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The role of the class teacher in the upbringing of the child. The role of the class teacher in spiritual and moral education

The role of the class teacher in the education of a successful student personality

“Forsaken by happiness will be the one
Who was badly raised as a child.
It's easy to straighten the green shoot,
One fire will fix a dry branch.”
Saadi

Questions of education, training and personal development remain one of the main problems of modern society. Modern society needs capable and talented individuals who will cope with any everyday difficulties and solve the most difficult tasks, who will be able to show and apply their talents and knowledge for the good, that is, they will be successful in everything. Successful people are the basis of modern society and the state. . The upbringing of a growing person as the formation of a developed personality is one of the main tasks of modern society, and society assigns this task to the school. The school is one of the main institutions that are directly involved in the upbringing and shaping of the development of the child's personality. And, of course, most of the work falls on the shoulders of the class teacher.

The class teacher is a key figure in the educational activities of an educational institution, he is the organizer of the educational process. Raising children is a record-breaking task, the most intricate of all types of creativity. This is the creation of living characters, the creation of unusually complex microcosms. The upbringing of children should be treated as the most important of all earthly professions.

The work of the class teacher is a purposeful, systematic, planned activity. I build my activity as a class teacher on the basis of the program of education of an educational institution, analysis of previous activities, positive and negative trends in social life, on the basis of a personality-oriented approach, taking into account the urgent tasks facing the teaching staff of the school, and the situation in the class team. When planning educational activities, I necessarily take into account the level of upbringing of students, the social and material conditions of their life, the specifics of family circumstances. I believe that education is only effective when there is a combination of application of methods: persuasion, example, competition, encouragement. Reflecting on the problem of how to make the life of the class team positive and successful, I came to the need to create my own educational program, which helped to systematize the work of the class team and helped students develop. Both adults and children need to feel their own importance and success. The degree of success determines the well-being of a person, his attitude to the world, his desire to participate in the work performed, stimulates creativity and cooperation. If the student sees that his contribution to the common cause is appreciated, then he will participate even more actively and with pleasure in subsequent cases. A tool for assessing the success of students can be the word of the class teacher, his intonation, gestures, facial expressions, the system of rewards and rewards. It is very important to evaluate the success of the development and improvement of each individual as the class team develops. A personal approach becomes real if the process of education is a purposeful system in which a specially developed program of life is harmoniously combined with the possibilities of self-development and self-government. Based on the universal values and realities of today, a person of the 21st century should be physically healthy, spiritually and morally, intellectually developed, holistically thinking and actively connected with the outside world, that is, SUCCESSFUL.

So what do we mean by the word SUCCESS on the part of the work of the class teacher.

SUCCESS is an abbreviation that is a synthesis of the main aspects of personality development.

At- studies

WITH– socialization

P– positivity

E- unity

X– charisma

At cheba - cognitive activity. The process of education is inextricably linked with the process of learning and development and is pivotal in the formation of a person. Modern society dictates the search for new approaches to the organization of the educational process, in which the emphasis is on creating a school space that makes it possible to develop and realize children's abilities.

WITH socialization is a social activity. Leaving school, the graduate embarks on a completely new path of adulthood. The inclusion of students in various social communities (class, clubs, associations, organizations) creates the conditions for real social trials, which form the readiness to enter into various social structures, various types of social relations. The effectiveness of education depends on the integrity of the educational influences of various social actors.

P positivity is a productive activity. Formation of a positive attitude towards oneself among schoolchildren, confidence in their abilities in relation to the realization of oneself in adult life and future profession. Create situations of success, find an opportunity to stimulate the child for active independent activity. Purposeful activity of the teacher, designed to form in children a system of positive personality traits, attitudes and beliefs.

E unity is a collective activity. Represents the unity of education and upbringing. Forming knowledge, a person develops; developing, he seeks to expand his activities and communication, which, in turn, requires new knowledge and skills. It is in joint activities that the development and disclosure of the inner capabilities of the child takes place. Therefore, it is important to combine all the efforts of the family and the school to educate a personality that meets the modern requirements of society.

X arizma - exceptional talent; charismatic leader - a person endowed with authority; charisma is based on the exceptional qualities of the individual - wisdom, heroism, "holiness". In the modern, constantly changing world, it is very difficult for an uncreative person to find his place, his “niche”. Each pupil of the school should have the opportunity to show their natural abilities, creativity, be able to find non-standard solutions to life situations, be receptive to novelty and originality.

In my work, I am guided by the “Ten Commandments of Education” by V.A. Karakovsky:

1. The main goal of education is a happy person.

2. Love not yourself in the child, but the child in yourself.

3. Education without respect - suppression.

4. The measure of upbringing is intelligence - the opposite of rudeness, ignorance.

5. Say what you know, do what you can; At the same time, remember that knowing, being able to never again is harmful.

6. Develop originality in yourself.

7. Don't be a bore, don't whine, and don't panic.

8. Treasure the trust of your pupils, take care of childish secrets, never betray your children.

9. Do not look for a magic wand: education must be systemic.

10. Children should be better than us, and they should live better.

The Ladder of Success program makes it possible to make meaningful and purposeful activities of students, parents and me as a class teacher, ensuring co-development in the team, which implies common participation in the life of the class team, jointness in solving common problems of upbringing and education of students. This program is the realization of your own hopes and dreams, moving up the ladder of personal development and success of the child. The program is designed for 4 years - four steps:

First step-1 class- "Constellation of young talents" (formation of aesthetic and value orientations of the individual; development of abilities for creativity; education with beauty and through beauty, formation of a children's team). “I + my friends are a great family together” (forming a cool team, establishing friendly partnerships, developing creative potential).

Second step-2 class- "On the ladder of success" (civic-patriotic education as a factor in the formation of national identity, the formation of a good attitude towards the history of the native land, one's family, each other). “There are no uninteresting people” (education of a good attitude to life, the ability to find joy in it and the desire to do good; the formation of a moral attitude towards man, work, nature; the development of students' cognitive interests, their creative activity).

Third step - 3rd class-"Happiness. what we are looking for” (to form ideas about professions, to help identify abilities for a certain type of activity, the formation of professional self-determination).

Fourth step - 4th grade- "The world of relationships - honor and dignity" (development of cognitive interests of students, their creative activity, education of the qualities of a business person who knows how to organize himself, others, any business; teach him to live in a team, build friendship and mutual support with his peers). She does not contradict the educational program of the school and echoes the main directions, goals and objectives of the school program. The purpose of the program is to create conditions for the versatile development of the individual based on the assimilation of the appropriation of universal human values; education of a successful person, living in harmony with himself, with the surrounding reality, taking an active position in society. The program works in several directions, which are unchanged, but do not duplicate each other from year to year, but change according to the age characteristics of the program participants. The priority areas of work are:

Small Academy of Sciences.

Health harmony.

Candle of Hope.

Consonance of young hearts.

Bells of time.

A storehouse of family wisdom.

The main provisions of my educational system:

Individual approach to education.

Creative union with parents, subject teachers, administration, organizer.

Systematic at work.

Based on these provisions, I will analyze the educational program that I am implementing.

