Synopsis of an educational, outreach event. Cultural and educational practice in preschool Educational event for teachers
"Features of the modern Internet space and its impact on the psychological well-being of children"
Teacher-psychologist Badykova A.G.
Educational environment security issues can be considered in different aspects. One of them is to ensure the safety and preservation of the health of students, the other, no less important, is to ensure the psychological safety of participants in the educational process.
♦ - designation of a presentation slide change.
♦ The topic of our today's meeting is "Features of the modern Internet space and its impact on the psychological well-being of children"
♦ It's no secret that the Internet has long and firmly entered our lives. Now it is difficult to imagine human communication, work, education, science, politics and entertainment without Internet technologies.
But, unfortunately, interaction with cyberspace gives not only positive effects, but also threatens the psychological, mental, social well-being of users.
♦ The worst thing is that the most vulnerable to the negative impact of the World Wide Web are children and teenagers who, according to statistics, spend much more time online than adults.
Now a little about our school and our pupils.
In May 2017, the Department of State Policy for the Protection of Children's Rights of the Ministry of Education of the Russian Federation conducted an online survey among students in Russian schools and their parents to find out:
How well are today's children and adolescents informed about the threats and risks that await them on the Internet;
What information about Internet threats and how to deal with them they would like to know.
The questionnaire was posted on the official website, and we decided to conduct a similar survey in our school, slightly modifying the questions.
51 pupils of our school aged from 12 to 18 took part in the survey.
The guys were asked to answer 12 questions, and here are the results we got:
(see attached files - Questionnaire "Internet environment", "Poll results").
♦♦♦♦♦♦♦♦
Now there is a lot of writing on the Internet that allegedly the popularity of the "Blue Whale" among teenagers has waned. But this deadly game is being replaced by others. So in the news feeds you can find information that there are analogues of the "Blue Whale" - "Pink Pony" and "Red Fox".
♦ According to the description, the game "Pink Pony" is intended for children from 3 years old. It can be downloaded for free in the Play market application on your phone. The game appears to be safe. Its essence lies in the fact that the pony runs pink pony offers the child to perform various tasks. In the comments to the game, parents write that the game contains tasks like "Close in the room", "Don't tell your parents anything", "Open the window", "Sit on the windowsill", etc. There was even a video about this game in the news feeds of federal channels.
♦According to information from the Government of the Kirov Region dated July 3, 2017 5480-26-03 “On measures to protect children from illegal content in social networks”, a new form of the spread of suicidal moods through the social network “Vkontakte” - “RED FOX” was revealed.
♦The essence of this game of death is to complete the tasks of the "curator" in exchange for stickers (graphic images used in correspondence) with the image of a red fox. In total, you can get 40 stickers in the game.
♦You can get only 4 stickers for free, all the rest are sent only after completing the task.
♦The first tasks are neutral in nature - take a photo, write a story, etc. but the further, the more provocative and life-threatening tasks become. As a result, the "player" receives a message with an offer to attempt suicide in exchange for the remaining stickers.
Video viewing
♦The danger of the game lies in the fact that receiving a reward for stickers is very exciting for children, the excitement and desire to get a new sticker makes their minds uncritical to incoming tasks.
It is difficult to say how true this information is, on the Internet you can find a huge number of screenshots with tasks from the red fox.
But many journalists investigating the activities of such “death groups” on the Internet agree that the passions around them are deliberately fanned. In particular, they write that the mass hysteria with the “blue whale” and “red fox” is directed against the social network “VKontakte” in order to reduce its popularity.
They also write that the “red fox”, on the contrary, was created as opposed to the “blue whale”. The purpose of this community was to motivate users to share various stories about themselves and their lives.
Like it or not, it doesn't really matter to us. Our task is to be vigilant in order to prevent the spread of such games among our children and to teach our pupils to be critical of any information coming from various online communities.
In addition, there are other popular communities and "network" games that encourage children and adolescents to commit self-harmful acts that can lead to death.
♦♦ I suggest you watch two more videos: "Run or Die" (from 1 to 35 seconds), "Puppy Delight".
Auto-aggressive forms of behavior are very common among modern teenagers. In the videos you have seen the extreme forms of its manifestation. But there are other ways to harm yourself.
In traditional psychiatric practice, self-harm includes such actions as:
◄- nail biting;
◄- biting lips, cheeks;
◄- pinches, bites;
◄- trichotillomania - pulling out hair, eyelashes or eyebrows.
◄ - scratching parts of the body or inflicting cuts on oneself with sharp objects;
◄- picking out burrs or other irregularities on the skin and preventing wound healing;
◄ - cauterization of the skin.
Intentional actions that contribute to the deterioration of the disease;
Fasting to punish yourself, etc.
It used to be thought that self-injurious acts are self-inflicted bodily harm,low probability of death, socially unacceptable in nature and produced to reduce or cope with psychological stress.
