27.08.2018 16:00:00

The problems of schoolchildren are a rather serious test, both for our children and for us, their parents, because each of us wants to see our child cheerful and happy. It’s one thing if the problematic issue is “homework” in English, and it’s completely different if the child doesn’t want to go to school at all, which becomes for him a symbol of trials, humiliation and a synonym for bad mood. What to do if parents realize that the child's attendance at an educational institution has turned into torture? Let's discuss and try to find a solution to the most important school problems in our material today.

Child being bullied by classmates

Unfortunately, in almost every children's team there is a child who, for one reason or another, plays the role of an "outcast". They offend him, laugh at him, mock him, at best, they simply do not make friends or collectively do not pay attention.

Often the reason for such an attitude of classmates becomes some very noticeable external feature of the child.

And often not all the guys in the class are opposed to the child. In such groups, it only takes a leader to dislike someone for one reason or another (even if the child is simply much smarter than the genius recognized by society), and he becomes an outsider.

Agree, it’s not very pleasant to feel in such a role, and the understanding that every day brings you another portion of bullying does not cause the slightest desire to cross the threshold of the class.

Often the child is even afraid to admit to himself in the fact that he found himself in such a dead-end situation from his point of view.

Because of this, he actively ignores the problem, and as a rule, if he complains, it is not about rejection by classmates, but that he cannot find a common language with or says that school is just boring.

However, every day it becomes more and more difficult to persuade a child to get out of bed in the morning. Often included in the work and: literally "out of the blue" the child may start to have a headache, stomach, the temperature rises.

What to do if your child is bullied by classmates

1. They suspected something was wrong - the main thing is not to interfere "directly".
   If you, in the heat of the moment, fly into the classroom in order to deal with the offenders of your son or daughter once and for all, the situation will only worsen.
   After all, you can’t always be with him, and as soon as you leave, they will tease him with a vengeance, now also because he is a “sissy” and “sneak”.
2. Of course, we all love to give each other advice, but our "cleverness" will not make it easier for a child. Adult advice is still completely ineffective for the simple reason that a 10-year-old person does not yet have our 30-year-old confidence and strength, as well as our ability, honed over the years, to fence off problems with a monolithic wall or ignore offenders with icy silence.
   If he could do this, he would not have problems with feelings due to the attitude of his classmates at all.
3. The best thing to do is to give your child maximum support. Listen to him when he complains, say that you understand and love him.
   Perhaps this situation is temporary. In the role of an outcast, according to psychological research, every fourth child has been to one degree or another. And safely out of it!
   Therefore, do not deprive your son or daughter of a unique chance to gain valuable experience in overcoming the unfriendly attitude of others. This will definitely come in handy in life.
4. In parallel with parental understanding, try to increase the child's self-esteem. To do this, he needs to feel recognized and popular.
   And not only by parents, but by children like himself. You need to find a children's society , in which his individuality will be valued, not rejected.
   The theater studio will help to talk the silent and find a use for too chatterbox, the basketball section will show that growth is cool for a child who is a head taller than his peers, and a nerd and nerd, whose love for encyclopedias is laughed at in a regular school, will be an indispensable shot in a team of young intellectuals during the What? Where? When?".
5. Seeing that one can be proud of his peculiarity, he will be much less offended by the ridicule of his classmates, which, in fact, had to be achieved.
6. If the situation is not developing so rosy, and relations with classmates are getting worse and even reaching the point of assault, you should think about transferring the child to another school.
   In order not to step on the same "rake" again, it is better to first clarify whether the place of an outcast is occupied in the new class, and also to understand how strong the group is in the new children's team, aimed at studying, and not at persecuting objectionable children.

Child worries too much about bad grades

How long has it been since your child came home from school in tears or hid his diary from you, in fear that his parents would see his poor grade? Does he care about performance at all? Of course, slovenliness is also a form of protection against outside world, but too strong worries about their own performance are also a signal that not everything is going as it should.