1. Individual approach in education. Children in the class are organized, responsible. Good relations have developed in our small working team, the guys understand, trust, respect each other and me. I am glad that they know how to see shortcomings, recognize them and correct them, gently prompt each other. From my own experience, I was convinced that the feeling “we are a single whole”, “we are a team” arises only in cases that we organize together. I captivate with the end result, I try to teach the guys to be creators, and not just performers, distributing those responsible for this or that business, taking into account their strengths and capabilities. I advise how best to carry out the assigned work, that for this you need to find out where to get the necessary material, how best to do it and help if necessary. This gives everyone the opportunity to gain experience in social life and communication with people. Each event held is discussed, real successes are noted, and shortcomings are not hushed up - this allows you to prepare the next event at a higher level.

3. Consistency in work. In my activity as a class teacher, the form of educational work is the primary cell that makes up the weekdays and holidays of our class life. Of course, it is impossible to find that form, universal and suitable for all occasions with any cool team. One of the main forms of extracurricular educational work I consider a class hour. The class hour is a direct form of my communication with students. I conduct various types of class hours: class meeting, educational hour, debate, questionnaires, excursions, conversations, quizzes, etc. I plan events together with students, but sometimes I hold an emergency meeting or change the form of the class hour for some reason. A classroom hour is a form of educational work in which students take part in specially organized activities that contribute to the formation of their system of relations to the outside world. The functions of the classroom are different: educational, orienting, guiding, shaping. I pay much attention to the education of citizenship and the formation of civic consciousness, because, according to psychologists, adolescence is the most significant for the formation of civic consciousness. It is during adolescence that self-knowledge and self-esteem appear. Sukhomlinsky V. A. in his work “The Birth of a Citizen” says: “A student sitting at a desk becomes a citizen when he sees the path ahead of him to follow in life in order to further glorify his Fatherland.” My task, as a class teacher, is to create conditions for the formation of civic consciousness of a teenager, a person and a citizen. A serious area of \u200b\u200bactivity of a class teacher is the organization of work and moral education of students. He needs to think over the system of labor affairs and activities of his students, starting with self-service work and ending with involvement in production and labor activities, and also include them in socially useful work. Participation in various types of labor activity, if it is properly organized, contributes to the formation of moral qualities in students: the desire to benefit society and oneself, discipline, camaraderie, understanding one's duty, etc. But the moral and labor activity of the class teacher has broader horizons. Extracurricular activities should be used to include students in various forms of moral and cognitive activity, to conduct discussions on moral topics, as well as to discuss individual events in the life of the class, which in their totality allow a deeper understanding of moral issues. For the purpose of moral education, I use the forms of mass cultural and artistic and aesthetic activities of students, as well as a large local history work that has been systematically carried out all these years. I have a system of class hours in my arsenal, the purpose of which is to educate morality. The necessary level of physical development and physical fitness is ensured through the system of sports and physical culture and health-improving work: participation in sports events, participation in school-wide Health Days, development of physical culture. Health - an invaluable asset not only for each person, but for the whole society. Good health helps us fulfill our plans, successfully solve the main life tasks, and overcome difficulties. Once I read a poem - Praise me!

The soul dies without praise
Life does not rise at a happy zenith.
Everyone prays without words, breathing a little:
“Praise me, praise me!”
Without praise, do not pass the line,
Do not achieve great discoveries.
The soul asks again and again:
“Praise me, praise me!”

And I realized that I would use it in communicating with children. I already knew that praise plays an important role in the life of every person, regardless of his age, but these lines helped to realize the full depth of such an incentive as praise and to understand that only with the help of praise can a child be always in the zone of growth of their capabilities.

My children have matured before our eyes. With them, I enriched my experience of educational work. They are the ones who taught me throughout my schooling that everything that happens in my life should be accessible to them as much as possible, otherwise there will be no trust and openness on their part. Many of our troubles, and even more so for children, come precisely from the fact that there are no people nearby who can be openly told about the sore. That is why I aspired and strive to become for my students the person to whom they could turn with their difficulties and problems. Proceeding from this, the component in my philosophy is simply human: to help, understand, sympathize, talk heart to heart. Such help may include advice, a kind word, or non-verbal forms of support that play a huge role in our lives. Being necessary and useful for children is very important to me.

"To bring joy to children, to promote success."

You can be cool in different ways

And not feel joy.

With bitterness to go to your children,

And fulfill your responsibilities.

And you can do this: Get up in the morning

And, thinking of a miracle,

Fly to school, run to class

To such not yet quite adults!

The role of the class teacher in the education of a successful student personality

“Forsaken by happiness will be the one
Who was badly raised as a child.
It's easy to straighten the green shoot,
One fire will fix a dry branch.”
Saadi

The main purpose of the class teacher is to create conditions for revealing the potential of the child's talents, for their maximum development, for preserving the uniqueness of the personality of each student, for normal mental, spiritual and physical improvement.
At cheba - cognitive activity. The process of education is inextricably linked with the process of learning and development and is pivotal in the formation of a person. Modern society dictates the search for new approaches to the organization of the educational process, in which the emphasis is on creating a school space that makes it possible to develop and realize children's abilities.

In my work, I am guided by the “Ten Commandments of Education” by V.A. Karakovsky:

1. The main goal of education is a happy person.

2. Love not yourself in the child, but the child in yourself.

3. Education without respect - suppression.

4. The measure of upbringing is intelligence - the opposite of rudeness, ignorance.

5. Say what you know, do what you can; At the same time, remember that knowing, being able to never again is harmful.

6. Develop originality in yourself.

7. Don't be a bore, don't whine, and don't panic.

8. Treasure the trust of your pupils, take care of childish secrets, never betray your children.

9. Do not look for a magic wand: education must be systemic.

10. Children should be better than us, and they should live better.

Step one-5 class"Constellation of young talents" (formation of aesthetic and value orientations of the individual; development of creative abilities; upbringing with beauty and through beauty, formation of a children's team).

Second step-6 class“I + my friends are a great family together” (forming a cool team, establishing friendly partnerships, developing creative potential).

Third step-7 class"Along the ladder of success" (civic-patriotic education as a factor in the formation of national identity, the formation of a good attitude towards the history of the native land, one's family, and each other).

Step four-8 class“There are no uninteresting people” (education of a good attitude to life, the ability to find joy in it and the desire to do good; the formation of a moral attitude towards man, work, nature; the development of students' cognitive interests, their creative activity).

Step five-9 class"Happiness. what we are looking for” (to form ideas about professions, to help identify abilities for a certain type of activity, the formation of professional self-determination).

Step six-10 class 2 The world of relationships is honor and dignity ”(development of cognitive interests of students, their creative activity, education of the qualities of a business person who knows how to organize himself, others, any business; teach him to live in a team, build friendship, mutual support with his peers). It does not contradict the educational program of the school and echoes the main directions, goals and objectives of the school program. The purpose of the program is to create conditions for the versatile development of the individual based on the assimilation of the appropriation of universal human values; education of a successful person, living in harmony with himself, with the surrounding reality, taking an active position in society. The program works in several directions, which are unchanged, but do not duplicate each other from year to year, but change according to the age characteristics of the program participants. The priority areas of work are:
Based on these provisions, I will analyze the educational program that I am implementing.

