelled from the School: - at the request of the parents (legal representatives) on the basis of an application to continue studying in another educational institution, in another form; - upon reaching the age of 15 years, before they receive basic general education, at the request of the parents (legal representatives ) and agreement with the Education Department; - by decision of the School’s Pedagogical Council, for repeated gross violations of this Charter, a student who has reached the age of fifteen years may be expelled from the School. A gross violation of discipline is a violation that has entailed or could actually entail grave consequences in the form of causing damage to the life and health of students, employees, and visitors to the School; violation of the School's operating hours as a general education institution. Expulsion of a student from the School is applied if educational measures have not produced results and the student’s continued stay at the School has a negative impact on other students, violates their rights and the rights of the School employees, as well as the normal functioning of the School. The decision to expel a student who has not received basic general education is made taking into account the opinion of his parent (legal representatives) and with the consent of the commission for minors’ affairs and protection of their rights. The decision to exclude orphans and children left without parental care is made with the consent of the commission on affairs of minors and the protection of their rights and the guardianship and trusteeship authority. The school is immediately obliged to inform his parents (legal representatives) and the local government body about the student’s expulsion from school. The Commission on Minors' Affairs and the Protection of Their Rights, together with the local government body and the parents (legal representatives) of a minor expelled from the School, takes measures within a month to ensure the employment of this minor and (or) the continuation of his studies in another educational institution.

4.8. Students at the School have the right: - to receive free general education (primary, basic, secondary (complete) in accordance with state educational standards; - to choose the form of education. Students can master general education programs or individual sections of general education programs both at the School and in the form of family education, self-education or external study; - for training within the framework of state educational standards according to an individual curriculum, for an accelerated course of study; - for free use of library and information resources of the School library; - for receiving additional (including paid) educational services ; to participate in the management of the School in the form determined by the Charter of the School; - to respect human dignity, to freedom of conscience and information; - to freely express one’s own views and beliefs; - to freely attend events not provided for by the curriculum; - to transfer to another School; , parallel or other class if there is free space in them by decision of the Pedagogical Council; to protection from all forms of physical and mental violence; for the development of their creative abilities; - for rest and release from classes in the prescribed manner; for health protection and medical care; - in case of disagreement with the grades, take a test or exam on the subject of an independent commission appointed by the director; - get acquainted with this Charter, a license to conduct educational activities, a certificate of state accreditation and other documents regulating the organization of the educational process .

4.9. During the summer period, the School, with the consent of the parents (legal representatives) of students, establishes summer practice at the educational and experimental site for students in grades 5 - 8, 10. The school is prohibited from engaging students in work not provided for in general education programs, the curriculum and the Charter of the institution, without their consent and the consent of their parents (legal representatives).

4.10. Forcing students and pupils to join public, public - political organizations(associations), movements and parties, as well as their forced involvement in the activities of these organizations and participation in campaigning campaigns and political actions are not allowed.

4.11. Students at the School are obliged to: - comply with the Charter of the School, decisions of the Pedagogical Council, orders of the director, orders of his deputies, requirements of the teacher and class teacher that do not contradict the Charter of the School; - maintain discipline; - attend lessons according to the class schedule, not be late for the start of classes ; comply with the rules of safety, industrial sanitation, hygiene and fire safety provided for by the relevant instructions; - treat the School’s property, the results of the work of other people, one’s own and other people’s things with care, and use electricity and water sparingly. In case of damage to the School's property, students, parents (legal representatives) are obliged to compensate for the damage in accordance with current legislation; - respect the honor and dignity of other students and School employees; observe a culture of behavior and appearance; - take care of the health and safety of your life and the lives of your comrades; - avoid smoking, drinking alcohol, narcotic drugs, do not use foul language; - do not miss classes without good reason. In case of missing classes, provide a certificate or other supporting document on the day of arrival at the School.

4.12. Parents (legal representatives) have the right: - to choose forms of education; - to participate in the management of the School in the form determined by the Charter of the institution; - to protect the legal rights and interests of the child; - get acquainted with the programs in which their children are studying; - on full information on any issue of the School’s activities; - contact the teacher, to the class teacher, administration to resolve conflict situations regarding the child; - attend lessons, classes with the permission of the School administration; - be promptly informed about upcoming vaccinations, refuse them by providing a refusal in writing; - choose a class if there are free places and the appropriate level of training of students; - choose additional educational services together with the child provided by the School (including paid ones); - be familiar with this Charter, the license for the right to conduct educational activities, with a certificate of state accreditation and other documents regulating the organization of the educational process; - provide financial sponsorship assistance to the School.