Today, due to the increase in the number of completed suicides, children who inflict various bodily injuries on themselves automatically fall into the group of special risk and close attention of psychiatrists. Therefore, dear colleagues, we must be very attentive to our pupils and pay attention to any changes in their habitual behavior and appearance.
Conclusion
Many more examples can be cited about the dangers of the Internet space. The main thing remains unchanged - the child's fragile psyche is not able to critically perceive and "filter" information coming from virtual reality.
The Internet is a kind of magnet for children, which allows them to forget about problems, feel more successful and needed, get attention, support and understanding, which they lack in real life.
We will not be able to prohibit children from being on the Internet, so our tasks are as follows:
To promote the development of the interests and abilities of children, organize their leisure in such a way that live communication and any activity are more important for them than the Internet;
Teach children to navigate the Internet, selectively and critically treat any information, talk about the dangers they may face
Explain that adults can always be contacted for help.
Summing up, I would like to say that the various "death groups" that exist on the Internet are not the reason for children and adolescents to commit self-injurious and suicidal acts. This is just a way of solving the problems that children face in real life.
The true causes of suicidal treatment most often lie in the sphere of interpersonal relationships of the child with family, peers, the opposite sex or teachers.
This speech, presentation and videos can be used in the preparation of the parent meeting. But it is important to remember that both teachers and parents should be warned that the information provided to them is intended for internal use, for reflection, so that teachers and parents are more attentive to their children and what is happening to them.
It is by no means intended for viewing and discussion with children!
In preparation, a collection of scientific articles was used / Ed. I.A. Baeva, O.V. Vikhristyuk, L.A. Gayazova, - M.: MGPPU, 2013. - 304 p. - Safety of the educational environment: psychological assessment and support
Cultural and educational event on the topic: "Filimonov toy"
Goals: to acquaint students with the history of the Filimonovo toy;to acquaint with the process of making toys;to reveal to students the beauty, artistic value of toys, one of the most significant and outstanding manifestations of folk art; create conditions for the development of interest in folk art, culture and traditions; to expand students' understanding of the nature of the creative activity of the master, to promote the education in them of a caring attitude towards folk art and its creators.
Equipment: presentation, TV, laptop, video.
Progress of the cultural and educational event
I. Organizational moment. Creating an emotional mood
People say that no business should be started in a bad mood. Therefore, in order for us to succeed, I propose to give each other a smile. Well, how much lighter it became around! Now let's get down to business.
II. Together with students, determine the topic and objectives of the lesson.
There is a village near Tula,
The name is Filimonovo.
And the masters live there,
What good is brought to the house.
And good there is not simple,
And not gold, silver.
Filimonovo toy
It's called.
Strongly elongated necks
And a cow, like a giraffe,
And the bear, that the Serpent Gorynych,
It's just that.
To animals, birds, horses,
Young ladies, soldiers,
Both cows and bears
The guys liked it.
So that the heart warms with goodness and beauty
And so that the fairy tale never leaves us.
Guys, what do you think we will talk about today?
About the Filimonov toy.
Yes, today we will talk about Filimonov toys.
III . Working on new material.
Raise your hand, please, who has heard of such toys?
What do you know about Filimonov toys.
1. Viewing the presentation.
slide 1.
Slide 2.
Slide 3.
slide 4.
Slide 5.
slide 6.
Slide 7.
slide 8.
2. Watching the video "About the Filimonov toy."
And now, let's watch a short video about the Filimonov toy.
After watching the video, students answer the following questions:
In which village did the toy originate?
Why do you think the toy got the name "Filimonovskaya"?
What kind of land was in the village of Filimonovo?
3. Creative moment. Painting of the Filimonovo toy.
Guys, now you have the opportunity to be the masters of the Filimonovo toy. There is a painted Filimonov toy on your tables, your task is to try to paint it.
4. Exhibition of student work. Students share their experiences.
IV . Reflection.
Slide 9. Students are invited to guess the crossword puzzle. After completing the crossword puzzle, there is a check and discussion.
Tell me, what did you learn new and interesting for you today?
What did you like the most about our lesson?
What did you already know before?
Outline of an educational event for teachers
Developed by Namm L.A. teacher-psychologist of the municipal educational institution "secondary school No. 6", Torzhok
Theme "Giftedness, ways and means of pedagogical support for gifted children and adolescents."
Target: to study the manifestation of giftedness in children and adolescents and to consider the features of pedagogical support for this category of children.
Tasks:
1. To acquaint the teaching staff with the concept of "giftedness".
2. Introduce teachers to the types of giftedness.
3. To jointly formulate methods of pedagogical support for gifted students.
^ Object- the phenomenon of "giftedness",
subject - features of pedagogical work to support and accompany gifted children and adolescents.