What to do if your child is too worried about bad grades

In 99% of 100, this attitude of a child is a mirror of your adult subjectivism. After all, it is we, the parents, who categorically tell our children that it is necessary to study only “excellently”, we hint that “Helen has long mastered the tasks in physics” or we scare that in case of poor grades, the child will have a future janitor.

But, you see, it is not always possible to complete training tasks for the highest score. After all, you and I are also not always in “full combat readiness” at work.

Sometimes you want to relax, chat with a colleague, take a little longer walk at lunchtime or look at the Internet instead of filling out the ill-fated report for the authorities.

Is it true, after all, we allow ourselves such liberties at least from time to time? But our children, like steadfast tin soldiers, must always be “on top”.

Why are there tin - tin is a rather fusible metal, rather titanium .. Our children should be titans in the world of knowledge. Don't be distracted, don't be naughty, don't relax, complete tasks only "excellent"! And for non-compliance - severe punishment ...

Do you think the child is comfortable in such conditions? Can he fall in love with the learning process itself, if parental words “and just try to bring me a different assessment” sit in his head as an unbearable thorn in his head. Grade…

It is on her that all the attention of the child is focused. It should be the maximum, because otherwise he will face a harsh trial at home, cold contempt from a perfectionist mother or a scandal from a quick-tempered father.

But is it supposed to be like that? Parents are obliged to convey to the child the idea that yes, good grades are wonderful and very important, but much more important is interest in the subject and study in general. Praise the child for the efforts made and compare not with the excellent student Katenka, but with him only a year, a month, a day, a week ago. Emphasize that his handwriting has improved, that he is already able to read a poem with expression, to solve such a difficult problem (and he didn’t succeed in the last quarter!).

Psychologist Natalya Karabuta tells:

“Often, it is precisely such parents, who are fundamentally uncompromising in relation to the child’s grades, that grow out of those very children who themselves regularly received scolding for academic performance in childhood. Do you want your child to also be afraid of your righteous anger, and then, 30 years later, still shake the diary over the head of an unreasonable child, often not understanding why he is doing this? It is unlikely ... After all, this is how we deprive the child of the most important thing - the understanding that parents love them not for something, but just like that. That parental love is unnecessary to deserve - it is unconditional. And grades are, of course, important, but warm relations between daughter and mother, son and father are much more important. You, the parents, just have to believe it yourself.”

The child has no friends at school

Problems with relationships at school are not always related to the fact that someone offends the child - sometimes the surrounding guys simply ignore him. Most often, this problem is encountered in two cases:

• the child is quite modest, hardly enters into a conversation, does not initiate communication, in modern terms - an introvert;
• when the child was forced to change the school team and move to another class or school.

If a lively and sociable person comes to the new team new student, it is often easy for him to find new friends. He just starts talking at once and with everyone. On various topics. Constantly. It works!

And if the newcomer stands and huddles quietly in a corner or shyly walks past the playing mess of classmates, although sincere interest in the process is read in his eyes, he is unlikely to be called. In such cases, it is important to take the initiative yourself. And if it is difficult to immediately enter into the thick of things, then at least speak in a friendly manner with a couple of the same quiet ones like him - a child can. It just needs to be set up for it.

What to do if the child does not have friends at school

To begin with, make sure that the child generally wants to make new friends. Of course, unsociable children are the exception to the rule, but this happens.

However, most children feel the need to be part of a team and communicate freely with classmates. And parents can help him with this. A few simple situations can help break the ice between your child and classmates.

Course for children.

Arrange some small fun event - a trip to nature, a master class, a picnic, a short hike, an excursion. Invite children from your child's class. Behind the walls of the school, in a situation where everyone is relaxed and resting, children are more inclined to contacts, so it will be a little easier for the child to establish communication.

We wish you fewer problems and more happy school days!

For example, imagine that somewhere a girl or a boy is growing up in a family of strict parents. The words “be good (to them)”, “obey mom and dad”, “don’t upset your parents”, “you SHOULD (SHOULD)” are heard all the time in the house.

The main thing in such a family for a child is what? Of course, IT IS WELL TO LEARN and OBEY MOM and DAD.