4.13. Parents (legal representatives) are obliged to: - ensure that the child receives basic general education; - comply with the School Charter; - provide assistance and control in organizing the working day in the child’s life; - ensure normal conditions for the child to study at home; - treat the student’s teachers and his friends politely , classmates; - provide the child with the necessary supplies for classes at the School; - attend parent meetings, come to the School at the request of teachers or administration at a mutually convenient time; - take care of the child’s physical, mental, spiritual and moral development, inform the School about it infectious diseases, do not allow a sick person to go to school. If a child misses classes for more than two days, provide a doctor’s certificate; - compensate for the damage caused by the child to the School in the manner prescribed by law; - pay for the student’s meals on time; - timely pay fees for paid additional educational services in accordance with the agreement; - bear responsibility for raising children; - take measures to ensure that your child regularly attends School.

4.14. A teaching worker has the right: - to freedom of choice and use of teaching and upbringing methods, teaching aids and materials, textbooks, methods for assessing the knowledge of students and pupils; - to participate in the management of the School in the manner determined by the Charter of the School; to protect professional honor and dignity; - improve qualifications; for this purpose, the administration creates the conditions necessary for the successful training of teaching staff in higher professional educational institutions, as well as in institutions of the retraining and advanced training system; - be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification; - abbreviated working week in agreement with the School administration; for extended paid leave; to receive an early pension in connection with teaching activities; social guarantees and benefits established by the legislation of the Russian Federation; for a long-term vacation of up to 1 year, at least every 10 years of continuous teaching work; - for additional benefits provided in the region to teaching staff of a general education institution.

4.15. A disciplinary investigation into violations by a teaching staff member of the School of standards of professional conduct and (or) the Charter of the School can be carried out only upon a complaint received against him, submitted in writing. A copy of the complaint must be provided to the teacher in question.

4.16. The progress of the disciplinary investigation and the decisions made based on its results can be made public only with the consent of the interested teaching staff of the School, with the exception of cases leading to a prohibition to engage in teaching activities, or if it is necessary to protect the interests of students or pupils.

4.17. A teaching worker is obliged to: - teach his subject at a high professional level, constantly improving his qualifications; - strictly observe labor discipline, demand its observance from students; - clearly plan his teaching and educational activities, inform the administration and students about the peculiarities of planning the educational process; - comply with the rules for maintaining class journals and other documentation, timely evaluate students' knowledge; - objectively evaluate students' knowledge in their subject, timely give grades in the student's journal and diary; - treat your colleagues, administration, students and parents with respect; - allow students into the classroom with the bell, dismiss from class with the bell. The teacher does not have the right to deprive a student of recess; - bear responsibility for preserving the life and health of children during classes and extracurricular activities; - do not apply measures of physical and mental violence to students; - bear financial responsibility in accordance with current legislation for damage caused to the School; - observe the rules of sanitary and hygienic regime at school; comply with the Charter, internal labor regulations, terms of the employment contract, job descriptions; - carry out the decisions of the Pedagogical Council, orders of the director, orders of his deputies.

4.18. In addition to the grounds for termination of an employment contract on the initiative of the administration, provided for by the labor legislation of the Russian Federation, the grounds for the dismissal of a teaching employee of the School on the initiative of the administration of this educational institution before the expiration of the employment contract are:

1) repeated gross violation of the School’s charter within a year;

2) the use, including one-time use, of educational methods associated with physical and (or) mental violence against the personality of the student or pupil;

3) appearing at work in a state of alcohol, drug or toxic intoxication. Dismissal on these grounds may be carried out by the administration without the consent of the trade union.

Convention on the Right of the Child to Education and the Raising of Children.

Convention in Art. 28 guarantees children free and compulsory primary education and requires UN member states to encourage the development of various forms secondary education, both general and professional, ensuring its accessibility for all children and taking the necessary measures, such as the introduction of free education. The Convention places significant emphasis on the right to make higher education available to all, based on each individual's abilities, through all necessary means.

1.3 PsychologistO-pedagogicalcharacteristics of adolescence

Adolescence is a difficult period of puberty and psychological maturation of a child.

The teenager feels caught up in a new and unknown force that operates in his own depths. This force imperiously and impatiently overturns habits, established tastes, pushes somewhere forward, stirs and excites the soul, throwing it from one extreme to another. Daydreaming is the key to this period. Only with this period does true self-awareness begin, taste and attraction to one’s inner world, acute self-emphasis on one’s desires and impulses, without any regard to how realizable they are. A persistent reluctance to reckon with reality, confidence in the right to live in one’s own world, gives all plans and desires the character of a dream. During this period, a teenager is characterized by a great taste for asociality - for solitude and loneliness, for a tragic feeling of incomprehensibility and uselessness to anyone, in general for isolation from everything and everyone.