1. Individual approach in education. I have been working with this class team for the sixth year, so a friendly team has already been formed, I know the characteristics of the character and development of each child, his interests. Based on this, events of a diverse nature were selected and are being selected for work so that they are interesting and understandable to everyone, so that they leave a mark on the souls, make them think about the diversity of the world around them, teach them to love, compassion, respect, be critical of human vices, help to make the right choice in life: to become its active participant, and not an idle contemplator. Children in the class are organized, responsible. Good relations have developed in our small working team, the guys understand, trust, respect each other and me. I am glad that they know how to see shortcomings, recognize them and correct them, gently prompt each other. From my own experience, I was convinced that the feeling “we are a single whole”, “we are a team” arises only in cases that we organize together. I captivate with the end result, I try to teach the guys to be creators, and not just performers, distributing those responsible for this or that business, taking into account their strengths and capabilities. I advise how best to carry out the assigned work, that for this you need to find out where to get the necessary material, how best to do it and help if necessary. This gives everyone the opportunity to gain experience in social life and communication with people. Each event held is discussed, real successes are noted, and shortcomings are not hushed up - this allows you to prepare the next event at a higher level.

2. Creative union with parents, subject teachers, administration, organizer. One of the most important social institutions of education is the family. They often talk about the unity of the family and the school in the upbringing of children. But in practice it is sometimes difficult to achieve this unity. The difficulty lies in the fact that parents are adults who have their own views, fixed stereotypes, for example, such as: “I already know everything” - a denial of the possibility of acquiring new experience. Working with parents is a completely separate and independent work. My cooperation, as a class teacher, and parents involves a comprehensive and systematic study of the family, knowledge of the characteristics and conditions of family upbringing of the child. I use in my work both group (parent meetings) and individual (conversations on upbringing, consultations, family visits) forms of work with the family, questionnaires, workshops, development of memos, seminars for parents on the exchange of upbringing experience, etc. Style of communication with parents I attach great importance. Forms of communication with parents - dialogue, cooperation, tolerance. I build relationships with parents based on friendship and mutual respect. After all, in order to win over the child to me, to direct him in the right direction, first of all I must understand and respect his parents! All this contributes to the creation of a favorable climate in the family, the psychological and emotional comfort of the child at school and beyond. Parents are frequent guests and helpers in my class. I perfectly understand that the work of one class teacher is “a performance of one actor”. This work is unlikely to be successful without the support of the administration, other teachers working with the class. Our educational actions must be united, must complement each other. And so I try to be aware of all the problems that arise between teachers and my children. This is another condition for the personal development of the child. In my practical work, I have to coordinate the interaction of subject teachers and students in order for the educational program to be mastered by schoolchildren to the extent that corresponds to their capabilities. In modern conditions, the class teacher is called upon to constantly work on improving the academic performance and developing the cognitive activity of students. It is necessary to stimulate children's interest and love for knowledge, to improve the quality of education, to instill in students the skills of self-education.
3. Consistency in work. In my activity as a class teacher, the form of educational work is the primary cell that makes up the weekdays and holidays of our class life. Of course, it is impossible to find that form, universal and suitable for all occasions with any cool team. One of the main forms of extracurricular educational work I consider a class hour. The class hour is a direct form of my communication with students. I conduct various types of class hours: class meeting, educational hour, debate, questionnaires, excursions, conversations, quizzes, etc. I plan events together with students, but sometimes I hold an emergency meeting or change the form of the class hour for some reason. A classroom hour is a form of educational work in which students take part in specially organized activities that contribute to the formation of their system of relations to the outside world. The functions of the class hour are different: enlightening, orienting, guiding, shaping. I pay much attention to the education of citizenship and the formation of civic consciousness, because according to psychologists, adolescence is the most significant for the formation of civic consciousness. It is in adolescence that self-knowledge and self-esteem appear. Good health helps us fulfill our plans, successfully solve the main life tasks, and overcome difficulties. Once I read a poem - Praise me
The soul dies without praise
Life does not rise at a happy zenith.
Everyone prays without words, breathing a little:
“Praise me, praise me!”
Without praise, do not pass the line,
Do not achieve great discoveries.
The soul asks again and again:
“Praise me, praise me!”

To such not yet quite adults!

THE ROLE OF HOLIDAYS IN EDUCATION OF CHILDREN

Kanieva Gulden Umirtaevna

KSU OSSH №87

Republic of Kazakhstan, Karaganda region, Karaganda city

Patriotic holidays of the past and present cannot come out of the time that gave birth to them, be higher and purer than the society in which they are held. In the conditions of ideological diktat and censorship, holidays were created and held, which helped to distract from pressing problems and fuss and therefore were, as it were, a kind of dope that protects the mental health of the people.

real holiday- a symbol, an image that embodies ideological, ideological morality, dissolved in stereotypes of behavior. A significant idea of a holiday is, on the one hand, the sum of events, facts, names, myths interpreted by history. On the other hand, it is the culture of people, mores, customs, traditions of a national and local nature. It is stereotypes that ensure the truth of a meaningful idea. If a society forgets its traditions, it collapses.

For example, the tradition of mass demonstrations will remain in our history as evidence of the greatest dream and the greatest tragedy. But in general, people went to demonstrations voluntarily. And if they carried attributes with indicators of the success of their team, they were proud of it. Solemn meetings and rallies were a democratic phenomenon. There was no rejection of higher values in them, but rather an approach to them.

The depreciation of holidays most likely began in the 1920s with the debunking of Christian ideals, and in the 1990s with political ideals. A negative attitude towards religious holidays once rebounded on natural holidays, a negative attitude towards communist holidays had a negative impact on all the holidays of the country.

The most important humanistic beginning of the holiday is the approval and encouragement of children. Almost all holidays are connected with congratulations to each other. Children express attention not only to those who are nearby and who have the right to expect it (peers, teachers, relatives), but to people in general. It is during the holidays that subconscious sympathy relies on a purely festive trend - the recognition of the self-worth of each person in a society, country. On a holiday, respect for all the people around you can be expressed without fear of looking ridiculous in someone's eyes. For example, on International Women's Day, greetings and congratulations, offering gifts and flowers is an established ethical norm, a universal principle. On holidays, children learn to congratulate friends, acquaintances and relatives by mail, learn to give gifts, souvenirs. These are traditional acts of humanism, the experience of humanistic relations.

The content of the holidays is embodied in music, songs, poems. Proverbs and sayings contain, on the one hand, the commandments of the Bible, on the other hand, various moral prohibitions, advice, instructions, i.e., rules of conduct on weekdays and holidays. And this is also a humanistic practice. One can argue what holidays are: a semblance of life, mythology or folklore? And that, and another, and the third. Holidays are a strikingly humanistic phenomenon in nature, perception and form of communication between people. This is a means of knowledge, entertainment and maintaining spiritual and spiritual balance, freeing from the monotony of everyday life.

Event This is a significant fact of the public and private life of a person. The holiday as an objective event is based on the values of communication (relationships), the values of experiences (collective) and the values of creativity (in various activities).

Public holidays provide every adult and child (teenager, youth) with a chance of self-realization, self-expression, allow them to experience a sense of their own importance, earn the approval and recognition of others.

The significance and eventfulness of the holiday are determined by fairly simple, close to children, such common features as:

Absolute voluntariness of participation and consent in all adopted mandatory and conditional rules of leisure activities of a particular holiday;

Free choice by children of various plots, roles, positions that are different from the materialized results of teaching and social work (which does not imply practical meaning and practical expediency of children's holidays);

The need for every child to have space for the creative outlets of their individuality in any festival;

Reasonable cyclicality of holidays, coming from the proportionality of everyday practice, teaching, extracurricular activities and bright festive events, mainly taking into account the natural calendar and the structure of the academic year;

The communicative nature of children's holidays, reflecting all aspects of the democracy of children's freedoms;

The absence of any coercion and violations;

The presence in the holidays of folk traditions that incorporate the whole range of customs, rituals, ceremonies, symbols and attributes of a fundamental nature, entertainment and artistic acts worked out by social time, genres of amateur art, competitions, folklore, creativity with their own hands as social signs of the harmony of life, saving the child from a utilitarian attitude to life and leading it to the prospects of updating one's own and the surrounding life.