If we consider in detail: it is not necessary to study for all 5s, but so that there are no triples, and sometimes there are no fours. And then the parents get upset. Parental frustration is something like this:

After the next control, if something is wrong, no one will ask: “Why didn’t you succeed? Maybe something is not clear to you or you are just not interested in learning it? Or maybe you are distracted by something, something is bothering you? Usually the question follows: “Well, why didn’t you write there? Can't you learn properly?" (This, of course, hits hard on self-esteem. As a rule, children who doubt everything grow up out of such children. If you are also not confident in yourself, I recommend ordering on the website "Solar Hands" book by Rashid Kirranov "How to become self-confident in 3 months" ).

(Not there is talk about constantly “jumping” over the child, blowing off dust particles and overcoming for him all the difficulties that he must go through on his own, doing school assignments for him, etc., but interest in life is more formal: “Like at school ? and trying to understand what the difficulty or reason for the failure is, is unlikely to do harm.)

Returning to the topic, often the child loses interest in the subject and begins to learn just “for show”, so as not to get a bad grade and not quarrel with their parents. In institutes, teachers say about such cases: “The maximum of a student’s knowledge comes on the night and morning before the exam, and then quickly falls, and almost to zero, since it is impossible to learn deeply and put the material into long-term memory overnight.”

Continuing on the "proper upbringing", let's focus on free personal time. Today's kids, unfortunately, have very little of it. So, if the opportunity to take a break still falls out, in his free time a child from a “strict” family does not have the right to play games or engage in “useless” hobbies. You need to either read a book according to the school curriculum (if everything has been read, it is advisable to read ahead), or walk with your parents (moreover, you can’t run and fool around, you need to walk with dignity, and in no case attract extra extraneous attention to yourself). On the importance of rest, I recommend you article by the author of the website "Sunshine Hands" Larisa Kim "Rest is a necessary part of human life" .

As a child grows older, he often wants to help his parents do something around the house, to participate in their affairs. Of course, not everything works out for the baby the first time, girls break plates, boys drop small screws and nuts on the floor, etc., and this is normal, a common family experience designed to make people laugh, unite and unite. But instead of showing them how to do it better, parents often push their children aside with the words: “Don’t touch, otherwise you’ll drop it. Don't come close or you'll ruin it. Don’t get involved, you still won’t understand, it’s better to read a book. ” (By the way, if you do not know what to read, pay attention to the article "I want to recommend books about love with meaning" on the website "Sunshine Hands" )

If someone offends a child, and he comes home “inflated”, at first he is “tortured” for a long time, and then it turns out that he himself is always wrong, because he must be above any offense and not stoop to a response, he is good brought up. Moreover, quite often the opposite happens, those peers who can fight back, even rudely, begin to respect the rest, and they continue to “bale” him or simply stop noticing him.

Now more about the school team.

Quite often, among classmates, some kind of “craze” arises (not without the help of advertising and the media, of course): toys from a certain series, magazines with stickers, a designer, musical compositions of a famous rock or pop band, a series of cartoons or films, etc. etc., this is where the “fun” begins for our “well-bred” baby or teenager. (On the topic of education, read on the our website article )

It seems that the parents are right, I don’t really have anything to object to them, only our little man is gradually breaking away from the team, because he has no topics left to talk with classmates. Yes, and the guys consider him strange, "not of this world." Classmates meet after school to exchange "things", but our child is not invited with them. Everything is logical, because he does not have such "things". But over time, the guys become more and more friends, go everywhere together, it seems that they want to join him, but no one calls anymore, and you can’t walk with them in the evenings, because “this is idleness.” No one is to blame, it just happened, sadly ...

About male psychology in adolescence, and indeed, I do not undertake to write. But I will write about the girls.

