Forms of organizing interaction between the class teacher and the student’s family. Modern forms of work between the class teacher and parents

Silina Maria Vladimirovna,

teacher of Russian language and literature

MKOU Gzhatsk Secondary School

Forms of work of the class teacher with parents

It would seem that a lot has been said about the role of the family in the education of the individual. But, being a class teacher, you sometimes have to feel a lack of knowledge of pedagogy. A modern family is not like the family of twenty years ago or even ten years ago. Society changes and the family changes along with it.

Class teachers play a leading role in organizing cooperation between school and family. It is their work that determines the extent to which families understand the policies pursued by the school in relation to the upbringing and education of children and participate in its implementation. At the same time, the family should be considered as the main customer and ally in raising children, and the combined efforts of parents and teachers will create favorable conditions for the development of the child. The functions of the class teacher are varied; working with the families of his students is an important area of ​​his activity..

The form of work with parents is divided into three groups: individual, group, collective.

Individual:

home visit;

invitation to school;

individual consultations teacher;

correspondence;

Group:

parent lecture hall;

thematic consultations;

cool kids activities;

parents' evenings.

Collective:

class parent meetings;

school-wide parent meetings;

open days;

concerts;

exhibitions of educational works;

creative reports.

Customized forms

1. Visiting family at home

By visiting students at home, the conditions of family education are clarified. Information about the microclimate in the family, about the peculiarities of the attitude towards the child, about the parents’ orientation in matters of upbringing made it possible to work individually with the family, as well as to more accurately determine the directions and means of corrective influence on the child at school. We are interested in the child’s living conditions, the attitude of relatives towards him, and the child’s attitude towards family members. Without this information, it is impossible to provide the student with the necessary support.

It is very important that parents are sure that the teacher comes to the family not to reprimand the student, not to complain about him, but as an assistant in raising the child. Complaints from a teacher about a student or accusations from parents only depress the parents and often cause a cruel and unfair attitude towards the child, and on the part of the student - an embittered, conflictual attitude towards the teacher and loss of interest in learning. Parents are notified in advance of their arrival.

2. Invitation to school

You should try not to invite parents to school in order to complain about bad behavior child or poor performance. Such invitations cause parents to have a negative attitude towards the school.

3. Individual teacher consultations

This is one of the most important forms of interaction between the class teacher and the family. Consultations are conducted in order to overcome parents' anxiety and fear of talking about their child. They contribute to the creation good contact between parents and teacher.

Consultations are held as needed, often at the initiative of parents. In the process of conversations with parents in an informal setting, information necessary for professional work is clarified (features of the child’s health; his hobbies, interests; behavioral reactions; character traits; motivation for learning, etc.).

4. Correspondence

Correspondence is used quite widely when working with parents. This form of work is especially often applied to those parents who are not able to attend school often, work a lot or live very far away.

Group forms

Parent lectures

The objectives of the lecture hall are varied: to introduce parents to the system of correctional and educational work at school, to give practical advice and recommendations for raising a child in a family, etc. Such systematic and purposeful work allows parents to study more deeply the individual psychophysical characteristics of children, identify sources of deviation from norms of behavior, more correctly approach the solution of pedagogical problems, and use recommended forms and methods for solving them.

2. Thematic consultations

Thematic consultations are recommended to be held once a quarter for everyone. They are carried out by specialists who can help you find best option solutions to a specific problem. This social teacher psychologist, law enforcement representative, etc.

3. Parents' evenings

Parents' evening is a celebration of communication between parents. Free conversation between parents and each other, sharing experiences of resolution various situations in their families helps to perceive difficulties differently, better understand the individual characteristics of the child, and expand the possibilities of education.

4. Cool kids activities

During school year Various events are usually held within the class (birthdays; tea parties dedicated to some holidays, etc.). Such events help bring parents closer together and establish contact between the teacher and parents.

Collective forms

1. Scientific and practical parent conference – a form of combining the promotion of pedagogical knowledge with practical best practices family education.They are organized by the parent committee and the class activists. These may be meetings devoted to individual educational problems.

2. The most common form of working with parents is a class parent meeting. . Its main purpose is to harmonize, coordinate and integrate the efforts of the school and family in creating conditions for the development of the child’s personality.

At the meeting, problems of the life of the class and the parent group are discussed.

Seven rules successful implementation parent meeting

Respect!

Help!

Explain!

Trust!

Learn!

6. Ask!

7. Give thanks!

3. Parents' days

“I propose to hold Open Day once a year. Parents can attend any lessons. A school exhibition is organized, which reflects the results of the work of clubs and the work of schoolchildren in workshops. At the end, participants in amateur performances organize a creative report for parents. This form of working with parents gives them the opportunity to see the real success of their children in school and work. Their belief in the capabilities of children is strengthened..

4. Concerts

The entire academic year is divided into months, which have a specific theme. Once a month, the school hosts holidays and school-wide concerts. Parents are involved in holding school children's parties and educational events. They help teachers and educators prepare amateur performances. Practice shows that after attending the holidays, most parents do not remain indifferent, they even again have a desire to help the school in organizing educational work.

Creative reports

Creative reports serve to summarize the work of various amateur artistic circles. Most often used not as independent form, but are included in school-wide holidays, concerts and other forms of educational work.

Exhibitions of works

This form of work is also used mainly as an accompaniment to other forms, rather than independent.

Thus, all individual, group and collective forms of work with parents are designed to establish interaction between school and family, to increase the efficiency of the process of raising children with intellectual disabilities in the family and school.

Family and school play a major role in a child’s life, and his development as a person depends on how he feels in them. Therefore, neither a school without a family, nor a family without a school are able to cope with the subtlest, most complex tasks of a student’s development. The school must invite the family to cooperate, taking into account its capabilities. The family should consider the school as its friend in educating the student.

( PRESENTATION TO THE REPORT IS ATTACHED )

The forms of work of the class teacher with parents are divided into two large groups: traditional, which include parent-teacher meetings, class-wide and school-wide conferences, individual consultations of the class teacher, home visits; and non-traditional - parent trainings, discussions, evenings, readings, round tables and etc.

What forms of work with parents can the class teacher use to achieve three main tasks?

Forms of increasing the psychological and pedagogical knowledge of parents

Psychological and pedagogical education occupies a significant place in the system of work of the class teacher with parents of students. Skillfully organized, it contributes to the development of pedagogical thinking and educational skills of parents, changing the perception of their own child in their eyes.

One of the main and most widespread forms of psychological and pedagogical education of parents is Parent meeting, the topic of which is determined by the class teacher based on a study of the goals and objectives of the school’s work with parents and based on the requests of the parents of the class:

"Monday" syndrome and how to avoid it.

Computer in the life of a schoolchild. "Pros and cons".

Bad grades and their reasons.

The roads we choose, etc.