Start:
Warm up: Continue the phrase " I can work with gifted children because……”
Main stage:
Psychologist's report on the problem of giftedness. 10 minutes
giftedness- this is a systemic quality of the psyche that develops throughout life, which determines the possibility of a person achieving higher, outstanding results in one or more types of activity compared to other people.
A gifted child is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity.
Allocate general giftedness and special giftedness.
^ General giftedness manifests itself in high and even achievements in the performance of various kinds of intellectual tasks (for example, high learning ability in subjects of both the humanities and the natural sciences). The psychological core of general giftedness is the result of the integration of mental abilities, the motivational sphere and the value system, around which the emotional, volitional and other qualities of the individual are built.
^ Special talent manifested in the success of any special activity: musical, mathematical, sports, artistic, etc.
In special giftedness, abilities in intellectual activity, specific learning abilities, creative or productive thinking, abilities for fine or performing arts, psychomotor abilities are revealed.
According to the most common point of view, foundation of giftedness form congenital anatomical and physiological features of the nervous system (the makings of), which develop as a result of specially organized activity in the ability.
If we turn to explanatory dictionaries, we will see that very often the terms "gifted" and "talented" are used as synonyms. In the explanatory dictionary of S. I. Ozhegov, “Gifted” is defined as talented, and “talented” is defined as having talent. "Talent", in turn, - as outstanding innate qualities, special natural abilities, and "ability" - natural talent, talent. In the dictionary of V. Dahl there is no concept of giftedness or gifted, but there is the concept of "talent", which is characterized as a gift for something, and "gift" - as an ability given by God. In other words, these are innate abilities given by God, which ensure high success in activity. The dictionary of foreign words emphasizes that “talent” (gr. talanton) is an outstanding innate quality, special natural abilities. Giftedness is seen as a state of talent. The Great Soviet Encyclopedia characterizes giftedness as a high level of development of a person's abilities, which allows him to achieve special success in a particular field of activity.
^ Gifted children, what are they?
phrase "Gifted Children"(gifted child) denotes a certain exclusivity. Saying it, we admit the possibility of the existence of a special group of children. These children are, by definition, qualitatively different from their peers. This approach is rather vulnerable, and is traditionally the subject of criticism from the majority of domestic teachers and psychologists, although such an understanding is quite acceptable and it should be noted that it reflects the real state of affairs. Among the definitions of the concept of "gifted child", the most successful is contained in the text of the "Working concept of giftedness":
« ^ gifted child - this is a child who stands out for bright, obvious, sometimes outstanding achievements (or has internal prerequisites for such achievements) in one or another type of activity ”Accurately characterizing the essence of the phenomenon, this definition still leaves it unclear what kind of“ bright, obvious ”or "Outstanding Achievements" in question. A well-known specialist in the field of children's giftedness, N. S. Leites, classifying different pedagogical approaches to this problem, identifies three categories of children who are usually called gifted in social and pedagogical practice: children with high IQ; children who have achieved outstanding success in any kind of activity and children with high creativity.
^ According to the theory of Bogoyavlenskaya D.B.,
« Instrumental aspect of behavior
Presence of specific activity strategies. The methods of activity of a gifted child ensure its special, qualitatively unique productivity. At the same time, three main levels of success of activities are distinguished, each of which is associated with its own specific strategy for its implementation:
Rapid development of activities and high success of its implementation;
The use and invention of new ways of activity in the conditions of finding a solution in a given situation;
Putting forward new goals of activity due to a deeper mastery of the subject, leading to a new vision of the situation and explaining the appearance of ideas and solutions that are unexpected at first glance.
The behavior of a gifted child is characterized mainly by the third level of success - innovation as going beyond the requirements of the activity performed, which allows him to discover new techniques and patterns.
Formation of a qualitatively original individual style of activity, expressed in the tendency to "do everything in one's own way" and associated with the self-sufficient system of self-regulation inherent in a gifted child.
A special type of organization of knowledge of a gifted child: highly structured; the ability to see the subject being studied in a system of various connections; curtailment of knowledge in the relevant subject area, while at the same time their readiness to unfold as a context for finding a solution at the right time; categorical character (enthusiasm for general ideas, a tendency to seek out and formulate general patterns). This provides an amazing ease of transition from a single fact or image to their generalization and extended form of interpretation.
In addition, the knowledge of a gifted child (as, by the way, of a gifted adult) is distinguished by increased “stickiness” (the child immediately grasps and assimilates information corresponding to his intellectual orientation), a high proportion of procedural knowledge (knowledge about the methods of action and conditions for their use), a large the volume of metacognitive (managing, organizing) knowledge, the special role of metaphors as a way of processing information, etc.
A kind of learning. It can manifest itself both in high speed and ease of learning, and in a slow pace of learning, but with a subsequent sharp change in the structure of knowledge, ideas and skills. Evidence shows that gifted children, as a rule, have a high level of self-learning ability from an early age, so they need not so much targeted educational influences as the creation of a varied, enriched and individualized educational environment.