Before us is a teenage girl from such a family. What is important for her? What is she being taught? Again, it’s good to study well and dress decently neatly, it doesn’t matter that all the classmates look “like from the picture”, start talking about cosmetics or new clothes, go shopping together ... Fashionable things, high-heeled shoes and even simple haircuts are not for this girl ( because "not neat", etc.). She walks with a pigtail or ponytail, in strict clothes of dark colors. There can be no talk about communication and coquetry with boys: “it’s all indecent”, “what are you, a flirtatious?” And the girls get to know the guys, go to the skating rink, to the cinema, learn to flirt and communicate. This is all again not for her, “not decent”, “you never know what guys are out there, suddenly they will teach you bad things”, etc., you need to go home, back to books, it’s more familiar there. So it is not difficult to finally become a white crow. (Coquetry is an important quality for the fairer sex. I recommend reading on this topic article “What is coquetry? Flirt, and men will be at your feet "on the website" Sunny Hands " )

In the future, a young woman is completely unable to dress beautifully, make up, style her hair, etc.

Of course, you shouldn’t put several layers of foundation and shadows on your face at school age, fashionable clothes don’t necessarily mean a miniskirt and a blouse with a huge neckline, it’s not advisable to spoil your legs with 10 cm heels, but it’s still great when a girl understands that the beauty of a woman is important and necessary, first of all, to herself, develops taste, learns to choose the right beautiful and comfortable clothes and shoes, take care of her body, take care of her health, etc.

A young woman should not be ashamed of her beauty and not take care of herself at all, because “smearing her face is not a thing”, and “it’s not decent”, “study is more important”. After all, it happens that a girl does not even see the point in taking care of herself, because in books women are more often loved for their “beautiful soul”, “kindness”, “free thinking”, “intelligence and refinement”. And she doesn't care about that. Moreover, "study is more important."

Returning to the topic of the family and the teenager without separating the sexes, we can summarize that interesting non-childish thoughts begin to appear in the head of yesterday's child more and more often. For example: “Parents, of course, are always right in everything. They feed me and clothe me, we have a place to live. I should only please them. But why is no one friends with me? Why are boys (girls) not interested in me? After all, I never offended anyone, I didn’t even respond to insults, because educated children don’t do that. Why don't they hire me in their companies? Why do they celebrate the end of the term and my birthday without me, although, if you need to solve a difficult problem, they always remember me? Perhaps there is something wrong with me? Maybe I'm just worse than others and doomed to loneliness? Maybe I shouldn't try to get close to them, why? After all, educated people are not imposed on anyone ... "

There are other not very healthy thoughts: “I did not offend anyone. I am no worse than others. I didn't participate in their games because it's idle. No one is friends with me, and everyone is running for help in their studies. So, they are all lickers and hypocrites, and I am the only one (a) correct (th) and honest (th). And I myself (a) don’t want to be friends with them, they don’t call and don’t!” etc.

I won't include everything possible options. There is little good here.

Time goes by, now the end of school, as a rule, it has not been possible to join the team and is unlikely to succeed.

But there is a new chance to fix and build something, this is an institute, college or university. There are new people there, no one knows anyone, you can change something in yourself, forget about the past and get closer to these people. Together there is so much to overcome and so much to learn, this is an excellent ground for strong friendship. A lot of people succeed, and college friends, like someone else's school friends, are often, as they say, "for life." But there are pitfalls here too.

For example, a person feels great in a new team. He has been waiting for this feeling for so long that he forgets about everything, and friends become the center of a "small universe" for him. And graduating from an institute or college in any case implies quite intense competition for jobs (some universities have come up with the so-called “rating” among students, and the fierce race for first place begins even there). Friendship is not always more important for fellow students than employment or just ambition. The collapse of this "small universe" can be extremely difficult to survive. Moreover, over time, everyone gets married and gets married, there are other worries, and there is often simply no time for meetings with classmates.

While still at school, peers learned to communicate “about everything and nothing” with the opposite sex, mastering psychology at the everyday level, walking around amusement parks, celebrating birthdays, sitting at each other’s houses (speaking in the language of strict education, “lounging”) , what did we do? Correctly. We read books, played the violin, etc., depending on where we were sent as children. Whatever the relationship with the opposite sex at an institute or college, a school is a 10-year-long layer, and it is not at all easy to move from the baggage of “bookish” and “parental” ideas about life to reality.