Parent meetings can be:

Organizational;

Thematic;

Final;

School-wide (held 2 times a year; the main goal is to familiarize parents with the goals and objectives of the school, planning the educational process, results of work over a certain period of time, problems and development prospects schooling in conditions of school reform);

Classroom (held 4-5 times per academic year).

Parents' meetings are naturally considered among teachers to be no less complex a genre than lessons or extracurricular activities. Here, two parties involved in the educational process meet - class teachers and parents - in order to listen to each other and discuss the main problems of the third, most important party - the children. That is why in the section on the functional responsibilities of class teachers, holding parent meetings is given the first line. This circumstance imposes great responsibility on the class teacher at all stages of preparation, conduct and understanding of the results of the parent meeting.

Stages of parent-teacher conference

1.Organization of parent meetings.

This stage begins with setting the agenda for the meeting and inviting all participants to attend. Experience shows that it is further reasonable to conduct an interview between the class teacher and subject teachers. The purpose of this meeting is a personal discussion of educational achievements and behavioral characteristics of students in the classroom. The information obtained can be used to analyze and summarize the main trends in the participation of schoolchildren in the educational process, otherwise any reasoning by the class teacher on this topic will be in the nature of private comments. At the same time, it is absolutely clear that parents are also interested in the detailed results of their child’s academic work, which is why it is reasonable to prepare summary sheets of progress for each child separately. Despite all the laboriousness of this procedure, it justifies itself, since it is widely known that the diary does not provide a holistic picture of the student’s development in the educational process.

When preparing the meeting, you should also consider organizing the attendance of parents. Of course, invitations need to be sent out. The form for writing an invitation to a parent meeting could be as follows:

1) Parents' meeting: "Wise commandments of folk pedagogy"

will take place………………………………….

Dear parents!

I invite you to a confidential conversation about how to be closer to your children.

Classroom teacher___________________________

2) Invitation

Dear parents!

I invite you to dialogue………………dates.

The family and school have the same troubles and problems. Let's look for joint ways to solve them at a parent meeting.

Sincerely, class teacher_______________.

It is very important to create an atmosphere of anticipation for the parent meeting: prepare albums and video materials covering the extracurricular life of children, and prepare letters of gratitude in advance to those parents whose children took part in competitions and olympiads. The organizational part of the preparation stage is completed by the design of the classroom for holding a parent meeting there.

2.Preparing the script and holding the meeting.

The scenario and conduct of the meeting is the subject of creativity of the class teacher, however, any meeting must include 5 mandatory components:

Analysis of the educational achievements of class students. In this part of the parent meeting, the class teacher introduces parents to overall results classroom learning activities; Parents should be warned from the very beginning that they will receive answers to private questions only during a personal meeting.

Familiarizing parents with the state of the social-emotional climate in the classroom. The class teacher shares observations about the behavior of children in situations that are significant to them (in lessons, breaks, in the cafeteria, on excursions). The topic of conversation can be relationships, speech, and appearance. It is obvious that parents must understand the mission of the school as an institution of socialization, where the child gains experience interacting with other people, which is no less important than the sum of knowledge. It is unnecessary to remind you of the need to be extremely sensitive and avoid negative assessments of a particular student, and even more so of a parent.

Psychological and pedagogical education is one of most important tasks class teacher. It’s a good idea to offer parents information about the latest pedagogical literature, interesting exhibitions, and films.

Discussion organizational issues(excursions, class evenings, purchase of teaching aids, etc.) consists of 2 components: a report on the work done and information on upcoming activities.

Personal conversations with parents. At this stage, the number one object of attention should be parents of children with learning and development problems. The difficulty is that very often these parents, fearing criticism, avoid parent-teacher meetings, and the class teacher should strive to provide them with a sense of security, to make it clear that they are not being judged here, but are trying to help. The joining tactic is very effective: “I understand you!”, “I agree with you!”

3. Understanding the results of the parent meeting.

Summing up the results of the meeting is carried out at the meeting itself: conclusions are drawn, necessary decisions are formulated, and information about the next meeting is given. It is important to find out the parents’ attitude towards the meeting; it is wise to prepare in advance the necessary questionnaires for the parents’ assessments and wishes. Information about the results of the parent meeting must be communicated to the school administration.

An interesting and productive form of working with parents is parent universities. This form helps to equip parents with the basics of pedagogical culture and introduce them to current issues in raising children. The most effective are parent universities held in parallel classes. This makes it possible to invite the most interested audience, which is united by a common problem and the same age characteristics. The specialists who conduct the meeting are better able to navigate parents’ questions and can prepare for them in advance. The forms of classes at the parent university can be very diverse: conferences, question and answer hours on a current topic, lectures, workshops, parent rings.

Conference- another form of parent education that expands, deepens and consolidates parents’ knowledge about raising children on some narrow topic. The most effective and meaningful are conferences for the exchange of experience in raising children, theoretical conferences, during which the same problem is examined from different angles. Conferences are held no more than once a year, as they require serious and thorough preparation. The whole school and all classes are preparing for the conferences. Photo exhibitions, a book stall on the conference theme, exhibitions of student work, music programs, and excursions around the school are being specially prepared. Conference topics should be specific and practical:

Play in a child's life;

Rights and responsibilities of a child in the family, school, society;

The book and its role in family life;

Bad habits and how to deal with them, etc.

Thematic and individual consultations are carried out at the request of the parents themselves if they encounter a problem in raising a child that they cannot solve on their own. Or they can be carried out on the initiative of the class teacher, if he sees that the parents are not able to deal with the problem on their own or the problem has been brought to the attention of conflict situation, or parents are trying to avoid the decision difficult situation. Thematic and individual consultations must be carefully prepared. When preparing for a consultation, it is necessary to talk with the child, his immediate environment, and teachers, and this must be done tactfully and skillfully. Each consultation involves not only discussing the problem, but also practical recommendations by her decision.

Requirements for consultation

1. Consultation is carried out at the request of parents, the child and the class teacher.

2. The problem that will be discussed is well known to the class teacher and was considered by him from various positions: the child, parents, teachers.

3. During the consultation, it is necessary to give the interested parties the opportunity to express their opinions and their attitude to the problem.

4. Consultation participants who are trying to help parents must be competent in the problem being solved.

5. The consultation should take place in a friendly atmosphere, without edification or threats.

6. During the consultation, it is necessary to pay attention to everything good and positive that is in the child and only then talk about problems.

7. During the consultation, it is inappropriate to compare children with each other; you can only talk about previous qualities, successes and shortcomings in comparison with today.

8. Consultation with specialists, teachers, and the class teacher should give parents real recommendations on the problem.

9. Consultation should be forward-looking and facilitate real changes in the family for the better.

10. The results of the consultation should not become a topic of discussion for strangers.

One form of cooperation with parents is training.