In addition, the teenager enters a stage of partial or (less often) complete denial of traditional morality. The essence of this moral turning point is not at all in denying the will of others and in exhibiting one’s own will (this point is secondary here). The main reason The moral turning point is the denial of practical reason, the immediate intoxication of oncoming drives. During this period of “flowering of gender,” the teenager builds his behavior in accordance with what has internal mystical power and indisputability, emanating not from reason, not from tradition, but from within himself.

And if, under the influence of a toxic environment, the teenager’s imagination is already occupied with sexual subjects, then in his mind only various bodily sexual movements can be associated with this, which marks a painful, but almost inevitable break in sexuality (as a purely bodily aspect of sex, including those mental movements that associated with this bodily side of gender) and eros (i.e. the search for love, setting in motion the entire psyche, the entire spiritual world, illuminating the soul with a poetic dream of a beloved being). Zenkovsky V.V., prof. prot. Problems of education in the light of Christian anthropology. - Klin: Christian Life Foundation, 2002. pp. 184-187.

Significant changes occur in a teenager’s self-awareness: a feeling of adulthood appears—a feeling of being an adult; a passionate desire arises, if not to be, then at least to appear and be considered an adult.

Defending his new rights, the teenager protects many areas of his life from the control of his parents and often comes into conflict with them. In addition to the desire for independence, the teenager has a strong need to communicate with peers. Teenage friendships and informal groups emerge. Teenagers strive to be like their peers in everything and try to stand out in the group, they want to earn respect and flaunt their shortcomings, they demand loyalty and change friends.

Vivid, but usually alternating hobbies arise. Thanks to intensive intellectual development, a tendency towards introspection appears; For the first time, self-education becomes possible. A teenager develops various images of his “I”, but they are changeable and subject to external influences. / I.V.Dubrovina, M.K.Akimova, E.M.Borisova and others; Ed. I.V. Dubrovina. - M.: Education, 1991. P. 160.

Adolescence is traditionally considered the most difficult educational period. Famous domestic teacher A.P. Krakowsky ( About teenagers. M.: Pedagogy, 1970.), comparing the behavioral characteristics of primary schoolchildren and younger teenagers, whose age difference is only one year, states the following.

Compared to their younger counterparts, teenagers are 6 times more likely to show stubbornness, 9 times more likely to flaunt their shortcomings, and 10 times more likely to oppose themselves to their parents. In general, the number of unmotivated negative actions of adolescents is 42 times (!) greater than among younger schoolchildren. In the book: Averin V.A. Psychology of children and adolescents: Textbook. allowance. - 2nd ed., revised. - St. Petersburg. : Publishing house Mikhailov V.A., 1998. P. 314.

The largest number of children with so-called school maladaptation, i.e., who are unable to adapt to school (which can manifest itself in low academic performance, poor discipline, disordered relationships with adults and peers, the appearance of negative traits in personality and behavior, etc.), falls on the middle classes.

Thus, according to researchers, if in the lower grades school maladaptation occurs in 5-8% of cases, then in adolescents it occurs in 18-20%. In high school, the situation once again stabilizes somewhat, if only because many “difficult” children leave school.

In adolescence, various kinds of pathological reactions associated with the development of mental (and sometimes somatic) diseases or significant difficulties in the process of personality formation may first arise or noticeably worsen. Expert estimates suggest, for example, that the risk of onset of schizophrenia in adolescence is 3-4 times higher than throughout the rest of life. School Psychologist's Workbook... P. 125.

Due to rapid development, difficulties arise in the functioning of the heart, lungs, and blood supply to the brain. A rapidly growing child can kick a ball or dance for hours, hardly feeling any physical activity, and then, during a relatively calm period of time, literally collapse from fatigue. Cheerfulness, excitement, rosy plans are replaced by a feeling of weakness, sadness and complete passivity. In general, during adolescence, the emotional background becomes uneven and unstable.

To this it should be added that the child is forced to constantly adapt to the physical and physiological changes occurring in his body, to experience a real “hormonal storm”. This state was aptly expressed by one American teenager: “At the age of 14, my body seemed to go crazy.” Sexual arousal that accompanies puberty increases emotional instability.

Girls have more individual differences: some of them experience the same strong sexual sensations, but most experience more vague ones, related to the satisfaction of other needs (for affection, love, support, self-esteem).

Thanks to the rapid growth and restructuring of the body, in adolescence, interest in one's appearance sharply increases. All its flaws, real and imaginary, are acutely experienced. Disproportion of body parts, clumsiness of movements, irregularity of facial features, skin losing its childlike purity, excess weight or thinness - everything upsets, and sometimes leads to a feeling of inferiority, isolation, even neurosis.