Holidays remove conflict and give rise to a sense of community. Surely all adults have watched more than once how children simultaneously experience everything (almost everything) that happens at the holiday: they applaud, chant as if one person. It is probably very important to feel like a significant part of the community, an equal member of a particular team and, of course, an original personality. Collective participation, collective perception, collective experience - without them, a real holiday is unthinkable.

The collectivity and compatibility of the holiday is not a herd, because it is a tradition, because the holiday is a collective game. The communicative nature of the holiday is so obvious that the very system of Russian holidays can turn into a powerful socio-cultural factor and a strong means of pedagogical influence.

Holiday- then a holiday when it instills in children and develops in them the desire and ability to communicate informally, to solidarize. For this very reason, overorganization, an excessively rigid regime, when all the activities of children are scheduled by the minute, are pedagogically regulated, when everything is rehearsed in advance and no freemen, are contraindicated for him. Freedom and freedom of communication give rise to festive compatibility of children.

So, the squadrons of weekdays should be led by holidays. Especially for children who need the festive work of the heart and soul, spiritual self-expression and spiritual enrichment. We need a cult of the holiday in society.

Holidays are created over centuries and millennia in a complex web of relationships. These ties must not be broken, because then the very harmony of life, its everyday and festive customs, which are part of the culture and freedom of the people, are violated.

The people embodied in their holidays the synthesis of the great and the sublime, their spiritual independence and independence.

This should be remembered by everyone who raises children.

graduate work

CHAPTER 1. The work of the class teacher with parents: tasks, functions and main forms.

Modern learning conditions are characterized by the humanization of the educational process, the appeal to the personality of the child, the desire to develop his best qualities.

V.A. Sukhomlinsky argued: “Without knowledge of the child - his mental development, thinking, interests, hobbies, abilities, inclinations, inclinations - there is no education” 1 . As no one better than his parents will be able to tell about the child.

In the explanatory dictionary of the Russian language, such a concept is given to the word "parents".

Parents are father and mother (in relation to their children) 2 .

Parents and teachers are the two most powerful forces in the process of becoming the personality of each person, the role of which cannot be exaggerated. Both sides have their own advantages, their own merits, their own specifics.

So the main tasks of the class teacher are:

Formation of a classroom team as an educative environment that ensures the development of each child;

Organization of all types of group, collective and individual activities of the class team;

Ensuring a favorable psychological climate in the classroom.

And the main functions of the class teacher include:

a) analytical:

The study of the individual characteristics of students;

Study and analysis of the development of the class team;

Analysis and evaluation of family education of each child;

Analysis and assessment of the level of upbringing of each child;

b) organizational - pedagogical:

Organization and stimulation of various activities of students;

Establishing communication and families of students;

Organization of interaction of the class team with specialists of escort services, out-of-school organizations;

c) communicative:

Regulation of interpersonal relations between students;

Establishing optimal relationships "teacher - student";

Creation of a general favorable psychological climate in the team. 1

In accordance with their functions, the class teacher selects forms of work with students: individual (conversation, consultation, exchange of opinions, joint assignments, individual assistance, joint search for a solution to the problem, etc.), group (councils of affairs, creative groups, self-government bodies and etc.) or collective (collective creative activities, competitions, performances, concerts, trips, rallies, competitions, etc.).

When choosing forms of work with students, it is advisable to be guided by the following:

take into account the educational tasks defined for the next period of work;

determine the content and main activities on the basis of educational tasks;

take into account the principles of organizing the educational process, the opportunities, interests and needs of children, external conditions, the capabilities of teachers and parents;

to search for forms of work on the basis of collective goal-setting;

ensure the integrity of the content, forms and methods of educational activities.

Traditional forms of work with parents:

parent meetings

general class and all-school conferences

individual teacher consultations

home visits

A universal form of interaction between a teacher and parents is a parent meeting.

The parent meeting should educate parents, and not state the mistakes and failures of children in their studies.

The theme of the meeting should take into account the age characteristics of children.

The meeting should be both theoretical and practical: case studies, trainings, discussions, etc.

The meeting should not engage in discussion and condemnation of the personalities of students.

Great parent meetings. Class parent meetings are held once a quarter, if necessary, they can be held more often. The parents' meeting should become a school for educating parents, should broaden their pedagogical horizons, and stimulate the desire to become good parents. At the parent meetings, there is an analysis of the educational achievements of students, their capabilities, the degree of advancement of the class in educational activities. Parent meeting is an opportunity to demonstrate the successes achieved by the child. The conversation at the meeting should not be about grades, but about the quality of knowledge and the measure of intellectual effort corresponding to cognitive and moral motivations. For the parent meeting, it is necessary to prepare exhibitions of students' creative works, their achievements, and not only in educational activities.

There are many options for holding parent-teacher conferences. Their character and orientation are prompted by life itself, the system of organizing work in a children's team. The topics and methods of the meeting should take into account the age characteristics of students, the level of education and interest of parents, the goals and objectives of education facing the school.

School-wide parent-teacher meetings are held, as a rule, no more than twice a year. The subject of such meetings is in the nature of a report on the work of the school for a certain period of time. The director, his deputies speak at them, the parent committee of the school reports on the work.

For example, an educational institution has passed certification and wants to acquaint the team of parents with the results achieved.

A school-wide parent meeting can be used to showcase positive parenting experiences. So, at the end of the school year, it is possible to reward families with a positive experience in raising children.

Parent conferences (general class, school) are of great importance in the system of educational work of the school. Parents' conferences should discuss the pressing problems of society, of which children will become active members. Problems of conflicts between fathers and children and ways out of them. Drugs, sex education in the family - these are the topics of parent conferences.

Parental conferences should be prepared very carefully, with the obligatory participation of psychologists, a social pedagogue who work at the school. Their task is to conduct sociological and psychological research on the problem of the conference and their analysis, as well as to familiarize the participants of the conference with the results of the research. Parents themselves are active participants in the conferences. They prepare an analysis of the problem from the standpoint of their own experience.

A distinctive feature of the conference is that it makes certain decisions or outlines activities on the stated problem.

Individual consultations are one of the most important forms of interaction between the class teacher and the family. It is especially necessary when the teacher is gaining a class. In order to overcome the anxiety of parents, the fear of talking about their child, it is necessary to conduct individual consultations-interviews with parents. In preparation for the consultation, it is necessary to identify a number of questions, the answers to which will help plan educational work with the class. Individual counseling should be exploratory in nature and help create good contact between parents and teacher. The teacher should give parents the opportunity to tell him everything that they would like to acquaint the teacher with in an informal setting, and find out what is necessary for their professional work with the child:

health characteristics of the child;

his hobbies, interests;

preferences in communication in the family;

behavioral responses;

character traits;

motivation for learning;

moral values of the family.

During an individual consultation, you can use the My Child questionnaire, which is filled out by the teacher together with the parents (Appendix 4)

One of the forms of interaction between the class teacher and the family is visiting the student at home. The teacher must warn about the intended visit, indicating the day and purpose of the visit. Visits are only possible with parental permission. A teacher's visit to a family should leave a good impression on the family. To do this, you must first talk about abstract topics, ask about traditions, customs, spending time together in the family, and only then discuss the reason for coming to the family.