Trainings is an active form of work with parents who want to change their attitude towards behavior and interaction with their own child, to make him more open and trusting. Trainings as a form of correction of relationships between children and parents are under the authority of school psychologist, which gives parents the opportunity to temporarily feel like a child and emotionally relive childhood impressions. It is better if both parents take part in the training. This increases their effectiveness, and the results are immediate. The training is conducted with a group of 12-15 people. Parent trainings will be successful if all parents actively participate in them and attend regularly. For the training to be effective, it must include 5-8 lessons. With great interest, parents perform such training tasks as “children’s grimaces”, “favorite toy”, “my fairy-tale image”, “film about my family”. Such trainings contribute to understanding the interests and needs of children and the requirements of parents, changing the importance of the authority of both parents and each of them separately.

Dispute- reflection on the problems of education is one of the most interesting forms of improving pedagogical culture for parents. It takes place in a relaxed atmosphere, allows everyone to join in the discussion of problems, promotes the formation of the ability to comprehensively analyze facts and phenomena, drawing on accumulated experience, and awakens active pedagogical thinking. The participants in the debate, divided into groups, can themselves formulate the questions that are most interesting to them, then collectively select the most important ones from which to begin the discussion. The subject of discussion at debates can be specific situations from the life of the class, families, performances or films watched together. The results of disputes are perceived with great confidence.

Workshop- a form of development in parents of pedagogical skills in raising children, effective expansion of emerging pedagogical situations, training of pedagogical thinking in parents.

Parent readings- a very interesting form of work with parents, which gives parents the opportunity not only to listen to teachers’ lectures, but also to study literature on the problem and participate in its discussion. Parental readings can be organized as follows: at the first meeting at the beginning of the school year, parents identify the issues of pedagogy and psychology that most concern them. The teacher collects information and analyzes it. By using school librarian and other specialists, books are selected in which you can get an answer to the question posed. Parents read the recommended books and then use the information they learn in their parenting readings. A feature of parental readings is that, when analyzing the book, parents must express their own understanding of the issue and changes in approaches to solving it after reading the book. Parents' evenings are a form of work that perfectly unites the parent team. Parents' 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 pose to parents. Topics can be very diverse: the child’s first books, my child’s friends, our family’s holidays, songs that our children sang and sing, etc. The main thing is for parents to learn to listen and hear each other, themselves, their inner voice. The format of the evenings allows you not only to express your opinion on the proposed topics, but also to hear something useful for yourself in the thoughts of other parents, and to take something new and interesting into your educational arsenal.

Forms of parental involvement in the educational process

One of the main tasks of class teachers and educational institution is active cooperation and expansion of the field of positive communication in the family, the implementation of plans to organize joint affairs of parents and children. In schools - social institutions through which almost all children go - various forms of parental involvement in the educational process have developed. Conventionally, they can be divided into three large groups: forms of joint cognitive activity, forms of joint work activity and forms of leisure with the participation of parents.

Forms of joint cognitive activity of children and parents include:

1. Public knowledge forums (the subject, theme, and methodology are determined jointly by class teachers, parents and children. The teacher composes assignments, helps form groups, organize preparatory work, adjusting relationships between children. Parents participate in the design, preparation of incentive prizes, and evaluation of results) ;

2. Days of open lessons (held at a time convenient for parents, most often on Saturday. On this day, teachers conduct lessons in non-traditional form, trying to show their skills and reveal the abilities of children. The day ends with a collective analysis: achievements, the most interesting forms of the lesson, results of cognitive activity are noted, problems are posed, prospects are outlined);

3. Festivals of knowledge and creativity, tournaments of experts (held either between parents and children, or between mixed family teams);

4. Joint Olympiads;

5. Issue of subject newspapers;

6. Meetings, reports of scientific societies of students;

Parents can help in registration, preparation of incentive prizes, evaluation of results, directly participate in events, supporting their children, becoming closer to them in the process joint activities.

7. Parents can be involved in conducting one-time classroom hours. They may be associated with the professions of the parents themselves, the world of their interests and hobbies, the enterprises in which they work;

8. They can be no less interesting information clock which, if desired, can be conducted by parents - professional doctors, journalists and representatives of other professions;

9. Professional parents can organize the work of various clubs, sports sections, clubs, theater and music studios in the classroom.

Forms of joint work activity include:

• Office decoration;
• Improvement and landscaping of the school yard;
• Alley planting;
• Creating a classroom library;
• Collection of waste paper;
• Fairs and sales of family crafts.

And finally forms of leisure include:

· Joint celebrations, preparation of concerts, performances, viewing and discussion of films;

· Competitions, competitions, KVNs, tourist trips and rallies, excursion trips.

Are becoming widespread family holidays and festivals: Mother's Day, Father's Day, Grandparents' Day; gaming family competitions "Sports family", " Musical family" and etc.

Forms of involving parents in participation in school management

Since parents are the social customers of the school, they must actively participate in the educational process at school and in their classes. Sometimes you can hear from teachers that parents don’t want to hear about doing something in the classroom, best case scenario- offer financial assistance. However, parents should and can actively participate in the management of school life.

One of the forms of parental participation is the activity of the school and class parent committee. The parent committee includes the most proactive, interested and experienced parents. The Parents Committee carries out its activities on the basis of the Regulations on parent committee schools, charter educational institution. Elections of the parent committee are carried out by a general vote of class parents for the entire school year. In a number of classes where the majority of parents are active and interested, the function of the parent committee is performed by all of them in turn, distributed into groups as desired. The parent committee’s field of view includes issues of organizing parent meetings, establishing contacts with parents or people replacing them (i.e. helping the class teacher), involving parents in organizing and conducting educational and extracurricular activities in the classroom, as well as financial collections for gifts for children , class needs. Meetings of the parent committee are held as needed, but at least 2 times a month. The parent committee is the support of the class teacher; with skillful interaction, it becomes a conductor of his ideas.

On the recommendation of the school's parent committee, some parents can participate in mentoring of disadvantaged families and adolescents. Parents carry out patronage work only at will, since it requires enormous moral effort and nervous tension. But, as a rule, if parents conduct patronage activities conscientiously and with soul, it brings very good results. Many teenagers, even years later, remember the parents of their classmates, who changed their lives and filled their existence with new content.

The class teacher, attracting parents to actively participate in the educational process, must pay the most serious attention to encouraging the most active parents. And this tradition must be maintained throughout the entire time the students are studying in the class. Forms of encouragement can be very diverse: diplomas, letters of gratitude, medals and funny orders, making souvenirs by the students themselves, making diplomas and much more. The main thing is not to forget that encouragement is a huge incentive for further productive cooperation between parents and school.

Ovcharova G. P.
Pedagogy should become a science for everyone - and for

teachers, and parents.

V.A. Sukhomlinsky
The essence of interaction between the class teacher and the family is that both parties should be interested in studying the child, discovering and developing him best qualities and properties.