Severe emotional reactions to their appearance in adolescents are softened by warm, trusting relationships with close adults, who must, of course, show both understanding and tact. Conversely, a tactless remark, shout or irony that tears the child away from the mirror aggravates pessimism and further neuroticizes. Kulagina I.Yu. Developmental psychology (Child development from birth to 17 years): Textbook. 4th ed. - M.: Publishing House of the University of the Russian Academy of Education, 1998. P. 141-143.

The image of the physical “I” and self-awareness in general is influenced by the pace of puberty. The age at which the first signs of puberty appear, as well as the sequence in which these signs appear, varies widely. This often leads to painful experiences for the teenager, due to the fact that the level of his physical and physiological development differs from that of most of his peers. School Psychologist's Workbook... P. 125.

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Problems of discipline in modern school.

Today, for many children, school remains the only place where at least someone cares about the child and his problems. Every child has the right to count on school as a place where he can experience the joy of achievement, feel, perhaps for the first time, like a winner (Glasser , 1992). No one removed from school the function of preparing children for adult life. The school freezes in confusion before unresolved problems related to student discipline. Today, more than ever, the school does not know how to establish meaningful connections between the culture of modern students and that classical culture (the culture of not even the twentieth, but the nineteenth century), which is reflected in the compulsory curriculum. Therefore, the problem of developing cognitive motivation of schoolchildren in conditions of semantic dissociations is especially acute. Discipline, motivation and cooperation seem to us to be the three most important goals, the achievement of which should currently become the main management task in domestic education.

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

How we respond to their behavior depends on the “philosophy of discipline” that a particular teacher preaches - consciously or not.

There are many factors that give rise to maladapted children who do not trust anyone, who are disillusioned with education and people who do not have internal mechanisms for controlling behavior, and often have no idea how to behave differently. The reason for this is a certain percentage of personality-disturbed parents among the population of this region. In metropolitan areas, this percentage is higher and increases in times of stress and socio-economic change.

Openly or secretly, every school and every teacher adheres to some approach to the facts of violations of discipline in school. Conventionally, we can say that there are three different approaches.

First approach can be called "hands off". Teachers and entire teaching teams who adhere to the so-called “non-interventionist” approach believe that young people themselves will gradually learn to manage their behavior, control themselves and make the right decisions. At best, such teachers explain to students what happened when everything has already happened. The discipline program, from the point of view of this approach, comes down to teaching communication skills: empathic listening, reflecting feelings, etc. However, most representatives of the laissez-faire approach simply habitually let the matter of discipline take its course, believing that “they don’t get paid for it” and that “parents should educate.” This position completely deprives them of the opportunity to find an approach to children and win their respect; the atmosphere in such pedagogical collectives is especially helpless and aggressive.

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

Third approach can be called “let’s join hands.” Teachers and school teams who adhere to this approach believe that the specific actions of students are the result of the action of both forces: internal motivations and external circumstances. Such teachers take on the difficult role of an unobtrusive leader, each time pushing the student to the need for consciouschoice . They also include students themselves in the process of establishing and maintaining school and classroom rules. The discipline development program is built on positive relationships with students and increasing their self-esteem through supportive strategies. The proposed approach to the problems of discipline and motivation is based on the quality of teacher-student interaction.

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

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

1) The key concept is constructive interaction between the teacher and the student. As teachers, we have certain expectations of our students and expect our students' behavior to live up to them. The fact that special demands will be placed on the child at school is instilled in him by both the parents and the kindergarten. But there is another side - what does the child expect from us, teachers? So, the interaction between teachers and students within the walls of the classroom and school is always a “street with oncoming traffic”: we treat students, expecting a certain attitude from them, and they treat us, expecting from us... But what? The answer to this question becomes simply intriguing when the student’s attitude towards the teacher is expressed in the form of conflict, “bad” behavior, an unpleasant prank, or a serious offense.

2) Effective behavior correction is possible only if we influence the cause of the behavior. The motive for the offense is more important than its content. First of all, you need to take into account the motive, and only secondly - what exactly the student did. To do this you need:

1. Recognize the true purpose of the offense.

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

3. Develop a strategy for your behavior that would lead to a gradual reduction in the number of similar offenses in this student in the future.

3) advanced training for teachers and should include three types of skills in accordance with the listed points. Teaching these skills involves

development of methodology precise definition the hidden purpose of any violation of discipline in the classroom,

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

It is important that educators go beyond simply stopping misbehavior and go further by formulating strategies for creating positive interactions that build students' self-esteem.

Methodological techniques if the motive is to attract attention.