^ Motivational aspect of behavior A gifted child can be described by the following features:
Increased selective sensitivity to certain aspects of objective reality (signs, sounds, color, technical devices, plants, etc.) or certain forms of one's own activity (physical, cognitive, artistic and expressive, etc.), accompanied, as a rule, by experiencing a sense of pleasure.
An increased cognitive need, which manifests itself in insatiable curiosity, as well as a willingness to go beyond the initial requirements of activity on one's own initiative.
A pronounced interest in certain occupations or areas of activity, an extremely high enthusiasm for any subject, immersion in a particular business. The presence of such an intense propensity for a certain kind of activity has as its consequence an amazing perseverance and industriousness.
^ Types of giftedness:
Artistic talent. This type of giftedness is supported and developed in special schools, circles, studios. It implies high achievements in the field of artistic creativity and performing skills in music, painting, sculpture, acting skills.
^ General intellectual and academic endowments . The main thing is that children with general intellectual and academic giftedness master the fundamental concepts, easily memorize and retain information. Highly developed information processing abilities allow them to excel in many areas of knowledge. Academic talent has a somewhat different character, which is manifested in the successful teaching of individual academic subjects and is considered more private, selective. Children gifted in this regard may show high results in ease, depth, speed of progress - in mathematics or a foreign language, physics or biology, and sometimes have poor academic performance in other subjects that are not perceived so easily by them. As an example of academic talent, one can name the well-known mathematical talent.
^ Creative talent . Such kind of giftedness as creative (or creative, productive thinking) is especially singled out. Here it is necessary to dwell only on a few points. First of all, disputes about the very need to single out this type of giftedness are still ongoing. The essence of the disagreement is as follows. Some experts believe that creativity, creativity is an integral element of all types of giftedness, which cannot be presented separately from the creative component. Research shows that children with a creative orientation often have a number of behavioral characteristics that make them stand out and which - alas! - cause by no means positive emotions in teachers and people around them: lack of attention to conventions and authorities; greater independence in judgment; subtle sense of humor; lack of attention to the order and "proper" organization of work; bright temperament. The expediency of singling out creative talent as a separate type is determined by the fact that standard curricula and the educational process provide few opportunities for its manifestation and development.
^ Leadership talent . Finally, about leadership giftedness (the concepts of “social giftedness”, “social intelligence”, “organizational abilities” are also used). One definition of social giftedness is that it is an exceptional ability to establish mature, constructive relationships with other people. There are such structural elements of social giftedness as social perception, prosocial behavior, moral judgments, organizational skills, etc. Social talent acts as a prerequisite for high success in several areas. It implies the ability to understand, love, empathize, get along with others, which allows you to be a good teacher, psychologist, psychotherapist, social worker. Thus, the concept of social giftedness covers a wide range of manifestations associated with the ease of establishing and high quality of interpersonal relationships. These abilities allow you to be a leader, i.e. show leadership skills.
^ Practical giftedness . Robert Sternberg, a psychologist at Yale University, identifies "practical giftedness" that is so rarely recognized by the school that it is not considered gifted at all. A future manager or entrepreneur may have a reputation in school as a very average student without any remarkable features. People who successfully apply the CM intelligence to the environment do not necessarily excel in working with abstract concepts, and academic requirements do not always contribute to the manifestation of their talent. The key feature of practical giftedness R. Stenberg calls the knowledge of one's strengths and weaknesses and the ability to use this knowledge. For example, to compensate for weaknesses, a person develops his own methods, including attracting other people to do what he cannot do well. Obviously, this type of giftedness has common features with social (leadership) giftedness, perhaps includes it.
Group 1 - "Learning problems faced by a gifted child."
Group 2: "Problems that teachers face when there is a gifted child in the class."
Group 3: "Problems of parents of gifted children."
Group 4: "Ways to solve the problems of a gifted child, involving him in a variety of activities."
Each group presents the results of their work.
^ Final part: Summing up the work
* the teaching staff to study the literature on the problem of giftedness;
* begin work to identify children and collect data on gifted and talented children;
* train teaching staff to work with gifted children;
* continue the work of school scientific societies, involve children in their activities;
* involve children in research and search work;
*to hold annually scientific and practical conference, olympiads, intellectual marathon;
* involve children in the work of musical, visual, applied, sports groups.
^ Reflection lessons : Continue the phrase : "I will work with gifted children because..."
Teachers are given instructions for working with gifted children.
^ Memo for the teacher
To work with gifted and motivated children, the teacher needs:
General vocational training - subject, psychological, pedagogical, methodological knowledge, skills (it is important not so much to implement traditional forms of education, but to be able to activate and develop children's talent, to provide freedom to the student)
Professionally significant personal qualities: sensitivity, warmth, disposition towards children, sense of humor, enthusiasm, energy, high intelligence, self-confidence, to have a creative non-traditional personal worldview.