From the first day of work with the children's team and the team of parents, the teacher must ensure that both children and parents understand the importance of the requirements that the school makes on the family. An important condition for the interaction between the family and the school is the reasonableness of the requirements that the teacher makes to parents and the child.

A great effect in the interaction between the family and the school will be if the teacher gives the opportunity to take the initiative and support the parents in all matters in the classroom and at school.

The main forms of interaction between the school and the family are individual forms of work and group work.

Group activities include such forms of interaction as parent-teacher meetings, conferences, question-and-answer evenings, and parent committees. Individual forms of work with parents include the following: individual consultations, conversations, home visits. All of these are traditional forms of work with parents of students.

Group forms of work are appropriate for organizing psychological education of parents, for meetings with the administration of an educational institution on the most pressing problems of school life or, for example, on reforming the school.

In order for group forms of communication between parents and teachers to be effective, parents must be able to take part in planning the content of classes at parent universities and other various forms of interaction with the school.

To do this, at the end of the school year, at the final parent meeting, parents receive an approximate thematic planning of group work with the family at school for the new academic year, which indicates not only the topics of future meetings, but also the forms of their conduct. This allows you to determine in advance the degree of interest of parents in a particular topic or joint business and organize future meetings as efficiently as possible. Parents note those forms of interaction that are most interesting to them and in which they could take part, express themselves. Then the school's deputy director for educational work analyzes the answers of the parents and, based on them, plans the participation of parents in the life of the school for the new academic year.

Well-established and organized interaction between the family and the school makes it possible for parents to realize the need to acquire new knowledge for the development of a healthy and full-fledged personality, and also forms the need for direct communication with those people who help them become real parents. 1

Group forms of work with the family, their variety at school, help parents choose the type of communication with teachers and other school specialists that is most acceptable to them.

The teaching staff of the school today is looking for any opportunities and means to help the family, to provide a psychologist - pedagogical assistance, to teach how to raise a child. Forms of work with parents can be different, but the most common form of group work with parents for many years remains the parent meeting.

Parents have the right to expect from a person professionally associated with education not just naming any difficulties of an educational or personal nature in their child, but discussing specific ways to help the student to overcome them. In this regard, we see the main task of the parent meeting in educating parents, increasing their competence and activity in shaping the personality of the child, as well as creating an atmosphere of kindness, mutual understanding and trust in the team of children and parents.

Current parent meetings are meetings with a traditional agenda: academic results, results of events and holidays, trips.

Thematic parent-teacher meetings are meetings dedicated to a topical topic, in which the vast majority of parents are interested in discussing. Thematic parent meetings, as a rule, are of an educational nature and are aimed at expanding the knowledge of parents in the field of raising children.

Final parent meetings are meetings whose task is to sum up the results of the development of the children's team for a certain time. During such a meeting, parents have the opportunity to evaluate the achievements of students in the class, their own child, to compare past results with those that already exist.

Final parent-teacher meetings can be held in various forms, depending on the topic and purpose of the meeting itself. It can be holidays, bonfires, hikes, solemn meetings.

Whatever the content of the parent meeting may be, it requires careful preparation. It must be remembered that the parent meeting will be effective when it is planned, a kind of script is written. This script can be developed by teachers or with the help of a parent committee, with the help of students.

For each parent meeting, it is appropriate to prepare diagnostic material for parents or statistical material related to the study of certain aspects of the life of students in a class or school. In order for the meeting to be useful to parents and they want to participate in it, everyone should receive what is especially important for him. Therefore, the following traditional headings have been introduced into the content of parent meetings at our school:

"From the history of raising children in the family";

"Traditions of Education of the Peoples of the World";

"The ABC of raising children in the family";

"Bookshelf of parents";

"Discuss with your child";

"Box of Wisdom";

"Creative workshop of the family".

Such headings allow you to make the parent meeting unusual; the rating of parent meetings changes, contributes to a change in relationships for the better in the teacher-student-parent system.

A good tradition of parent-teacher meetings at school is to issue individual invitations to dads and moms to participate in the parent-teacher meeting. Invitations can be designed in different ways: typographically, by the hands of the students themselves, with the help of the parent committee. The main thing about such invitations to the parent meeting is that parents receive them in advance, and not an hour before the meeting. The invitation always fully indicates the name and patronymic of both parents, the day and hour of the meeting, its topic, the contact phone number that you can call if the parents cannot take part in the meeting for some reason, as well as the program of the meeting. Such an approach to organizing a system in working with parents helps to form respect for the professional activities of a teacher, emphasizes the importance of parent-teacher meetings, stimulates their interest in the school and the culture of parental interaction with each other and with the school.

Of great importance for parents, grandparents are letters of thanks, which in our school are given to parents at the last parent meeting at the end of the school year. This is a great incentive for the child, as well as recognition of the merits of the parents themselves in raising children.

An important form of group work with parents is a conference. It is appropriate to hold the conference as an exchange of experience in raising children or as an exchange of views on a specific issue. The subject of discussion of the parent conference in our school is more often the pressing problems of the educational institution: school renovation, moral and aesthetic aspects of organizing school holidays, etc.

Individual consultations are held at the initiative of the parents or at the initiative of the teacher. The reason for inviting parents for a consultation is the result of the teacher's observations of the child, the problems of the child's communication with the class and teachers, a conflict situation, etc.

During an individual consultation, the teacher should listen carefully to the parents and, with all their behavior, help them to willingly talk about their child as much as possible.

The more information the class teacher, social teacher or deputy director for educational work has about each child, the more likely it is to create normal conditions for him to develop.

Home visits are a last resort. Not many parents are ready to be disturbed at home. However, if a joint school life is just beginning, it is necessary in trouble and joy to learn to be together.

The parent committee plays a huge role in the cooperation between parents and the school. The atmosphere in the school team, the relationship of parents with each other, communication between adults and children depends on how smoothly and responsibly the parent committee approaches its activities. 1

1 Timchenko I.N. Cooperation Pedagogy. - Novosibirsk. 1989.

Non-traditional forms of work with parents:

thematic consultations

parent readings

parent evenings

In each class there are students and families who are experiencing the same problem, experiencing identical personal and educational difficulties.

Sometimes these problems are so confidential that they can be solved only in the circle of those people whom this problem unites, and understanding of the problem and each other is aimed at its joint solution.

In order for the thematic consultation to take place, parents must be convinced that this problem concerns them and requires an urgent solution. Parents are invited to participate in the thematic consultation with the help of special invitations. The thematic consultation should involve problem solvers who can help find the best solution. This is a social educator, psychologist, sexologist, law enforcement representative, etc. During the thematic consultation, parents receive recommendations on the problem that worries them.

Approximate topics of consultations for parents

The child does not want to study. How to help him?

Bad memory of the child. How to develop it?

The only child in the family. Ways to overcome difficulties in education.

Children's punishments. What should they be?

Children's anxiety. What can it lead to?

6 Shy child. Problems of shyness and ways to overcome it.

7 Rudeness and misunderstanding in the family.

Talented child in the family.

Are children's friends friends at home or enemies?

Three generations under one roof. Communication problems.