Strategy 1. Minimize attention

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

Ignore this behavior. Often the best way to stop demonstrative behavior is to stop reacting to it. “No response” means that the goal is not achieved through this action. When a student behaves demonstratively, ask yourself the question: “What will happen if I completely ignore his behavior?” If you answer yourself that nothing will happen except that he will lose your attention, feel free to use the technique of ignoring. After a few attempts, the student will stop behaving this way.

Eye contact. “Take a closer look at him,” experienced teachers advise. - They know what they are doing. They know that I know what they are doing. And they know that this look means “enough is enough.” Gaze(no judgment) - this is all the attention that they “gained” for their trick. No words - just a look."

Stand next to me. Physical proximity is another tool that can help minimize attention-seeking behavior. As you continue teaching the lesson, simply go and stand next to the student. No eye contact and no words. Children begin to realize that they are doing something wrong when the teacher is standing so close.

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

These simple techniques can be easily used with students who frequently misbehave.

Send a "secret signal". You can use some gestures, the meaning of which is known to children. For example, put your finger to your lips and say: “Shh.”

Make written comments. Prepare in advance a stack of identical notes with the following content: “Please stop doing what you are doing now.” Simply place a note on the student’s desk when he or she is “dispersed.” There is no need to say anything - everything is written. This technique certainly works with students who read well and quickly.

Formulate “I-statements.” There are situations when your nerves can’t stand it and you just want to shout to the student who is starting the class: “Stop it immediately!”

Psychologists advise using the “I-statement” in these cases. This verbal statement provides specific information about the behavior disorder and how it affects you. Here’s an example: “Katya, when you whisper to Lena during my explanation, I feel very irritated because I’m losing my mind. Please stop!”

The “I-statement” consists of 4 parts:

Part 1. C will provide an objective description of bad behavior that is happening here and now: “When you whisper to Lena during an explanation...”

Part 2. Names the teacher’s feelings at this moment: “...I feel very irritated...”

Part 3. About writes the effect of bad behavior: “... because I’m losing my mind...”

Part 4. C will make the request: “...please stop.”

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

Strategy 2. Permissive behavior

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

Here are specific techniques for permissive behavior strategies.

Use the "allowed quota". This technique is recommended by Dr. Rudolf Dreikurs in the book Psychologists in the Classroom. The technique is that some kind of behavioral disorder is allowed, if it has appeared, but only to the extent that is agreed upon in advance and with the condition that this volume will decrease daily.

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

Johnny hiccups loudly in every civics class at least ten times. One morning, before classes began, the teacher agreed with Johnny how many hiccups he would be allowed in each lesson, and also that every day he would hiccup fewer times than yesterday. And the teacher will see to it. Every time Johnny hiccupped, the teacher would simply smile at him and make a chalk mark on the corner of the chalkboard. When the “limit” for the day was exhausted, the teacher told Johnny: “That’s all for today!” So gradually the number of loud hiccups was reduced to nothing.

Skeptics may say: “What will happen if the student continues the prank after the teacher says, “That’s all for today”?” If this happens, leave this technique and use another technique from this chapter. Or analyze this behavior disorder again from the point of view of its goal - perhaps the fact is that the true goal is not to attract your attention, but, for example, power. The “allowed quota” technique only works for attention-seeking behavior.

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

Strategy 3. Do the unexpected!

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

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

Teacher yelling does not reduce the existing disorder and greatly reduces self-esteem and inner freedom students. When we begin to speak more quietly, students, on the contrary, listen and pay attention to us, and this distracts them from disrupting behavior. When we speak calmly, they also speak calmly.

Stop teaching the lesson temporarily. Students know that the teacher is at school to teach. When you interrupt a lesson and “do nothing” for a few minutes, you are sending a powerful message to your students that it is time to stop the behavior. “Do nothing” can be done while standing at the board or sitting at the table. “Let me know when you are ready to continue the lesson” is all you need to say. The unobtrusive pressure of the elder will soon take effect, peace and order will be quickly restored.

Strategy 4: Distract the student

No one can do two things at once for a long time. And this is exactly what happens when a student misbehaves. So you can simply distract him by focusing his attention on something else. How to do this practically?

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

Ask for a favor. “Sasha, please collect your essays!”, “Masha, could you take this notebook to the teacher’s room right now?”,

Just don't use this technique often, as demonstrative children may decide that their "bad" behavior is rewarded with special assignments. But as a one-time measure it works very well.

Change the activity. If a lot of students are acting up at once to get your attention, change their activity dramatically, distracting them from the disruptive behavior. Ask them to clear their desks for a new activity, take out other books, listen to a new activity, and so on.

Strategy 5: Point out examples of good behavior to the class's attention.