The teacher should not forget that gifted children, like everyone else, need feedback, it is very important for them that the teacher shows goodwill when evaluating their activities. It is necessary to praise them in time! A serious and attentive attitude to the initiative and independence of the child plays a huge role in the formation of value criteria that will guide them in life.
in Happy Parents of Gifted Children:
1. A teacher should avoid reinforcing perfectionist tendencies in a gifted child by praising the best or neatest work. It is not necessary to constantly single out a gifted child for excellent individual success, it is very useful to encourage joint activities with other children.
2. A teacher should not put a child on a pedestal in front of other children. His successes will be properly appreciated, and inappropriate exaggeration of exclusivity can cause irritation, jealousy and rejection of other children.
3. The other extreme - deliberate public belittling of unique abilities and sarcasm on the part of the teacher is also unacceptable.
4. It is useful for the teacher to remember that for the most part, gifted children do not perceive well strictly regulated, repetitive tasks, so the program should be diversified to meet the needs of this category of children.
Conclusion: a gifted child comes to school, like any other student, to learn. And the result depends on the teacher, who, I want to believe, will see in everyone his highest potential.
Municipal budgetary educational institution
secondary school №64
Synopsis of a consultative and educational event in the form of a seminar for teachers
"The Teacher and Problems of Discipline"
Developed by:
educational psychologist
Vlasova A. Yu.
Nizhny Tagil
2015
Target: To assist teachers in interacting with students with "bad behavior" in the classroom.
Tasks:
Provide information about the possible motives (goals) of "bad behavior".
To acquaint with the basic rules of behavior of the teacher in interaction with students with "bad behavior".
To acquaint with the methods of emergency pedagogical influence in case of violations of discipline in the lesson.
Introduction
All teachers and educators, at school and in preschool institutions, in the first and in the senior grades, young and experienced, necessarily face discipline problems in their work.
As teachers, we make certain demands on our students and expect our students to behave accordingly. The fact that at school special requirements will be imposed on the child is instilled in him by both parents and kindergarten. But there is another side - what does a child expect from us, teachers? So, the interaction of teachers and students within the walls of the classroom and 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 trick, a serious misconduct.
In order to competently build constructive interaction with the violator of discipline, it is necessary:
Recognize the true motive of the offense.
In accordance with it, choose a method to immediately intervene in the situation and stop the trick.
Develop a strategy for your behavior that would lead to a gradual decrease in the number of such misconduct in this student in the future.
In this workshop, we will look at all three types of skills that allow the teacher to be firm but kind with children who violate the rules of conduct in the classroom, as well as explore the various methods of partnering in situations of misconduct caused by different goals.
It is important for us teachers not only to correct (correct) behavior, but also to shape and build the personality of the student.
An important criterion for pedagogical communication is the preservation of the internal freedom of a communication partner. This is such communication, as a result of which the student and teacher do not lose their inner freedom. A free person is a responsible person. Some ways of communication simply destroy the "freedom-responsibility" of the child. Freedom-responsibility is something directly opposite to obedience. It consists of two factors: you must make a choice yourself and be responsible for the consequences of this choice. By insisting and threatening (“If you don’t stop, I’ll call dad to school!”), The teacher does not allow the student to make a choice. By submitting to the force, the student comes out of such communication less free and ... more irresponsible.
The behavior of your students, whoever they may be, is subject to three basic laws.
1st law Students choose certain behaviors in certain circumstances.
When we understand that behavior is based on choice, we can begin to influence our students' decisions about how to behave much more effectively. The teacher, influencing this choice, will be able to feel more confident. The right of choice must be recognized by the teacher for each of the students.
2nd law Any behavior of students is subject to a common goal - to feel like belonging to school life.
What does it mean to "feel your importance and significance." This need is natural for every person. Every day for 10-11 years, schoolchildren spend half a day at school, so it can be considered normal to want to take their place in this community. This need is embodied in three particular goals:
To feel their consistency in educational activities (intellectual consistency),
Build and maintain acceptable relationships with the teacher and classmates and (communicative consistency),
Contribute to the life of the class and school (consistency in activities).
3rd law By violating discipline, the student is aware that he is behaving incorrectly, but may not be aware that one of four goals is behind this violation:
To attract attention
Power
Revenge
Avoiding Failure
Motives for "Bad Behavior"
Topic 1. Attracting attention
There are children who are constantly trying to attract attention by their behavior, and are never satisfied with the attention they receive, demanding it more and more. Such students come up with various tricks, the essence of which is demonstrativeness.
This behavior manifests itself in active and passive forms.
Active form of behavior
Active attention-getting mechanisms work win-win. Such actions distract the whole class, it becomes impossible to study and work. For example, a student enters the class when the lesson has been going on for about 10 minutes, suddenly starts combing his hair while explaining new material, passes notes through the whole class, asks the teacher questions that are not related to the topic, taps on the desk with a pencil, makes faces, and more. etc. If you apply adequate methods of emergency intervention, then the behavior of demonstrative children can change dramatically.