No doubt, books are wonderful, only our classics are known all over the world, and many foreigners learn our language specifically to read Tolstoy and Dostoevsky in the original, and there are also foreign authors ... When reading, a person really enriches himself spiritually, it becomes interesting with him talk, it’s nice to listen to his well-delivered rich speech ... (Note to the article by Mila Alexandrova "Rhetoric - how to convince a person with the help of words" on the website "Sunny Hands" ) If you do not know how to clearly express your thoughts and experience difficulties in communication, it will help you a lot to solve these problems) BUT! If peers for the most part communicate in slang, which for a well-read person who is not used to surfing the Internet (because “it’s idleness” and “everything is evil from it, you’ll only spoil your eyes”) or walking “in the yard”, it’s not so easy to reorganize . You even feel ashamed in front of your comrades when you don't understand the meaning of some words. Here again there is a feeling that you are "not of this world."

And the behavior of the opposite sex from the behavior of book characters differs simply inexpressibly, especially since the times of fans made of feathers, white gloves and balls are moving further and further away from us. Yes, it’s great to know literature and history, to accept and respect the experience of past generations, but for the direct application of “motifs from books” and “parental lessons” in life, you need to have considerable wisdom and make adjustments all the time.

And then - it is difficult to communicate closely and for a long time with a person who knows everything and continuously sprinkles with beautiful phrases and quotes, this is akin to a royal reception, where you have to show knowledge, the art of behavior and communication, without showing anyone even the edge of your soul.

So it turns out that this NON-idleness took away several essential parts of a person’s life:

Firstly, it’s hard and scary for him to take on something new (what if it doesn’t work out and I’ll let everyone down and upset?), go out to new people (suddenly they won’t accept him?). Unusual in a large company. Difficult to open up. Or, on the contrary, the feeling of being needed by his friends overwhelms, and a person is ready for anything, just not to lose such an attitude, he opens his soul to that degree of nakedness, which is not needed at all, but only scares others.

Secondly, the study ends and the work is chosen by inertia for many years, "so as not to upset the parents." Not always the choice of parents coincides with the desire of the person himself. And even deeper: here it is appropriate to ask if he has any desires at all, except "not to upset his parents."

Thirdly, the lack of interests entails the lack of hobbies, emotional release, lack of communication with like-minded people, except for work, and, in the end, the loss of interest in oneself as a person, loneliness, thoughts of alienation and uselessness in this the world. (On the topic of happiness, acceptance and forgiveness, I recommend article “Where does dissatisfaction with yourself and life come from?” on the site "Solar Hands" )

Fourth, the difficulty of building relationships with the opposite sex and, as a result, the likelihood of not building one's family. After all, you need to learn communication and psychology almost from scratch, in adulthood and “on adult people” it all takes much longer and more difficult to master, adults are less frank and open, everyone has different personal experience, and indeed in childhood it is easier to learn, not in vain in music, sports, etc. schools (where they study something specific) recommend giving children back at preschool age.

So, the years go by, and the family is still not being built, and now the criticism of others, if it is available, is unambiguously directed to “you are **** years old, everyone already has children, families, but you still can’t get together ...” and .etc. And this is not so bad, because some, in order not to upset others, (not to be left alone with their parents, when all friends celebrate the New Year with their wives and children, not to remain an old maid, give birth before 30 years old, etc.) also create a family with the first person you meet, to at least be here like everyone else, and finally stop listening to advice and prodding. Do you recognize your life? Do you want to change something in it, but do not know where to start? To begin with, I recommend carefully studying article by Oksana Chistyakova, author of the Solar Hands website, “How to change your life in 21 days?”

In no way judging anyone's parents, here I tried to display the consequences of too strict upbringing, on the one hand, with elements of manipulation like "do not upset the closest and dearest", and excessive guardianship, on the other.

There is not even a doubt that the vast majority of parents are far from being indifferent to the fate of the child, many are trying to invest as much as possible in the dear little man, to use the time of formation and maturation of the personality as efficiently as possible. And this is the right desire.