It is much more useful to pay attention to a student who is behaving well than to point out bad behavior to a disruptive student. This will emphasize that good behavior deserves the teacher’s attention and respect, not bad behavior.

Thank students . Thank and celebrate those students who do what you asked them to do: “Thank you, Sasha, for finding the right page in the textbook and looking carefully at the board!”, “Thank you, Olya, for having your hands on the desk and your feet under the desk." Such statements, addressed to the deskmate or friend of the offending student, should accurately describe the very behavior that we expect from the naughty student.

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

Strategy 6: Move students around

Students who need attention usually need an audience. When you remove these students from their audience, you are depriving them of the main reward, and this causes the students to become complacent. There are two techniques suitable for replanting.

Swap students. Sometimes this is quite enough. “Igor, please change to an empty seat in the third row.” And continue teaching the lesson while Igor changes seats. This way he won't get the attention he wants. And it is possible that this type of attention on your part will be quite sufficient and will be perceived as a reward.

« A chair of reflection." Some teachers place a special “reflection chair” in their class away from the rest of the class (it should not be in sight of other students). This chair should be different from the rest. You can buy it at a thrift store and repaint it, for example, bright red. Any chair that is different from the others will do.

This chair is a place where the offender can think about how he will behave differently when he returns to his seat. Five minutes in this chair is plenty of time. The rest of the class should understand not to disturb someone sitting on the “chair of reflection.”

But it may be that when you tell the offending student, “Zhenya, please sit in the thinking chair,” he doesn’t go there. This does not mean that the reception is bad, just that the student's goal is power, not attention.

Methodological techniques if the motive is power or revenge.

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

Revengeful behavior is probably the most difficult type of behavior. It is not only offensive to the teacher, but also destructive to all students. And we, as teachers, feel that for us the search for effective action is a matter of honor. We don't have to love vindictive students, but we can learn to peacefully step up and lead them out of tense and explosive situations. The results will be worth the effort.

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

Conflict based on the behavior of vindictive or domineering types develops, going through the same stages as the activity of a volcano. It also begins with the stage of “deaf rumbles” - when students, with the help of antics, grimaces, muttering and other small unpleasant antics, persistently pester the teacher, drawing him into a conflict. Finally they “get” us, we are offended and make a remark. This is where the eruption begins - disrespectful, offensive words and actions flow in an uncontrollable stream. Sooner or later, the third stage comes - permission. This is the stage of results and conclusions, when we try to return to normal and protect ourselves from future confrontation.

At each stage of the “classroom volcano eruption,” the teacher is required to behave in different ways:

stage of “deaf rumbles” - look for a graceful escape from the conflict,

"lava explosion and eruption" stage - use the removal technique,

resolution stage - establish sanctions, draw conclusions.

If you used the “graceful care” technique correctly and on time in the first stage, then the second stage may not exist at all. But sometimes, despite the most elegant solutions and ingenious discoveries, confrontation grows and goes into the stage of explosion and eruption. If this happens, use the technique of “removal” (isolating the student from spectators and participants in the conflict), which allows both teacher and student to calm down before the discussion (resolution) stage. Removal (isolation) is also a time to teach the student to make better choices in the future.

Stage of “deaf rumbles” - look for graceful care

At the first stage - the stage of “dull rumbles” - the student warns us with all his appearance that a full-fledged conflict is coming. We can see the warning in the “non-verbal” components of the student’s behavior: this is indicated by his facial expressions and gestures, as well as the intonation and volume of his voice. We can sense conflict coming by the way a student smiles or by his disdain. The student is excited, and the tension rises like pressure in a steam boiler. All his behavior is a warning that gives us a chance to stop the confrontation at this stage by using one of the elegant techniques that reduce confrontation.

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

When making one or another graceful move that promotes relaxation, you should remain as calm as possible. No sarcasm in the voice, no deliberateness, any original, humorous or simply unexpected, non-standard, shocking reaction of the teacher defuses the atmosphere in the class better than shouting and threats.

Options for such non-standard answers are given below.

Recognize the student's strength. Agree - there is an illusion that the teacher has the power to force the student to do something. You can insist and demand that Dima, who does not want to learn mathematics, begins to answer and do his homework. You can write notes to parents and deprive the child of rights and privileges, give bad marks and threaten to kick him out of school, and so on - “until you’re blue in the face.” But until Dima himself decides that he needs to learn mathematics, you will not achieve your goal. Remember Newton's third law: “For every action there is an equal and opposite reaction,” in other words, the greater the pressure, the greater the resistance of the students.

Don't get drawn into a self-defeating battle, just recognize the student's strength: "Dima, I realized that I can't get you to do your math homework." There is nothing to object to this, because there are no commands or instructions here. Does your sincere and courageous confession mean that you have lost your authority, and students like Dima can now do whatever they want? Absolutely not.