Passive behavior
Such students "rarely" start a class. Danger lies in wait for you when it seems that the class is ready to work. This is where the silent saboteurs come into play. Everything they have to do is done slowly, then even more slowly, barely. They only manage to open the notebook by the time everyone has already solved the three problems. However, you know that outside the lesson situation, they react and act quite normally. Correcting "passive" is more difficult than "active". They often say: “Why are you scolding me? I am not doing anything bad!".
Causes of behavior aimed at attracting attention.
Parents and teachers pay more attention to children who behave badly.
Children are not taught to ask for or demand attention in an acceptable way.
The less attention at home, the more likely behavior is to attract attention at school, i.e. experiences a lack of personal attention to himself, feels like an "empty place".
Topic 2. Power.
Power-hungry students constantly offend the teacher, challenge.
Active form of behavior
- Outbursts of indignation. They are needed to manipulate adults and to achieve the desired. For example, elementary school students demonstrate their indignation by screaming, squealing, rolling on the floor and unwillingness to listen to anything.
- Verbal outrage.
Ioption. Older students are simply rude - disrespectfully and defiantly answer the teacher for the task of doing something.
IIoption. They give out “Lawyer Syndrome” - they are not rude, but in a polite and friendly manner they offer an absolutely illogical explanation for their “bad” behavior: “Maybe I won’t do it myself, otherwise there is not much time left. I'd rather repeat the formulas."
Passive behavior
- Quiet disobedience . They avoid "scenes", do not show obvious confrontation. Instead, they smile at us and say what we want to hear. And then they do what they want.
- An excuse for laziness. Laziness is a chosen behavior. And if you unravel it as a passive lust for power, then you can start working to change it.
- Justification by bad attention. Although he can play computer games with concentration for hours.
- Forgetfulness excuse. Children who constantly forget to do homework remember well the TV program for several days in advance.
- Justification by physical condition. If a student refers to poor hearing, vision, a sudden deterioration in health only in situations where he needs to fulfill the requirements of the teacher, but does not complain when he solves an even more difficult task of his own choice, then most likely we are dealing with a passive lover of power.
Reasons for power-hungry behavior
Social attitudes have changed: from relations of domination-subordination in the role-playing society of the past to relations of emancipation and equal social rights.
The fashion for a "strong personality" teaches the assertion of one's strength, and not constructive submission.
Topic 3. Revenge.
Students whose antics are dictated by revenge often look angry, sullen, even when they are inactive. This is the most difficult case for the educator.
The disciple arranges antics in order to take revenge, he takes revenge for the offenses inflicted on him, real or imagined. This behavior is often the result of a child's love of power, to which the teacher responded with the use of force. So, the seeds of deep resentment sprout with vindictiveness. Such an outburst may follow in 2 minutes, 2 hours, 2 days, 2 weeks, or maybe 2 years after the insult, but it will definitely follow.
Not only teachers, but also parents, other students, school administration can provoke revenge. But at the same time, it is quite risky to take revenge on many of these people, and the teacher who is nearby is an excellent target to avenge the pain and resentment inflicted by others.
Active form of behavior
- Direct physical acts of violence.
-Indirect physical acts of violence (not on the teacher, but on what is connected with him). For example: they spoil the furniture in the office, they can steal personal items, cut flowers, etc.
- Psychological acts of violence - insults and rudeness (they know a thousand and one phrases, the meaning of which is “I hate you”).
- Action insults. The student tries to attack the values that are important to the teacher. For example, the teacher highly appreciates politeness, such a student, at the sight of this teacher, will begin to push the kids away at the entrance to the dining room, swear, etc.
Passive behavior
- Aloof avoidance. Such children are closed, gloomy, uncommunicative. They offend the teacher with their obstinacy. The teacher feels unable to do something.
Reasons for vindictive behavior
Violence within the walls of the school exists because there is a lot of it in the world outside the walls of the school. Especially a lot of violence on the TV screen, in computer games. Children rarely see acceptable ways to deal with anger and resentment. The usual model is a retaliatory strike (for example, in action films).
Topic 4. Avoiding failure.
Such students try to be inconspicuous, not to violate school rules and requirements. Often they do nothing from the teacher, hoping that he will not notice this.
Active form of behavior
- Seizure in a situation of complete despair (a fit of anger). This is an explosion to blow off steam and hide from obvious or possible failure (slamming the lid of the desk, muttering curses, etc.).
Passive behavior
- Postponement (Eg: "I could if I wanted to put in enough effort" is their credo.)
- Not finishing up (an undertaking that will never be finished cannot be rated, including cannot get a low rating).
- Temporary loss of ability to perform a required action (eg: the student is doing well in academic subjects, as soon as the time comes to go to physics, he has attacks of headache or toothache, abdominal cramps - all that can be a reason not to go).