The joint activities of teachers, parents and children can be successful if everyone is positive about working together, acts together, carries out joint planning, and sums up the results of activities.

Such interaction presupposes the unity of requirements for the child and the organization of joint activities, studying the child in the family and at school with the help special techniques and drawing up programs for its development.

The nature of interaction between teachers and families should be differentiated. You shouldn’t impose the same things on everyone; you need to focus on the needs, requests of parents, and the characteristics of family upbringing.

When starting to work with the families of his students, the class teacher should discuss the rules of communication that he would like to follow when working with parents.

Rules effective interaction class teacher from sevenyami students might be something like this:

1. Parents need support, help and good advice. If you have them, create the necessary conditions for communication!

2. Don’t talk to your parents in a hurry, on the run; If you don't have time, it's better to arrange a meeting another time!

3. Talk to your parents in a calm tone, do not try to edify and teach - this causes irritation and a negative reaction from the parents!

4. Know how to listen patiently to your parents, give them the opportunity to speak out on all pressing issues!

5. Don't rush to conclusions! Think carefully about what you heard from your parents!

6. What your parents told you about should not become the property of other parents, students and teachers!

8. Each meeting with the student’s family should end with constructive recommendations for the parents and the student himself!

9. If a teacher is incompetent in some problem or situation, he should apologize to the parents and invite them to seek advice from specialists!

10. If parents accept Active participation in the life of the class and school, their efforts should be noted by the class teacher and the school administration!

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

Group interactions include such forms of interaction as parent meetings, conferences, question and answer evenings, and parent universities. Group forms of work are appropriate for organizing psychological education of parents, for meetings with the administration of the educational institution on the most pressing problems school life or, for example, on issues of school reform.

For group forms of parent-teacher communication to be effective, parents must have the opportunity to participate in planning the content of parent university classes and other various forms of interaction with the school.

To do this, at the end of the school year, at the final parent-teacher meeting in the classroom, parents receive approximate thematic planning group work with the family at school for the new school year, which indicates not only the topics of future meetings, but also the forms of their holding. This allows you to determine in advance the degree of interest of parents in a particular topic or joint activity in the class 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 and express themselves. Then the class teacher analyzes the parents’ answers and, based on them, plans the participation of parents in the life of the class team for the new school year.

Well-established and organized interaction between family and 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 creates the need for direct communication with those people who help them become real parents. I

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

The most common form of group work with parents is Parent meeting. Parent meetings are held once a month or quarter, depending on the characteristics of the class, the age of the students, contingent of parents. If the selection of class parents is such that these are people who already have older children, then in this case they know both practically and theoretically what it means to have a school-age child. If the parents are mainly young people, then they need to meet much more often with teachers and specialists to gain their parental teaching experience.

It is very important that already during the first meeting with the teacher, parents clearly know the timing of parent-teacher meetings and receive in advance a schedule of all types of cooperation for the school year. This disciplines parents very well and makes it clear that the school is purposefully dealing with family problems and pays great attention to such cooperation.

Throughout the school year, the class teacher must hold four mandatory parent-teacher meetings. However, practice shows that the class teacher holds one or two more meetings. This is due to those specific problems and situations that require additional parent meetings.

The first parent meeting is, as a rule, organizational and is held in late August - early September.

Subsequent meetings are thematic. Their topics are determined by the needs of parents, the class teacher, the school, and the relevance of the topic under discussion.

The last meeting of the year is the final meeting. held at the end of the first academic year in May. I

Current parent meetings- these are meetings with a traditional agenda: results of academic performance in the quarter, results of ongoing events and holidays, hikes.

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

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

Final parent meetings can be held at various forms, depending on the topic and purpose of the meeting itself. These could be holidays, bonfires, hikes, ceremonial meetings.

Whatever the content of the parent meeting, it requires careful preparation. The class teacher must remember that a parent meeting will be effective when the teacher plans it and writes a kind of script. This scenario can be developed by the teacher himself or with the help of the parent committee of the class, 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 lives of class students. In order for the meeting to be useful to parents and for them to want to participate in it, everyone should receive something that is especially relevant to them. Therefore, the following traditional headings can be introduced into the content of the parent meeting:

• 
  “From the history of raising children in a family”;
• 
  "Great teachers of the world";
• 
  “Traditions of education of the peoples of the world”;
• 
  “Catchphrases about education”;
• 
  “The ABCs of raising children in the family”;
• 
  “We recommend reading”;

• 
  "Parents' Bookshelf"
• 
  “Discuss with your child”;
• 
  "Box of Wisdom";
• 
  "Family Creative Workshop"

Such headings will make the parent meeting unusual; the rating of parent meetings will change and will contribute to changing relationships for the better in the teacher-student-parent system.

The class teacher should pay great attention to the formation of traditions in holding parent-teacher meetings. This will arouse parents’ interest in meetings, responsibility and the need to participate in the affairs of the class team.

What parent meeting traditions are meaningful and effective? First of all, this is a tradition of encouraging parents who actively participate in the life of the class. Parental encouragement comes in various forms. This may include awarding certificates, diplomas, and souvenirs made by students. In honor of helping parents, a concert program can be prepared and personalized congratulatory newspapers published.

Letters of gratitude are of great importance for parents and grandparents, which the class teacher can send both to the student’s home and to his parents at work. It’s great if parents receive such a thank you letter on their birthday.

your child. This is a great incentive for the child, as well as recognition of the merits of the parents themselves in raising their children.

The introduction of certain rituals into its course is also considered a good tradition of parent meetings. For example, a ritual that can be called “Magic Box”. This ritual consists of the fact that for each parent-teacher meeting, the children of the class write a letter to their parents, place it in an envelope, label it and drop it into a magic box that stands in the room where the meeting is taking place. Children begin to write such messages already in the first grade. In their letters, they can talk about what worries them, talk about their problems and joys; that it is sometimes difficult for them to say out loud.

If such a ritual becomes traditional, parents look forward to it. Sometimes the tradition of writing letters to each other becomes a family tradition, which parents talk about with pleasure and thank for its introduction into the practice of parent-teacher meetings.

The parents’ opinion on the meeting is very important for the class teacher. Therefore, it is necessary to introduce elements of reflection into the content of the parent meeting. They can be different: oral opinion of parents, written analysis of the results of the meeting, design of a collage or newspaper.

A carefully prepared, meaningful, non-standard form and relevant parent meeting can revolutionize the minds of fathers and mothers, awakening in them enormous educational potential and the desire to help their child become happy. The class teacher must remember that a parent meeting will be effective when there is a need for it on the part of adults and when the teacher who prepares it is authoritative in the eyes of parents.