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

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

Remove the spectators.

When others stop to see who will win, the confrontation intensifies. It is not always possible to remove the public from the scene, especially if the conflict occurs in a classroom. Try postponing the conflict discussion until after the students have left. For example, in class, when a student gets into a heated debate with you on a topic not related to the lesson (at the same time he feels the warm attention of the whole class), simply say: “Sasha, we will definitely finish discussing this issue when the bell rings.” for a break." The audience will disperse, and Sasha will be left without an audience, in this situation he may lose interest in confrontation. Performances usually fail without the support of the audience.

Postpone discussion of the issue until later.

The best way out in such situations is to postpone further discussion of this issue until the moment when you are able to communicate more calmly. One or two phrases are enough. We can choose a time and place to continue the discussion when the audience has dispersed and we are less overwhelmed with emotion. Here are some examples of phrases that effectively move discussions:

I have no desire to discuss this topic right now.

Do you prefer to have a row or do you really want to solve this problem? (If the student chooses to “make a fuss,” you can respond, “Please, not with me. Maybe someone in the class will agree? Or maybe your parents?”) You will have to look for another way. I don't argue with my students.

Perhaps you're right. Let's talk about this sometime.

Schedule a special time to discuss the issue. Keep a special notebook handy. When a student begins to pester you, take out the book and say: “I agree to choose a time to discuss this issue with you. Does three fifteen suit you today?” Write down a mutually chosen time and place for a private conversation. Don't say anything more about the topic of discussion, just continue with the lesson.

Puzzle students. When you are being irritated with verbal remarks, the best thing to do is to puzzle the student. Obviously provocative or offensive statements may be responded to as if they were harmless, insignificant, or even obvious. This answer will make it clear that you cannot be manipulated if you don't want to be. The two most effective techniques in this case:

1) agree with the student,

2) change the topic.

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

Agree with the student. When students say something they think will make you angry, the last thing they expect is for you to agree with them. This is puzzling. Our agreement is a great way to stop resistance.

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

Eruption stage - use the technique of removing (temporarily isolating) the student

If the confrontation does not end at the first stage, be on your guard! The explosion is coming. And here the wisest thing would be to take the brawler away from the conflict and the audience as quickly as possible. To achieve this, there are techniques for temporary isolation, just as in football or hockey there is a sanction of ejection for a few minutes or until the end of the game for rule violators. All of them involve isolating the student from the rest of the class. The seriousness of the offense determines how long and where we will send the student

Isolation techniques are presented below in order of increasing severity. Let us immediately note that those who prohibit sending children into the corridor or “to nowhere” are absolutely right.

Removal within the classroom. You can equip it in such a way that there is a place prepared in advance for insulation somewhere behind a cabinet or behind a piano; you can simply fence it off with a screen or board. This should be a small area out of sight of the rest of the students. As a last resort, the area can be fenced off with a regular desk.

Removal to other classes (offices). If the school has a parallel class or an older class, you can, by agreeing in advance with a colleague, bring the rebel there. Students in a parallel class will most likely not be able to fulfill the role of spectators, because they do not know the “rebel” very well and can simply ignore him. This may cause the student to calm down. However, it is not recommended to place the student in a class with younger students.

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

Isolation in the school administration office. This is done as a last resort. In the teacher's room or the office of the head teacher (principal), most likely no one will pay attention to the student. However, it may happen that for the offender it will be more of a gift than a punishment. Therefore, these premises should be used only when it is not possible to use other places or when the offense is so serious that there is no other way out - immediate action is needed.

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

1. Offer them a choice.

2. Call the “Who?” command

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

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

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

If you feel cornered in the literal sense of the word, call the “Who?” command.

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

Resolution stage - establish sanctions.

Everything in this world has its consequences: you dropped a glass of milk - you wipe up a puddle, you touched a hot iron - treat a burn, etc. In the human world, this law can be formulated as follows: you have to pay for everything in life. Behavioral violations also have their consequences, or their retribution. All students should be well aware of the consequences that can be expected if they choose to engage in violent or disruptive behavior. We can set out in advance the specific consequences of each specific behavior disorder or ask students to make their own assumptions about it. Students become involved in this reasoning process, and it is then easier to find mutual understanding with them. Students must learn to think about consequences. Then they will learn to choose the most appropriate behavior every time in certain, specific circumstances. In addition, thinking about the consequences, they become more mature.

The most effective form in which conclusions about “retribution” (sanctions) can be presented will be the form “when... - then...”

“When you do it (specific behavior violation), then there are (specific consequences).”