- Justified by official medical diagnoses.
Causes of behavior aimed at avoiding failure.
1. Relationships like a “red pencil” (an adult is mainly engaged in pointing out mistakes and failures to a child, not paying attention to his successes and achievements). This style is useless, because. Students themselves know very well that they make mistakes. There is a misconception that if you point out to a student his mistakes, he will be motivated not to repeat them. In fact, the opposite happens.
2. Unreasonably high expectations.
3. Perfectionism (demanding perfection from yourself).
4. Emphasis on competition.
The choice of emergency pedagogical intervention technique
Basic Rules.
Rule number 1.
Learn to focus on the actions (behavior) of the student, and not on his personality.
- Describe the child's behavior in a nonjudgmental way. Avoid words like "bad, wrong, stupid, boorish." Subjective, evaluative words only irritate the student, "turn on" us ourselves and, as a result, lead us away from solving the problem.
- When talking about wrongdoing, limit your discussion to what happened. This is the “here and now” rule, i.e. talk about what just happened.
- Be firm but kind. We must be firm in regard to a particular offense in order to stop it, and at the same time benevolent, so that the student does not have a desire to defend himself and not lose interest in communicating with us.
Rule number 2.
Deal with your negative emotions.
When a student demonstrates "bad" behavior, the teacher experiences very unpleasant emotions: anger, resentment, fear or helplessness. What you feel is normal. But! Negative emotions can be controlled. When we are choked with anger and indignation, we can no longer think sensibly or act logically. Even worse, we demonstrate these negative emotions to our students with tone, facial expressions, with our whole appearance. And by this, as it were, we confirm the student’s decision to behave badly, we give him an obvious justification. The teacher begins to get angry, but for the sake of this game was started, the power-hungry student.
To unload choose:
physical exercises
housework
chat with friends
psychologically: find a place and imagine that your young offender is in front of you, and tell him everything that was not said in class. Forget about everything for a while: about the emphasis on behavior, about the principle of “not judging”, about politeness, etc. Shout whatever you want, judge, blame, shout as loud as you can.
Rule number 3.
Don't heighten the tension of the situation.
This rule is closely related to the previous one. Don't do or say anything that might heighten the tension in the situation.
We are mistaken when, in response to an outburst in a tense situation:
we say a phrase like: "The teacher is here while I am",
we leave the last word to ourselves,
we use such postures and gestures that “press”: clenched jaws and clasped hands, talking through teeth,
talking with sarcasm
evaluate the character of the student
act with superiority, use physical force,
we draw other people who are not involved in the conflict into the conflict,
insist on being right
read morality,
put students in a corner
make excuses, defend ourselves or “give a bribe”,
We formulate generalizations like: “You are all the same”,
feign indignation,
teasing students,
comparing one student to another
command, demand, push,
Rule number 4.
Discuss the student's misbehavior later.
It is necessary to talk about the ugly behavior of the student, but not at the moment of the trick itself, but perhaps in an hour, maybe tomorrow. When everyone calms down and can reasonably discuss the incident. And not to act at a moment when both are heated, constructive interaction will not work. (Example about Sasha p. 84).
Rule number 5.
Let the student "save face".
Power-hungry students know that the teacher is stronger and has his "trumps" to force them to do the right thing. As a result, such students will still do what you ask them to do, but in their own way. They play a game that can be called "In their own way." (Example about Marina p. 85). Before submitting, they can use some of the ways to play "It Your Way":
dissatisfied grumbling,
- “pull” for a few seconds before agreeing,
Making faces at your request
Show you some kind of disrespectful gesture
Before obeying, they say something like “I won’t, I don’t want”, so that the last word remains with them.
But they obey after that! If you allow them to play this harmless game "In their own way", the incident will be over sooner. At the same time, as a teacher, you will get what you wanted, and will not hurt the honor and dignity of the student. Both are winners!
Rule number 6.
Demonstrate models of non-aggressive behavior.
Shouting, accusations, humiliation, swearing - all these are features of aggressive communication. The teacher is also a person and can be aggressive, but ... only in his imagination. With students, we must behave differently.
Remember! If we allow ourselves to be aggressive, then they allow themselves to be. As soon as the teacher changes the behavior model to a non-aggressive one, the children quickly adopt it.
Measures of emergency pedagogical influence in behavior aimed at attracting attention
StrategiesTechniques
Attention Minimization
Ignore demonstrative behavior
Often the best way to stop this behavior is to stop reacting to it. “No response” means that the goal is not achieved through this action.
Eye contact.
The stare (no discussion) is all the attention they "received" for their prank.
Get close.
Physical approximation is another tool to help minimize behavior. No eye contact, no words.
Mention the student's name.
This technique gives a minimum of attention and immediately recommends joining what you are explaining. N-r: "Then, Igor, Peter the Great issued a decree on ...".
Send a "secret signal".