An important form of group work with parents is conference. It is appropriate to hold conferences as an exchange of experience in raising children or as an exchange of opinions on a specific problem. Subject of discussion parent conference may become documents on reforming school education (10-point assessment of student knowledge and its content or, for example, documents of the Convention on the Rights of the Child). The conference, like any meeting with parents, is planned in advance and carefully prepared. For the conference, it is necessary to prepare an exhibition of literature on the issue under discussion, to study the opinions of adults, children, and scientists. During the conference, a decision can be made within the framework of the problem under discussion, which is impossible without the participation of parents.

The subject of discussion at the parent conference can also be the pressing problems of the educational institution: the design and renovation of the school building, the results of organizing cooperation between family and school, the moral and aesthetic aspects of organizing school holidays, the certification of the educational institution and its results, and much more.

A good tradition of the school is the annual conferences of parent committees of classes. Such conferences may be held twice per academic year.

At the end of the school year, a conference is necessary to sum up the results, note the contribution of parent committees in cooperation with the school, and outline the range of problems that require the help of parents.

Of great importance in cooperation between schools and families is meetings parents of classes and parent committees with the school administration, specialists in various fields of knowledge, with the teaching staff.

Eg, good effect gives a meeting of the class parent committee with the winners of intellectual marathons, participants in Olympiads, and prize-winners of various competitions. This is a huge incentive for further cooperation between students and parents.

A good tradition in working with a class team is to hold a meeting of generations in honor of the Victory Day. At this meeting, there are grandparents, grandchildren and great-grandchildren, fathers and mothers nearby: some have something to remember, others have something to learn.

Such meetings make it possible to change a lot in the communication between children and parents, and to influence the relationship between adults and children for the better. However, we must remember that these events require serious preparation and enormous contribution mental strength the teacher himself.

Great importance parent meetings may have a role in working with problem children. They often become problematic from a lack of communication with family and friends, from a lack of understanding and acceptance. Meetings with the parents of other children, the authority of other people's parents in the eyes of a problem child can do much more than inviting various specialists.

An interesting form of working with parents is parent clubs. Parent clubs are associations of interests. Interest in the common hobby of children and parents, general interest to understand one problem, interest in studying literature on educational issues.

Organizing parents' clubs is a beneficial endeavor. It unites parents, allows them to develop their own powers of observation in raising children, forms parental adequacy of self-esteem, criticality in their views on their own upbringing, helps to avoid problems in the future adolescence. In the parent community there are always people who are interested in various educational systems, the results of raising and educating children in schools of certain directions. Such parents need to be involved in club work.

Club meetings are held three to four times a year. Parents are offered the topic of club activities in advance, which is posted at the school on a stand for parents. Parents can make adjustments to the topic. Recently, due to the current situation in society associated with rampant drug addiction and substance abuse, parents would like to know as much as possible about this problem, to be educated in this area. The informal atmosphere of classes in the club, the involvement of specialists, the opportunity to watch video materials, meetings with parents who have experienced such problems in raising children - all this can make the work of the club useful and necessary in the life of the school. Classes in the club create like-minded enthusiasts who can subsequently become authoritative friends for many children who are faced with serious life problems.

Clubs can be a great help in the work of the class teacher with students creativity, whose members are parents and children. In such clubs, children and their parents are united by a common hobby, which not only unites adults and children, but also creates a completely different world of relationships between them. Studying the world of animals and plants, floristry, painting, passion for poetry and sports, sewing and knitting - all these interests can become the basis for creating a club.

A club activity is not just a meeting of enthusiastic people; These are traditions and customs of joint communication, this influence on a person’s future actions, the formation of his culture and character. The class teacher should encourage the participation of parents in club work; an annual presentation of the club’s work can become a beautiful tradition of the class. This could be a small video, an exhibition of works by club members, a club charity auction, or other forms of demonstrating the achievements of the parent communication club.

Of great importance in the work of the class teacher is individual work with parents. Individual forms of work with parents include the following: individual consultations, conversations, home visits.

Individual consultations can be carried out at the initiative of parents or at the initiative of the class teacher. The reason for inviting parents to a consultation may be the result of the teacher’s observations of the child, problems in the child’s communication with the class teachers, a conflict situation, or the child’s initiative related to the family situation.

There is a certain ethics of communication with parents when preparing and conducting individual work with a family.

Parents should be invited to consultation in a friendly and calm manner;

The time of consultation or conversation should be clearly stated;

Parents should not wait outside the door for their fate;

It is advisable for both parents to be present at the meeting;

It is necessary to clearly formulate the goals of the consultation and its relevance;

It is necessary to give parents the opportunity to speak fully on the issue under discussion;

All the parents’ arguments, their pros and cons, must be listened to carefully;

During the consultation, parents should receive clear recommendations and suggestions on the problem under discussion;

If necessary, during the consultation parents have the opportunity to meet with specialists and organize additional counseling for the child;

If the child’s presence during the consultation is mandatory, he is invited to the meeting.

Visiting a child at home is last resort. Not many parents are ready for their class teacher to bother them at home. However, if school life together is just beginning, it is necessary to learn to be together in times of trouble and joy. The teacher can not only come and check the availability of the student’s corner, but also congratulate him on his birthday, visit a sick child with his classmates, and help with the housework together with the children, if necessary. Such techniques are possible only if they are associated with certain circumstances in the life of the student.

Each consultation or conversation should be carefully analyzed by the class teacher. The results of home visits and consultations are recorded in the class teacher's diary; they serve as a guide to action for subsequent meetings with the family.

Plays a huge role in the cooperation between students’ parents and the class teacher. class parent committee. The atmosphere in the classroom, the relationship of parents with each other, and the communication between adults and children depend on how harmoniously and responsibly the parent committee approaches its activities.

A well-organized PTA can serve a variety of roles in the classroom. One of the main ones is the assistance of the parent committee in organizing the educational process. The parent committee can take upon itself the organization of competitions for the best diary and notebook; inspection raids careful attitude students to their portfolio, textbooks, and writing materials. The participation of the parent committee in the class open day and self-government day is of great importance.

Another important function of the class parent committee is to assist the class teacher in extracurricular activities.

First of all, this is the organization and conduct of parent lessons in the classroom. Parenting lessons are an opportunity for creativity and improvisation for every family. During the parent lesson, the children get acquainted with the hobbies of the family, learn about interesting traditions and customs, develop their horizons.

In addition to such lessons, the parent committee can help the class teacher in organizing holidays, excursions, and trips. Without the help of parents, it is difficult for a teacher to organize visits to theaters, museums, and exhibitions. The benefits of the parent committee in resolving this issue are enormous, however, all these events are interesting not only for children, but also for the parents themselves - to see their child in an unusual environment, analyze his behavior, attitude to what is happening, and simply communicate with his child and other children.

The parent committee can do a lot to resolve household issues in the classroom. Repair of the office, furniture, meals for children in the school canteen, compliance with sanitary and hygienic preventive measures students and the school - this and much more may be within the competence of the parent committee.