Parental readings are a very interesting form of work with parents, which will enable parents not only to listen to teachers' lectures, but also to study the literature on the problem and participate in its discussion. Parent readings can be organized as follows: at the first meeting at the beginning of the school year, parents determine the issues of pedagogy and psychology that concern them most. The teacher collects information and analyzes it. With the help of the school librarian and other specialists, books are identified that can be used to get an answer to the question posed. Parents read books and then use recommended literature in parent readings. A feature of parental readings is that, when analyzing a book, parents should state their own understanding of the issue and change their approaches to solving it after reading the book.

Parental evenings are a form of work that perfectly unites the parent team. Parental evenings are held in the classroom 2-3 times a year without the presence of children. Parents' evening is a celebration of communication with the parents of your child's friend, it is a celebration of the memories of infancy and childhood of your own child, it is a search for answers to the questions that life and your own child puts before parents.

The theme of parenting evenings can be very diverse. Most importantly, they must teach to listen and hear each other, themselves, their inner voice.

Sample topics for parenting evenings

Year of birth of the child - what was it like, this first year?

The first books of the child.

The future of my child. How do I see it?

Friends of my child.

Holidays of our family.

Do's and Don'ts in our family.

Our family's birthday. How do we celebrate it?

Songs that we sang and our children sing.

The forms of the evenings allow not only to express your opinion on the proposed topics, but also to hear something useful for yourself in the reasoning of other parents, to take something new and interesting into your educational arsenal.

Parent training. Parent training is an active form of work with parents who want to change their interaction with their own child, to make it more open and trusting. Both parents should participate in parent training. From this, the effectiveness of the training increases, and the results are not long in coming. The training is conducted with a group of 12-15 people. Parent training will be successful if all parents actively participate and attend regularly. For the training to be effective, it must include 5-8 sessions. Parent training is conducted, as a rule, by a school psychologist, which gives parents the opportunity to feel like a child for a while, to emotionally relive childhood impressions.

With great interest, parents perform such training tasks as "children's grimaces", "favorite toy", "my fairy-tale image", "children's games", "childhood memories", "film about my family".

Parental rings are one of the debatable forms of communication between parents and the formation of a parent team. The parent ring is prepared in the form of answers to questions on pedagogical problems. Parents choose questions. Two families answer the same question. They may have different positions, different opinions. The rest of the audience does not enter into controversy, but only supports the opinion of families with applause. The students of the class act as experts in the parental rings, determining which family in the answers to the question was closest to the correct interpretation of the answer to the question.

Both traditional and non-traditional methods and forms of interaction between the class teacher and the parents of students set one common goal - the happiness of the growing personality, which is part of modern cultural life.

Non-traditional forms of work with parents include parent meetings, trainings, rings, parent evenings.

Parental meetings are of great importance in working with problem children. Meetings with the parents of other children, the authority of other people's parents in the eyes of a problem child sometimes do much more than inviting various specialists.

An interesting and rather new form of work with parents is parental evenings. Parents' evening is a celebration of communication with the parents of your child's friends, a celebration of memories of your own childhood and the childhood of your child. Evenings have already become traditional in our school: "And mother's eyes always look behind us with excitement", dedicated to Mother's Day and the family skit "Day smelling of mimosa".

Parental evenings help to more warmly and cordially experience resentment and grief, to look at urgent problems in raising a child calmly and without tantrums.

Parents' evening is an opportunity to find like-minded people and assistants in raising children and forming a children's team.

It’s great if the result of the parental evening is the release of a newspaper by the parents, in which they turn to the children with a proposal or request, challenge their children to some kind of competition, and announce an interesting competition.

With the help of the organization of parental evenings, it is possible to solve an even very big moral problem of parental groups. This problem lies in the educational rivalry of children. Often such rivalry is encouraged by the family, which leads to conflict situations between children and their parents. Parental evenings bring families together, allow you to see adults and children in a different light, help overcome mistrust and hostility in the relationship between children and adults.

Recently, parental trainings have become quite an effective form of forming a culture of being a parent.

Parent training is an active form of work with those parents who are aware of problem situations in the family, want to change their interaction with their own child, make it more open and trusting, and understand the need to acquire new knowledge and skills in raising their own child.

Both parents should participate in parenting training whenever possible. From this, the effectiveness of the training increases, and the results will not be long in coming.

This training is called parenting efficiency training.

Based on the results of participation in the training, the school psychologist conducts an interview with the class teacher and gives him recommendations on how to organize interaction with each child and each family.

In group trainings, it is necessary to involve not only children who are difficult, but also gifted, as well as children who are hard going through family dramas and often get sick. Each training session should be analyzed.

In addition to training with students and their parents, a parent ring is a good form of parent education.

Parental rings are one of the debatable forms of parental charm and the formation of a parental team. Conducting parental rings at school is simply necessary. Many parents already in elementary school show categorical judgments on many issues of raising children, absolutely not taking into account the possibilities and abilities of their child, the level of his real educational potential. Some of the parents believe that their upbringing methods are true and are not subject to doubt and correction by the teacher. The parental ring is held in order for many parents to be able to establish themselves in the correctness of their upbringing methods or to revise their pedagogical arsenal, to think about what they are doing right in raising their child and what is not quite right.

The parent ring is prepared in the form of answers to the most pressing questions of pedagogical and psychological science. Parents choose questions. They can choose topics at the very beginning of the school year. Parents receive a list of problematic issues for participation in the ring at the first parent meeting. During the ring, two or more families are arguing on the same issue. They may have different positions, different opinions. The rest of the audience does not enter into controversy, but only supports the opinion of families with applause. Experts in parenting rings can be young teachers working at school, and even high school students who are not far off acquiring parental experience. The last word in the course of the ring remains with the specialists who must be invited to participate in the meeting, or with the class teacher, who can bring strong arguments from the life of the class team in defense of a certain position.

The usefulness of such meetings also lies in the fact that they allow you to remove all sorts of behind-the-scenes conversations among parents on the organization of the educational space for their children, the content of the educational and educational process.

The topics of parental rings at school can be very diverse. You can suggest, for example:

Bad habits heredity or influence of society?

What do you do if you feel discipline problems with your child?

Is it possible to punish a child with his own house?

What if the dad is not interested in raising his own child?

"For" and "against" school uniforms.

Do kids need holidays?

Difficulties at school. What are they?

Schoolchildren are very happy that their parents come to lessons and extracurricular activities, participate in joint holidays and trips, and are proud of the participation of parents in the life of the class and school.

Summing up what has been said, it should be noted that only in the process of interaction between teachers and parents can the problem of the development of the child's personality be successfully solved, but when using any educational technology, it is necessary to remember the first medical commandment: "First of all, do no harm."

A teacher working with a group of students should have a good idea of the historical types of families that differ in their value orientations. Depending on this, build your work with parents. If a teacher has managed to establish a trusting relationship with parents, arouse in them a desire to help their child, support him in difficult times, we can say with confidence that he will achieve his pedagogical goals.

Patriarchal child-centric

(traditional) (modern)

Patriarchal. This is the most archaic form of family relationships. It relies on the dependence of a wife on her husband, children on their parents. Intra-family roles are strictly distributed. Absolute parental power and an authoritarian system of education dominate.