You can use some gestures, the meaning of which is known to children. Like, 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 right now.” Just put a note on the desk when he "dispersed." You don't have to say anything.
Use "I-statement".
There are situations when the teacher wants to shout: “Stop immediately!”. Instead, use the "I-statement" formula:
Part 1. An objective description of bad behavior that takes place here and now.
Part 2 Names the teacher's feelings at this moment.
Part 3. Describes the effect of bad behavior.
N-r: “Katya, when you whisper with Lena during my explanation, I feel very annoyed, because I lose my mind. Please stop!"
If you are sincere, it affects many students.
Permissive behavior
Build a lesson around egregious behavior.
N-r: the children were obsessed with spitting from straws, no educational methods helped. You can make a target with the designation of different zones and allow children to spit from straws while carefully recording the results of their achievements. Pretty soon the kids won't even want to hear about spitting anymore.
Bring the demonstrative trick to the point of absurdity.
This technique is suitable for many boorish tricks: students who do not want to sit in their place, make the whole lesson stand; the student knocks with a pen on the desk - ask the class to take the pens and knock all together for 3 minutes. Very quickly, he will lose interest in this matter. The student spits from a straw - give the task to spit 500 times, soon he will not want to do this ever, etc.
"Allowed quota".
Any violation of behavior is allowed, but only to the extent that the cat. agreed in advance and with the condition that the volume will decrease daily.
N-r: the student hiccups loudly at every lesson. You can agree with him before the lesson what number of "hiccups" he will be allowed, but on the condition that every day he will hiccup less times than yesterday. In the corner of the board, you can make notes with chalk. When the limit is reached, the teacher says: “Peter, that’s all for today!”. This technique works only with those children, the cat. get your attention!
Unexpected behavior
Turn off the light.
When the class gets out of control, just turn off the lights for a few minutes. There is no need to lecture again about bad behavior, they themselves know this very well.
Use a musical instrument.
The music teacher plays a piano chord at the time of the behavioral disorder. Instead of a piano, another musical instrument can be used, and not only in music lessons.
The teacher's yelling does not reduce the disorder in the classroom and greatly reduces the self-esteem and inner freedom of the students. Instead, start talking more quietly. This will draw their attention to you more.
Change the way you speak.
Use an unusual way of speaking, change your pronunciation, or suddenly start speaking in a different language. Whisper or sing the words, speak in a monotone, high or low voice. All this will draw attention to you.
Talk to the wall (or portrait).
This technique is good in 5-7kl. When one or more students misbehave, turn to the wall and start a monologue. N-r: “Dear wall, (Alexander Sergeevich) you will not believe what is happening in my class now. Some shout answers without raising their hands, others sit with their backs to me. Would you like to see a student flying paper planes from the back of the desk? Here it is, a young, unfamiliar tribe!
Temporarily stop teaching.
When you interrupt a lesson and “do nothing,” you are sending an impressive signal to students that it is time to stop this behavior. "Let me know when you're ready to continue with the lesson" is all you have to say.
Distracting the student's attention
Ask direct questions.
At a critical moment, it is useful to ask the question: "Roman, what task did I just give?", Or: "Misha, what do you think about ...". So you distract from the "bad" behavior and direct the student's attention to the lesson. This technique is recommended to be used in combination with the methods of strategy 1 "Attention minimization".
Ask for a favor.
N-r: “Sasha, please collect the compositions!”, “Grisha, go to Marya Ivanovna and ask if she could give us colored chalk?”. But you can rarely use this technique.
Change the activity.
If there are a lot of students "freaking out" to get your attention, change their activities drastically. Ask to clear the desks for a new task, take out other books, listen to a new task, etc.
Rewarding Good Behavior
Thank the students.
It is much more useful to pay attention to one of the students who is behaving well than to constantly point out the offender on his "bad" behavior. By this you emphasize that the attention of the teacher deserves good, not "bad" behavior. Thank and mark those who do what you asked to do, for example: “Thank you, Sasha, for finding the right page in the textbook and carefully looking at the board!”, “Thank you, Olya, that your hands are on the desk, and the legs are under the desk. Such statements, addressed to the offending student's neighbor, must accurately describe the very behavior that we expect from a mischievous person. But general and non-specific statements like: “Thank you, Julia, that you are doing what I expected” are absolutely ineffective.
Be careful not to thank the same students too often!
Transplanting students
Ask the student to sit in another seat.
When you transfer a student who needs attention, you deprive him of the main reward - the audience. N-r: “Igor, please sit down in an empty seat in the third row,” and continue to teach the lesson.
"Thinking Chair"
Put the “thinking chair” away from the rest of the class (it should not be in the field of view of the other students). This chair should be different from the rest, for example, repaint it bright red. This is a chair - a place where the intruder can think about how he will behave differently when he returns to his seat. The rest should know that one should not disturb the person sitting on such a chair.