At the request of the class teacher or at the request of the students’ parents, the parent committee can and should contribute to the school’s work with disadvantaged and problematic families. These include visits to students’ families, preventive conversations, and protection of students’ rights in various authorities.

The parent committee is elected general meeting parents. During the elections, the proposals of the class teacher and the initiative of the parents themselves are taken into account. The term of office of the parent committee is one year, but if it is due urgency, the parent committee may be re-elected urgently or may continue its powers. When starting work in the classroom, the class teacher must warn parents that every parent should serve as a member of the parent committee; therefore, the parent committee will be renewed annually. It is very important that work in the parent committee of each parent will allow him to understand the problems that the class teacher faces and actively participate in solving them.

As a rule, responsibilities in the parent committee are distributed as follows: the chairman of the parent committee, his deputies responsible for certain areas of work, and the treasurer.

The chairman of the parent committee is responsible for organizing its activities, together with the deputies, draws up a work plan for the parent committee; assists the class teacher in preparing and conducting parent-teacher meetings; is a representative of the group of class parents in the work of the school’s parent committee. The chairman participates in protecting the rights of class students in judicial structures, if there is an urgent need for this. The chairman of the parent committee, together with school representatives, participates in visiting disadvantaged families and helps resolve conflict situations in the children's team.

If the chairman of the parent committee is responsible for organizing the work of the parent committee as a whole, then his deputies are responsible for certain areas of work.

The deputy chairman of the parent committee, who is responsible for the effectiveness of the educational activities of students in the class, organizes parents to participate in the school life of their children: in attending lessons, creativity days in the classroom and at school. His competence includes assisting the class teacher in purchasing the necessary teaching aids; organization of various competitions and brain rings; assistance to gifted students in finding sponsors to participate in various Olympiads, competitions and festivals; organization of assistance to children who are lagging behind in their studies; searching for opportunities to reward students who excel in academic activities. The deputy chairman of the parent committee, who oversees the participation of parents and class students in extracurricular activities, performs a fairly multifaceted job. His competence includes involving class parents in conducting classes for clubs, sections, and parent lessons. Together with the parents of the class, he participates in all joint holidays, trips, organizes excursions and trips in the class, entertainment activities. In addition, he helps the class teacher to realize the opportunities of all students in the class, as well as their parents, in extracurricular activities.

The deputy chairman of the parent committee, who is responsible for the economic work in the classroom, organizes assistance from parents in renovating the classroom, in its design, and in purchasing items necessary for the classroom team.

The treasurer's responsibilities include raising funds from parents for the needs of the class. Together with the parent committee, the treasurer draws up cost estimates and reports to the parent meeting for the funds used. If there is a need for this, he determines funds from the budget of the parent committee of the class for encouraging students within the framework of the Gifted Children program, for publishing activities (children's magazine of the class, baby books written by students and their parents, photocopying of the necessary educational materials).

Meetings of the parent committee are held two to three times a quarter. However, if there is a pressing need, PTA meetings may be more frequent.

Documents documenting the activities of the parent committee are minutes of its meetings, the regulations on the school’s parent committee, the work plan of the parent committee for the academic year or half-year, and the schedule of meetings of the parent committee.

The clear and well-functioning work of the class parent committee bears fruit. Schoolchildren are always glad that their parents come to lessons and extracurricular activities, participate in joint holidays and hikes, and are proud of their parents’ participation in the life of the class. It should be noted that the active participation of the parent committee and parents in general in class life greatly stimulates the class teacher himself to action.

A good tradition of many schools is to hold unique creative reports about the joint activities of the parent committee and the class team. Such meetings are held at the end of the academic year and are a kind of summing up of the work for the year. The forms of presentation can be very diverse: a film about the life of the class, KVN, a festival, etc. The main thing is that parents and children are together, adults see the children’s achievements over the year, and rejoice at each other’s successes.

Bibliography

1. Akutina S.P. Education = family and school // Scientific and methodological journal Class teacher. No. 7, 2006.

2. Derekleeva N.I. Parent meetings. Grades 5-11. - M.: VAKO, 2004.

Author information
Full Name	Ovcharova Galina Petrovna
Article title	Forms of work of the class teacher with the family
Problem group/direction
Place of work	MOU "Basic comprehensive school With. Kholki Chernyansky district"
Position held	Teacher
Academic degree and academic title
Mailing address	Kholki village, Chernyansky district, Belgorod region
E-mail address
contact number	4-06-24

Representatives of parents and permanent teaching assistants are included in the school-wide parent council. This is the coordinating headquarters of various work with all parents, uniting the efforts of the school and family to solve educational tasks.

The class teacher needs to know the purpose, principles, directions, forms, methods of working with parents. Naturally, the style of work should be democratic, based on mutual trust and interaction with parents. The purpose of this interaction is to care for the development of the child. Hence, the content of the interaction between the class teacher as a professional specialist and the students’ parents is the demonstrated concern for the development and education of the student, his well-being, physical and mental health, position and status among peers, self-esteem and aspirations, abilities and development prospects. In other words, it is necessary to help the student identify his capabilities, inclinations, inclinations, interests and develop them in various types activities. This will allow the child to become a full-fledged individual in modern life.

The class teacher should remember that he is called upon, together with the students’ parents, to create an educational environment, to ensure the unity of the requirements of the school and family, institutions additional education in relation to the child's personality. This can be achieved by carrying out mutual activities based on the following principles:

• 1. Appeal to feeling parental love and respect for it;
• 2. Kindness and diplomacy in communicating with parents;
• 3. A position of cooperation in communication with parents, respect for their personality as mother and father, their work and social activities.

The functions of the class teacher are varied; working with the families of his students is an important area of ​​his activity. The interaction between the family and the class teacher should be based on the principles of mutual trust and respect, support and assistance, patience and tolerance towards each other.

All activities of the class teacher with parents are represented in the following areas and forms:

• · study of families and conditions of family education;
• · informing parents about the content of the educational process in the classroom;
• · psychological and pedagogical education of parents;
• · interaction with the parent committee;
• · joint activities of parents and students.

The system of work between teachers and parents also includes their involvement in school self-government. Parents of students are not legally included in the school community and do not form a team at all, but they are no less interested in the successful operation of the school than teachers or their children. They are a kind of social customers of the school, therefore they should have the opportunity to influence its activities and participate in school life. By forming an association, parents have the right to create their own self-government bodies and decide some issues of school life independently. These goals can be served by school parent meetings, conferences, parent committees and its commissions, sections and other working bodies. In addition, parents can be included as equal members in school board, if the school government provides for the creation of this body. One of the forms of cooperation between the class teacher and a group of the most experienced, proactive parents is the class parent committee.