Of course, it is necessary to educate the child, teach everything, and explain everything that raises questions. Naturally, encouraging hooliganism and whims would not be the best line of attitude; you should not make a “star” out of the blue out of a little man. And this should also be written about. But for this article, I chose the topic of excessive strictness and exactingness to the baby, excessive guardianship, when he is afraid to take an extra step without getting the approval of his parents, to say an extra word. When his successes are not rejoiced, but only demanded more and more, or even shortcomings are found in successes.

There is a possibility that such a person will overcome a sense of fear in himself and begin to declare himself wherever necessary and not necessary, but most likely this will be accompanied by quarrels with parents, a radical change in life, behavior, manner of dressing, up to leaving from home (it often seems to us that it is much easier to start a new life in a new place).

But will he get out of this state? Will it return to balance? And, if everything ends well, how much will it cost nerves and strength, first of all, to himself, as well as to the whole environment?

Isn't it easier to take a broader look at the problems, and, most importantly, at their possible causes and consequences? Of course, there is always a lot to do and little time. Of course, everything cannot be foreseen. But still…?

Do the closest ones, mom and dad, really have no opportunity to build a trusting relationship with the child? Learn to have a dialogue? (“It’s still small to talk”, “Mom is always right” and “Enough is enough!” will not pass for a dialogue).

Try to understand the motives behind "bad" or "strange" behavior? Search for the true causes of resentment or failure, instead of chasing a positive result at any cost in an invisible competition with your ambitions or other parents?

Maybe then fewer teenagers will write scary posts on sites from the “Question to a Psychologist” series, such as: “I don’t want anything!”, “Everyone hates me ...”, “I don’t know how to continue to live and why?”, “Nobody me does not understand and does not like ... "?

I wrote a lot of unpleasant things here, somewhere I exaggerated and exaggerated. I allow myself to send such a non-solar article to the "Sunny Site" in the hope that it will be published, and at least one misunderstood and alienated little man will become less.

P.S. Dear administrator, editor and authors of the Solar Hands website! Thank you again for your project.

Sincerely, Irina Razina.

What are the biggest problems school education?

Teachers, school directors and scientists answered our question

Education, as you know, is the most incomprehensible part of pedagogy. "PS" tries to acquaint you with the results of scientific research in this area as far as possible, but while scientists are arguing about goals, results, subjects and effects, in every Russian class, education takes place every minute in one way or another. Moreover, the class teachers themselves are rarely asked about the essence of their work. Therefore, we decided to ask together with the center "Pedagogical Search".
We asked teachers from schools cooperating with the newspaper, university professors, and school administrators to name the most important, in their opinion, problems in the field of education. And then they invited scientists to comment on the picture that,
like a mosaic, formed as a result of a survey.
Today, on the border of two academic semesters, when it is customary to sum up the preliminary results, we present these materials to you. Everyone who is interested in them will voluntarily or involuntarily take the position of an expert: systematizes answers in accordance with
with his pedagogical and managerial experience, will draw conclusions about the state of our modern education and about the people professionally engaged in this education. The reader, who is fascinated by such analytical work, will probably first get acquainted with the results of the survey in order to form his own opinion.
And only then will it correlate it with the statements of the experts invited by us.
You can do the opposite: first, with the help of scientists, choose an acceptable focus for consideration, and then get acquainted with the answers of colleagues. We hope that readers who have chosen both the first and second options will mentally add their answers to the problems mentioned.
The results of the survey can also be used as a reason for holding a winter teachers' council. In this case, it is better, of course, to first conduct a similar survey among school teachers (optionally anonymously), and hide the newspaper for the time being so that there is no temptation to join the already formulated opinion. In such a scenario, the opinions of scientific experts will not be heard at all, but will be addressed to every teacher in your school. However, one of the teachers of the school can also act as an analyst, using the proposed algorithm for systematizing problems and offering their own options for resolving them.