The formula: “If you hadn’t..., it wouldn’t have happened...” is worse, as well as the threatening formula: “If you do..., then I will do...”.

The more responsibility we want to see in a student’s actions, the more opportunities for free independent choices we should give him. The point is to make the student your assistant in solving some problems of the educational process. At the same time, the student receives a certain independence and legitimate power. We have already said that for many power-hungry, active and active natures, this is the only way to channel their energy and satisfy their need to organize and lead something or someone in a “peaceful way.” Legitimate power - the power given by us presupposes that the teacher will be able to advance the trust of the student.

In domestic child psychology, this problem is developed by E.V. Saturday. He believes that the most effective of all educational techniques is to make the “naughty” child a guide and protector social norms in the eyes of other children. This means that yesterday's naughty person, endowed by the teacher with the power to maintain discipline among his peers, quickly turns into a model of good behavior.

Invite students to help you with a variety of learning tasks every day. The first step in creating a sense of belonging is to ask students as often as possible for help in solving routine classroom problems. There are many things that need to be done daily in the classroom that do not require your supervision or direct guidance. This could be watering flowers, organizing duties.

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

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

Make rules with your students . The rules that are established in the classroom are the law for both you and your students. They are not adopted to curb student behavior. The real purpose of rules is to help the teacher teach effectively, help the student learn effectively, and help the class function effectively. A serious mistake as a teacher would be to say: “Follow the rules because I said so!” This is a remark from a failed teacher. It sounds completely different: “Follow the rules, since you yourself will benefit greatly from this.” And the students, realizing this, become more united.

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

All new circumstances must be assessed by the students themselves from the point of view of whether they “contribute” or “interfere” with life and learning in this class. After this, a collective decision is made on additions to the rules. Self-adopted rules are difficult to “forget”; on the contrary, the enthusiasm with which students try to follow them is amazing.

Your work will be many times more effective if you can involve the parents of your students in it. We come together to ensure that our emergency pedagogical interventions and supportive strategies are complementary rather than contradictory. When parents and teachers - the most significant adults for a child - join forces, set common goals and use partnership strategies, results appear much faster.

Often, a student’s mischief at school mirrors what happens at home. The same difficulties that a teacher faces are usually familiar to the child’s parents. Therefore, it is very effective if the teacher shares with parents all his knowledge about the problem of discipline in the classroom and techniques for working with it. Both emergency educational tactics and support strategies can and should be used by parents at home.

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

You will probably encounter some difficulties at first. It is no secret that “difficult” children live in families of “difficult” parents. Therefore, at first you will have to make some efforts so that your parents begin to respect you in the same way as their children. It is known that there is a relationship between family parenting style and academic success. The greatest successes are possible only with a partnership style of relationships at home. Authoritarian and permissive styles of family education do not produce maximum academic results. Therefore, we can say that a change in parental attitude style is a turning point in a child’s academic performance.

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

Newspaper for the parents of your students

It’s good if, when parents come to class, they can find some information they need in the classroom newspaper. Include in this newspaper the section “Discipline Corner”, in which you describe and discuss individual methods of pedagogical influence and support strategies that build self-esteem. Create a special library at school for parents with books on education and child psychology. It may also contain videotapes and teaching materials that you yourself once found important and valuable.

To reduce conflicts with parents, follow these rules:

Tell parents about their child's misbehavior only in objective terms. Parents will much more calmly accept the phrase: “Vera answers from her seat, without raising her hand, five to six times a day” than the phrase: “Your Vera constantly interferes with teachers in all lessons.”

Don’t bombard the parents with everything about their child’s bad behavior at once; limit yourself to three or four examples, otherwise they will simply give up.

Avoid negative predictions. Mom has enough thoughts and worries about what has already happened, but you also make her worry about what may (or may not) happen.

But positive predictions are very useful. If you tell parents, “I don't know what to do with your child,” you will get no results and will ruin the relationship.

Keep in mind that parents are ordinary people and often give a defensive reaction like: “Nothing will work out,” “Do it yourself, they pay you money for it.” You must understand that these statements are based on uncertainty, fear of failure, pain and the experience of disappointment. This may be similar to what you yourself experienced at the beginning of the training in relation to the leading psychologist. Try not to pay attention to the defensive reaction, not to be offended and to understand.

Don’t demand the impossible from your parents: “So, Dad Petrov, tell your Rita not to be late for class again after recess.” These are not the parents’ problems, but yours, the teachers’ problems, and don’t demand their solution - it is impossible.

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

Motivation, discipline and cooperation – three components of corporate culture, which in turn allows us to solve the three main tasks of the school:

1) education, social adaptation and preparation for life of the younger generation of students,

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

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

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Chapter I. Discipline in primary school

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