There are a number of tasks that the teacher sets to achieve results in interaction with the parents of students:

• 1) create an atmosphere of mutual understanding between children, teachers and parents in the educational and educational environment;
• 2) study the families of students and the conditions for raising a child in the family;
• 3) establish a close and fruitful relationship with parents, involve them in

educational activities of children and extracurricular, extracurricular work;

• 4) promote the formation of trusting and friendly relationships between parents and children, teachers and parents;
• 5) identify problems and ways to promote children’s personality development;
• 6) educate respectful attitude to all family members;
• 7) develop interest in the history of your family and its traditions;
• 8) study the opinion of students’ families about the school and the level of educational services.

During the first introductory visit, class teachers find out the conditions created for the student’s homework, his family work responsibilities, and are interested in how the child’s leisure time is organized and what his social circle is. During a conversation with parents, they try to understand the family’s lifestyle, its way of life, how the family lives, what its social attitudes are, the system of moral and spiritual values, relationships with each other, family traditions, determine the level of pedagogical education of the parents, evaluate their ability to organize life and activities children in the family according to the goals of education and the age of the child. During such visits, the teacher needs to be very tactful: do not begin the child’s characterization with a negative one, do not insist on disclosing all family secrets, do not turn into a gossip.

In addition to visiting families, effective methods pedagogical diagnostics are conversations, surveys of parents, essays by students about the family, a competition of creative works by students “My Family” and compilation of a family pedigree “Tree of Life”, pedagogical workshops, business games with parents, holidays, formation of a data bank about family and family education, etc.

All work of the school with the family is divided into two main groups of forms: collective and individual. Collective forms of work include pedagogical lectures, scientific and practical conferences, parent meetings, etc.

The pedagogical lecture hall aims to attract the attention of parents to modern problems education. This form involves equipping parents with systematic knowledge of the basics of the theory of education.

It is better to begin pedagogical universal education in grades I - II, since this is where the attitude towards school and pedagogical education is laid. It is good if the first classes are conducted by school leaders - the head teacher, director, organizer of extracurricular and extracurricular activities. Pedagogical universal education can combine parallel classes.

Many schools operate universities of pedagogical knowledge for parents, which, in comparison with lectures and pedagogical universal education, involve more complex forms of work for parents to master the theory of education. Classes include lectures and seminars. Of course, not every parent audience is ready to work using this form. Often in schools there is a simplification of this “university” system of work; all that remains is to preserve the name with inappropriate content.

Final annual scientific and practical conferences of parents on educational issues are becoming traditional in schools. The most pressing problem of family education is determined. Throughout the year, its theoretical and practical study is carried out at school and in the family on the topics: " Labor education children”, “The shortest path to goodness is through beauty”, etc.

Classroom parent meetings are a traditional form of work. Meanwhile, the methodology for holding meetings needs to be improved. One of the approaches to organizing class meetings is the problematic formulation of meeting topics, for example: “Getting rid of difficulties or facing them helps raise children?”, “Is it possible to be late in teaching kindness and responsiveness?” etc. But there must be not only a problematic formulation, but also an interested meeting.

A pre-designed questionnaire can help with this:

Remember what life difficulties strengthened your character and developed your will.

Remember and characterize your child’s state (speech, actions, feelings and mood, results of actions) when he encountered a real difficulty.

How often do you see your child in situations of overcoming difficulties?

What difficulties does your child most often overcome, and which ones does he not cope with?

How does your child feel about getting rid of difficulties in the family?

What feelings and thoughts are you guided by when you see that a child is struggling with difficulties, but cannot overcome them?

Individual forms of work play a leading role in working with parents. Some forms of individual work have already been named (family visits, teaching assignments). These include pedagogical consultations. The consultation is based on answers to parents' questions. The psychological and pedagogical conditions for consultation are: teachers’ approving attitude towards parents’ initiative; expression of readiness to provide assistance to the family; specific recommendations and advice on questions that parents may have.

Forms of work. Visiting family -- effective form individual work of the teacher with parents. When visiting a family, one gets to know the student’s living conditions. The teacher talks with parents about his character, interests and inclinations, about his attitude towards parents, towards school, informs parents about the successes of their child, gives advice on organizing homework, etc.

Correspondence with parents is a written form of informing parents about the progress of their children. It is allowed to notify parents about upcoming joint activities at school, congratulations on holidays, advice and wishes in raising children. The main condition for correspondence is a friendly tone and joy of communication.

A parent meeting is a form of analysis and comprehension based on data from pedagogical science of educational experience. Types of parent meetings: organizational, meetings on the plan of psychological and pedagogical education, thematic, debate meetings, final (quarter), etc. The topics of parent meetings are usually determined by teachers and can be discussed at the parent committee. They discuss the tasks of the educational work of the class, planning educational work in the class, outline ways for the closest cooperation between the family and the school, and sum up the results of the work. Classroom parent-teacher meetings are effective only when they not only summarize progress, but also consider current pedagogical problems. At such meetings, discussion of student performance is not an end in itself, but a bridge to solving a particular pedagogical problem.

The parent committee operates on the basis of the school's parent committee regulations. He, together with the class teacher and under his leadership, plans, prepares and carries out all joint work on teacher education, establishing contacts with parents, providing assistance in raising children in the class, analyzes, evaluates and sums up the results of cooperation between school and family.

In many schools, parents are frequent guests at extracurricular events. These include the sports competitions “Dad, Mom, Me - a Sports Family” and “Ogonki”, dedicated to the International women's day March 8, and evenings “Meeting with the Profession”, and concerts of amateur performances. All this allows parents to get to know their children better and discover yet unknown aspects of their interests, hobbies, and talents. Forms of leisure: joint holidays, preparation of concerts, performances: viewing, discussion of films and performances; competitions, competitions, KVN; weekend home clubs; mugs, organized by parents. In addition, not even systematic, but individual collective activities of the class, carried out together with parents, have a huge educational effect. It is possible, for example, to hold an evening meeting “The world of our family’s hobbies”, at which crafts, souvenirs are demonstrated - everything that the family enjoys in their free time.

The work of a teacher with parents is impossible without cooperation and the active involvement of parents in the educational process, which involves the organization of various clubs, sports sections, and participation in club meetings. Unfortunately, many parents are so overloaded with their main work that they are unable to pay enough attention not only to their child’s school and classmates, but also to their own child. Nevertheless, there are always one or two enthusiasts. Most often these are athletes, coaches who organize various sport sections or hold competitions together with school physical education teachers.

Clubs can also operate outside of school. And if some mother has the opportunity to gather girls at home, she can head a home circle or club, for example, “Housewife,” and thereby provide great assistance in raising future mothers and housewives.

The help of parents is also invaluable in strengthening the material and technical base of the school, in organizing parent patrols during discos and evenings.