In such families, children most often grow up with a predominance of low self-esteem: they are not confident in themselves, in their abilities. If parents ignore the interests and desires of the child, deprive him of the right to vote, he does not develop interest in expressing his own opinion, and self-esteem is destroyed.

child-centric. This type is characterized by the exaltation of a person's private life, the sensual side. In such a family, the desired child turns into an object of parental love and affection. It has its downsides. Parents with an exaggerated sense of duty fulfill all the requirements of their children, protect them from all problems, worries, efforts, difficulties, taking the burden of problems upon themselves. Children suffer from a lack of independence, initiative, and responsibility. Their moral: "We can do anything!". These children love to command, command, in communication with friends they are rude, they show hysterical notes, rudeness. Such behavior is encouraged by parents, it is difficult to convince them otherwise. This is the job of a teacher.

The style of upbringing in the family also influences how to work with certain parents.

1. Permissive style.

Parents from early childhood give the child complete freedom of action. Adults are very busy with themselves, with their own affairs. They ineptly use methods of encouragement and punishment. Parents build their relationships with children in such a way that they involuntarily cultivate in the child the search for the most beneficial forms of interaction with others, which stimulates the manifestation in children of such qualities as servility, flattery, and fawning. In the course of conversations, parents complain that their children are not loved, they are not allowed to express themselves. Parents consider their child to be right and do not bother to sort out the situation and completely trust their child.

In this case, it is necessary to involve parents in communication with their child's peers, invite them to meetings with teachers, to lessons, events held together with children and their parents.

2. Competitive style.

In this case, parents are looking for a manifestation of something outstanding and unusual in their child, the activity of the child is encouraged. Parents constantly compare their child to others. If the result does not suit them, they may severely punish their child. In their love for the child, parents often do not pay attention to the human qualities of the baby, do not tolerate the offenders of their children, and are not afraid to enter into a conflict situation with them.

The task of the teacher is for parents to see the strengths and weaknesses of their child, to adequately respond to them and correct them in a timely manner. This is where private conversations can help.

3. Reasonable style.

The child is given complete freedom of action, parents give him the opportunity to acquire his own experience through trial and error. In such families, children grow up active and inquisitive. Parents understand in detail all conflict situations, help to comprehend the problem, look at it from the perspective of another person.

The teacher can only encourage such a line of behavior. Parents with great pleasure will participate in school work, help the teacher in everything, realizing that his child is respected and treated as a person.

4. Warning style.

Most often, this style is found in families where the child is sick. The parents of such a child are not left alone, without care and attention. The child is protected from any punishments, any whim of the child is satisfied here. There are problems in educational activities, tk. parents are afraid to tire the child.

The teacher should know that parents who use this parenting style are ready to cooperate with the teacher who sympathizes with them and supports their position. Here the teacher must show cunning and tact.

He must work very carefully, but seriously with the family, to form in parents a culture of adequate perception of their own child. Such parents need individual consultations with a psychologist, they need to participate in parental effectiveness trainings jointly with their child. Very useful is the exchange of views on the problems of education, in which the parents of other students of the class participate.

5. Controlling style.

In such families, the freedom of the child is strictly controlled. Parents dictate to the child every step, quite actively use various methods of punishment. In such families, children are deprived of love and warmth. They are gloomy, suspicious. They often have hypertrophied self-love. They react inadequately to criticism and comments addressed to them. For example, they smile.

In this case, it is necessary to conduct conversations with parents, to involve them in a meeting to discuss the issue of education.

6. Sympathetic style

In such families, the child is left to himself. The condition for the emergence of this style is the lack of material wealth, poor living conditions. Children enter adulthood early. Parents in such families are always grateful to the teacher for reasonable help and support in raising a child. The teacher can rely on them in their activities, such parents are always happy to be part of the parent committee and support the school and teachers in all their endeavors.

7. Harmonious type.

The title explains everything. Children of such upbringing show their prudence and motivate their actions. Children and parents work as a team. You need to let them create and not limit the initiative. You will find helpers and partners in children and parents.

Knowing the styles of family education will help the class teacher to organize cooperation with parents and children in an interesting and exciting way, and will help to avoid mistakes.

Non-traditional forms of cooperation.

These include the following forms:

· Parent's evenings

Parent Readings

· Open Day

· Individual consultations

· Parent lecture

Group consultations

Thematic consultations

· Keeping communication notebooks

Extra-curricular activities with the participation of parents

· Trainings

parent-teacher conferences with children

· Thematic events held by parents.

One of the most important forms of cooperation between the class teacher and the family is individual consultation. In preparation for it, you need to prepare a number of questions that you would like to receive answers to. Individual counseling should be exploratory in nature and help create good contact between parents and teacher. Group consultation is carried out according to the same principle, but parents who are united by common problems are invited to it.

Each consultation should end with recommendations to parents on raising a child. They can be oral and written.

If the team has problems relating to several families, then a thematic consultation can be held. It requires serious preparation on the part of teachers and specialists. Topics for such consultations are carefully selected. Such consultation will only be useful if the parents are aware of the problem for which they were invited.

Conversation is of great importance in the arsenal of the class teacher. It is best used to prevent conflict situations, to build relationships between parents and children, between individual teachers and the family. In a conversation, the teacher should listen and hear more, and not give recommendations for education and edification.

Parental readings are a very useful form of cooperation. This is a kind of work that gives parents the opportunity not only to listen, but also to study the literature on the problem themselves. Parental readings are organized as follows: at the first meeting, parents determine the issues that concern them, the teacher works out the information, analyzes it. Books containing this material are selected. Parents read books and then participate in parent readings. The peculiarity is that, by analyzing the problem, parents can express their understanding of this issue, argue with other parents. This form helps to reconsider their views on education, to acquaint them with the traditions of education in other families.

Parental readings are a great opportunity for parents to get acquainted with interesting children's literature, new names that are heard by children but unknown to their parents.

Parenting evenings are an interesting form of work. It is best done when the leader has just begun to form the parent team of the class. This is a form of work that perfectly unites the parent team. This is a celebration of communication with the parents of your child's friend, memories of infancy, your own childhood and the childhood of your child. The theme of parenting evenings can be very diverse. For example:

· The year of my child's birth, what was it like.

· The future of my baby as I see it.

Questions from children that confuse an adult, etc.

Parental evenings help to more warmly and cordially endure difficulties and sorrows, parents understand each other better, find like-minded people.

Parent training is an active form of work with parents who are aware of the problems voiced by the teacher and want to get rid of them. The most effective training will be the one in which parents and children participate, it is called parental effectiveness training. Based on the current problem, the teacher, with the help of a school psychologist, develops and conducts a series of exercises with parents and children.

Extra-curricular activities held with parents are always a hit, children really like it when parents do some work with them when they feel their support. Parents can participate in the organization of events, they can perform assigned work (designing newspapers, doing crafts, etc.). Both parents and children like to participate together in competitive programs, intellectual games, and sports competitions. Parents can take the initiative and organize recreational activities themselves.

Thematic events held by parents make children proud of their mom or dad acting as a teacher. Depending on the profession, parents can bring activities:

Doctor - consultations on hygiene, healthy lifestyle.

Police officer - traffic rules.

Or any specialist can simply make a presentation of their profession, so that children better orient themselves in the future choice of professions.

Parent meetings with the participation of children provide one hundred percent attendance of meetings. What parent doesn't want to watch their child perform. Children in the form of staging, court, ring, raise any problem that needs to be solved during the meeting. Needless to say, such meetings arouse the liveliest interest of both parents and children.

An open day is one of the most effective forms of work, but it also requires a lot of preparation. Parents come to school for lessons. The teacher should think over what he wants to show: these are some positive points, or, conversely, negative ones, and, depending on this, build work in the classroom. Carefully consider not only lessons, but also breaks.