University of Pedagogical Knowledge -- This is a form of psychological and pedagogical education of parents. It equips them with the necessary knowledge, the basics of pedagogical culture, introduces them to current issues of education, taking into account the age and needs of parents, promotes the establishment of contacts between parents and the public, families with the school, as well as the interaction of parents and teachers in educational work. The university program is compiled by the teacher, taking into account the number of students in the class and their parents. The forms of organizing classes at the university of pedagogical knowledge are quite diverse: lectures, conversations, workshops, conferences for parents, etc.

A lecture is a form of psychological and pedagogical education that reveals the essence of a particular educational problem. The best lecturer is the teacher himself, who knows the interests of children and knows how to analyze educational phenomena and situations. Therefore, the lecture should reveal the causes of the phenomena, the conditions for their occurrence, the mechanism of the child’s behavior, the patterns of development of his psyche, the rules of family education.

When preparing a lecture, you should take into account its structure, logic, you can draw up a plan indicating the main ideas, thoughts, facts and figures. One of the necessary conditions for lectures is reliance on the experience of family education. The method of communication during the lecture is casual conversation, intimate conversation, dialogue between interested like-minded people.

The topics of the lectures should be varied, interesting and relevant for parents, for example: “Age characteristics of younger teenagers”, “Schoolchildren’s daily routine”, “What is self-education?”, “ Individual approach and taking into account the age characteristics of adolescents in family education”, “Child and Nature”, “Art in the lives of children”, “Sex education of children in the family”, etc.

The conference is a form of pedagogical education that provides for the expansion, deepening and consolidation of knowledge about raising children. Conferences can be scientific and practical, theoretical, reading, experience exchange, conferences for mothers and fathers. Conferences are held once a year, they require careful preparation and involve the active participation of parents. They usually include exhibitions of students' work, books for parents, and amateur art concerts.

The topics of the conferences should be specific, for example: “Play in the life of a child”, “Moral education of adolescents in the family”, etc. To collect material and attract the attention of parents, at the University of Pedagogical Knowledge classes preceding the conference, they are sometimes asked to fill out a short questionnaire.

The conference usually opens with an opening statement from the school principal (if it is a school-wide conference) or the homeroom teacher (if it is a class conference). Parents give brief, pre-prepared reports about their experience of family education. There may be three or four such messages. Then everyone is given the floor. The conference presenter sums up the results.

A workshop is a form of development for parents of pedagogical skills in raising children, effective solution emerging pedagogical situations, a kind of training in the pedagogical thinking of parents-educators.

During the pedagogical workshop, the teacher offers to find a way out of any conflict situation that may arise in the relationship between parents and children, parents and school, etc., to explain his position in this or that supposed or actually arisen situation.

Open lessons are usually organized to familiarize parents with new programs in the subject, teaching methods, and teacher requirements. Open lessons are most often practiced in elementary schools. It is necessary to give parents the opportunity to attend an open lesson at least once or twice every six months. This will avoid many conflicts caused by parents’ ignorance and misunderstanding of all the complexity and specifics of educational activities in today’s school.

Open Lesson Day is held at a time convenient for parents, most often on Saturday. On this day, teachers conduct lessons in a non-traditional form, trying to show their skills and reveal the abilities of children. The day ends with a collective analysis: achievements, the most interesting forms of the lesson, the results of cognitive activity are noted, problems are posed, and prospects are outlined.

Pedagogical discussion (dispute) is one of the most interesting shapes improving pedagogical culture. Distinctive feature Dispute is that it allows everyone present to be involved in the discussion of the problems posed, and contributes to the development of the ability to comprehensively analyze facts and phenomena, relying on acquired skills and accumulated experience. The success of a debate largely depends on its preparation. In about a month, participants should become familiar with the topic of the future debate, the main issues, and literature. The most important part of a dispute is conducting the dispute. Much is determined here by the behavior of the presenter (it can be a teacher or one of the parents). It is necessary to establish rules in advance, listen to all speeches, propose, argue your position, and at the end of the debate sum up the results and draw conclusions. Main principle dispute - respect for the position and opinion of any participant.

The topic of the debate can be any controversial issue of family and school education, for example: “ Private school- pros and cons”, “Choosing a profession – whose business is it?”

Role-playing games are a form of collective creative activity to study the level of development of the participants’ pedagogical skills. Approximate themes for role-playing games with parents could be the following: “Morning in your house”, “The child has come from school”, “ Family Council", etc. The method of role-playing game involves determining the topic, the composition of the participants, the distribution of roles between them, and a preliminary discussion of possible positions and behavior options for the participants in the game. At the same time, it is important to play out several options (positive and negative) for the behavior of the game participants and by joint discussion choose the best course of action for a given situation.

Individual thematic consultations. Often, in solving a particular complex problem, a teacher can get help directly from the parents of students, and this should not be neglected. Consulting with parents is beneficial both for them and for the teacher. Parents receive a real understanding of school affairs and the child’s behavior, while the teacher receives the information he needs for a deeper understanding of the problems of each student.

By exchanging information, both parties may come to an agreement mutual agreement regarding specific forms of parental assistance. When communicating with parents, the teacher must show maximum tact. It is unacceptable to shame parents or hint at their failure to fulfill their duty towards their son or daughter. The teacher's approach should be: “We are faced with a common problem. What can we do to solve it? Tactfulness is especially important with those parents who are confident that their children are not capable of bad deeds. Without finding the right approach to them, the teacher will be faced with their indignation and refusal to further cooperate. The principles of successful counseling are trusting relationships, mutual respect, interest, and competence.

You can involve parents in the educational process using the following forms of activity:

• - open days;
• - days of creativity for children and their parents;
• - open lessons and extracurricular activities;
• - assistance in organizing and conducting extracurricular activities and strengthening the material and technical base of the school and class;
• - supervisory assistance.

The participation of parents in the management of the educational process is organized through the following forms of activity:

• - participation of class parents in the work of the school council;
• - participation of class parents in the work of the parent committee;
• - participation in the work of the public council for promoting family and school.

Individual conversations between the teacher and parents, consultations, help to establish direct contact between the teacher and the student’s family members, to achieve greater mutual understanding in finding ways to jointly influence the child. But in the life of a class, there are often cases when a teacher calls parents to school for a conversation, but they do not always make contact. The main thing here is not to give up, continue to fulfill your duties with soul and warmth, and the result will not be long in coming.

You need to speak with parents simply, accessiblely, convincingly and reasonably, but always with a feeling of caring for the child. Remarks that hurt their pride, constant complaints about the child, focusing on his shortcomings - this can only alienate the parents and delay the achievement of the desired goal. We must try to ensure that conversations for parents become a natural form of communication with the school and are not preceded by the expectation of an unpleasant meeting with the teacher, so that the student’s parents feel that they are invited to school not only to receive edifications and reprimands, but for specific help in raising their child. It is difficult for a class teacher to imagine his work without the regular, friendly help of parents.