On such days, parents see their child from the other side, they recognize him as a student, see how he works in the classroom, what problems he has, how he makes changes, behavior in the canteen.

Work with parents can be carried out not only during school hours, but also during holidays. Rest of children can also be organized together with their parents.

Forms of work with parents of children with deviant behavior. The changes taking place today in our society have put forward a number of problems, one of which is the problem of raising a difficult child. Its relevance lies in the fact that every year there is an increase in child crime, drug addiction, there is a tendency to increase the number of children with deviant behavior (deviating from the norm). The reasons for deviations in the child's behavior arise as a result of the political, socio-economic and environmental instability of society, the strengthening of the influence of pseudo-culture, changes in the content of the value orientations of children and adolescents, unfavorable family and domestic relations, lack of control over behavior, excessive employment of parents, and an epidemic of divorces.

There is a widespread false opinion of parents that the main educator of children is the school, and the teacher is often to blame for the poor performance of the student. The immorality of a child is often blamed on the street. The family withdraws itself from the process of education.

Mistakes in family upbringing are often supplemented by errors in school influence on a child's personality. Weakening attention to the personality of students, his life experience, interests, personal values, emotional sphere.

How can you help such a child? What advice would you give to his parents? How to organize educational work with him?

In the course of organizing educational work with a difficult child, today, teachers should focus on suppressing the students' desire for negative behavior and modifying the environmental conditions that cause deviant behavior. The educational and preventive work of the class teacher can be built on constant support and stimulation of the positive behavior of the child and minimizing preventive and punitive measures in response to various forms of deviant behavior. Therapeutic therapy is applied in response to pathological forms of deviant behavior.

In the organization of educational work with difficult children, individual work with parents plays an important role. Successful work with families of students necessarily involves personal contacts between parents and the teacher, individual work with families. Not everything can and should be widely discussed at the parent meeting, but a lot can be discussed in a face-to-face conversation. A good, trusting relationship should be established between the teacher and parents. 1

It is good when each of the parents feels in the teacher a person who, just like him, is interested in the child growing up kind, smart, knowledgeable, so that all his possibilities are revealed.

Individual conversations of the teacher with parents of difficult children, consultations help to establish direct contact with each member of the family, the students, to achieve greater mutual understanding in the search for ways to jointly influence the child.

Individual conversations allow you to eliminate negative and strengthen positive factors in family education.

In order for the conversations of the class teacher to reach the goal, and his word would be perceived as a guide in the upbringing of children, it is necessary not only to give the necessary advice to parents in time and suggest how to fulfill it, not only to find the correct form of communication during the conversation, but also to think over it in advance, provide a time and place for the conversation.

When telling parents about the situation that caused them to be called to school, ask the parents for advice on what they think the teacher should do, what is best to do, and then give advice to the parents. In such a conversation, the question of a second meeting naturally arises in order to find out how the measures taken together help, to again outline the paths for further work.

So gradually, acting all the time together with the parents, one should remove the negative aspects in the behavior or study of the child.

The teacher is obliged to help parents to reveal the possibilities of their difficult child, his positive features, to convince them of the need to rely on them. At the same time, the teacher tries not to abuse numerous instructions, but to speak simply, accessible, convincingly, always with a sense of concern for the child. Remarks that hurt pride, constant complaints about the child, focusing on his shortcomings - this can only push parents away from themselves, and therefore delay the achievement of the desired goal.

In addition to conversations with parents at school, conversations at home are of great importance. The latter can take place either in the presence of a child or without him. Most often, the teacher comes to the child's family to find out any questions that arise when meeting the family for the first time or when studying the child at school. But sometimes a visit is associated with the need for educational influence on parents.

In individual work with parents, a teacher can be of great help in a diary, in which a summary of the conversation, observations, and conclusions is recorded. The material of this diary is used in daily work with difficult children.

Together with parents (or with their participation), the teacher draws up a work plan.

Plan for working with difficult children:

1. Individual work (events, dates, topics)

2. Involvement in collective activities

Employment in free time;

Order by class (one-time, temporary, permanent)

Participation in class and school activities

3. Engaging specialists to correct deviant behavior.

If the above work with difficult children and their parents does not give a positive result, then this issue is submitted to the school Council for the Prevention of Offenses. The meeting of this Council is held necessarily in the presence of parents.

When registering, the following documents are filled out:

1. Card - a characteristic of the student.

2. Personal record card for difficult teenagers

But it happens that the school Council for the Prevention of Offenses does not have the necessary impact on the parents of a difficult child with deviant behavior.

Parents do not pay the necessary attention to their children, continue to be indifferent to running away from home, stealing, begging, etc. etc., cannot create normal conditions for the life and records of the child. Such parents are deprived of parental rights.

Based on the foregoing, it is possible to formulate the duties of the class teacher in working with parents.

1. Studying the conditions of upbringing in the family;

2. Individual and group work with parents;

3. Conducting thematic parent meetings (1 time per quarter);

4. Involvement of parents in the repair of school premises;

5. Involving parents in organizing interesting, rich extracurricular activities;

6. Influence on communication between parents and children;

7. Protection of the interests and rights of the child in public organizations and state judicial bodies.

Having considered and studied these duties, the class teacher plans his work, observing certain rules for communicating with the families of students.

Interactions of the class teacher with parents

The class teacher in communication with each family must be sincere and respectful;

Communication with the parents of the student should serve not to harm, but to the benefit of the child;

The study of students' families should be tactful and objective;

"Spiritual and moral education of schoolchildren" - 1. Protection of the Most Holy Theotokos. Formation of spiritual and moral personality. Program work plan. Optional "Fundamentals of Orthodox Culture". Program content. Archpriest Fr Alexander Gorbunov's consultations with teachers, students and parents. Collaboration with the school museum "Battle Glory".

"Spiritual and moral education in the family" - Poll of the Institute of Sociology of the Russian Academy of Sciences. Honoring parents is perceived by children as a necessary condition for successful growing up. Municipal festival of national cultures. Only a family can raise a family man. Family education. Acceptance of the morality of the teacher. Teenage crisis. Three levels in the perception of morality by children.

"The role of the class teacher" - a package of diagnostics. The main stages of the work of the class teacher to increase the educational motivation of students. Education Act. The role of the class teacher in shaping the cognitive interests of schoolchildren. Projects. Dependence of the quality of knowledge on the formation of cognitive interest. The role of the class teacher in the formation of positive educational motivation of students.

"Spiritual and moral education" - On the basis of the branch of the Chakinskaya secondary school in the village of Zhemchuzhny teacher Akindeeva N.V. A seminar was held: "The first results of the approbation of the course of the ORKSE." Page after page Rewrite your whole life! Presentation on the topic: “Spiritual and moral education of schoolchildren. Introduction to the syllabus of the experimental course ORSE.

"Moral education of schoolchildren" - 1. The formation of morality of students is the most important task of the school. 2. The content of moral education. Morality is supported by the power of public opinion and is usually observed by virtue of persuasion. theoretical significance. From the handbook... The essence of morality is the subject of ethics. Conclusion. ethical issues.

"Spiritual and moral development" - Contents. Recommendations. Modern national educational ideal. Public lesson. Modern teacher. Possibilities of spiritual and moral education in the process of extracurricular and extracurricular activities. Types of collaboration with parents. In the field of public relations, the education of students should provide.

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