Elena KUTSENKO

teachers

Cooperation with parents (the school does not always attract parent community to solving problems in the organization of the educational process, and sometimes parents do not want to participate in solving these problems).
The use of modern technologies, and various ones (more often, in the old fashioned way, we all “hold an event”).
Working with teenagers.

Nadezhda Zubareva

Problems of the relationship between parents and class teachers. Live communication is often replaced by sending electronic and postal messages. Parents do not want to go to school, and discussing problems over the phone is not always effective.
Paper and electronic reports take up a lot of time that could be devoted directly to working with children.
Management of the educational process in the school should be more flexible. The requirements for the work of each class teacher cannot be the same, just as children in different classes are not the same. What is good for some is unacceptable for others.

Svetlana Kinelskaya

Interaction between the class teacher and parents (low parental activity). Equipment educational process(TSO, visibility, computer, etc.). Meals in the school cafeteria (many are not satisfied with the assortment of dishes, they prefer, for example, buns, tea. But since there is no cash register in the cafeteria, they will no longer sell at retail. And how will students do on an empty stomach if they have seven lessons?).

Marina Gordina

Informatization of educational and educational process. Development of scientific and technical creativity. The problem of fathers and children".

Elena Salitova

Formation of a class team. Education of tolerance. Socialization of the child in society.

Tatyana Potapova

The influence of the film industry and mass culture on education is such that children perceive many educational activities at school as unnecessary games.
Competitive relations market system are transferred to school, and here there is a struggle for survival - who is stronger - by any means. Unfortunately, examples are drawn from militants.
The general level of culture and outlook of students have decreased, they read little, low motivation to study (the main slogan: now everything can be bought!). But it is possible to break through to the hearts, although this requires colossal dedication. Unfortunately, teenagers do not know anything about the Holocaust or the history of political repressions in the USSR. Perhaps this is the reason for the sprouts of fascism and Russian chauvinism in Russia.

Evgenia Koltanovskaya

Low motivation of adults themselves to self-change. The ability to "hear" teenagers.

Alena Mikheeva

Establishing uniform requirements for the child on the part of teachers and parents. Problems of parental control over the education of the child.

Natalya Terekhova

Educational methods and technologies in the conditions of humanization of school education. Influence of the level of development of the classroom team on the formation of interests, inclinations and abilities of pupils. The humanistic educational system of the school as an environment for the formation of a harmoniously developed personality.

Marina Vdovina

Decreased learning motivation. (Why study if further education is paid?!)
Filling in a bunch of unnecessary pieces of paper both by the class teacher and the teacher. Let's work!!!
The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself? And now, with new funding, the teacher is responsible for everything with a ruble. Why were school administrations allowed to distribute salary supplements? And how is this supposed to happen? Maybe an independent commission?

Svetlana Karpenko

Problems of adaptation of schoolchildren moving to the next stage of education. "Paperwork" of the work of the school administration. Lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children.

Svetlana Kornaukhova

The image of a well-mannered person broadcast by the media is far from that which professional teachers imagine.
Forms of holidays and other events are obsolete and uninteresting to children.

Alisa Zhilinskaya

Some parents send their children to work or beg instead of studying. There is no work in the future, no faith in the future.
How to deal with fights, swearing, beer, smoking? Children do not cherish and do not appreciate what is at school, they dirty and break everything.

Antonina Zakharova

Parents beat children, they are not allies in education. There is no sense of citizenship, the habit of separating oneself from the state, from the family, the autonomization of the individual is a bias towards individualism. There is no protection from aggressive media.

Ludmila Kolomiets

Children are abandoned: parents massively leave to work. Social stratification in classes. The school sets tasks that are far from the interests of children: older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination.

Svetlana Nazarova

Directors

Worldview. The so-called secular humanism has shown complete failure in all countries of the world where it dominates. Education based on academic subjects has no way out in the educational aspect.
Uncertainty of the end product of education.

There is a noticeable lack of qualified personnel capable of professionally teaching and educating. The burden of parents with the need to earn money leads to the fact that parents cease to be engaged in education, the intellectual and cultural development of the child, his moral education, shifting this completely to the shoulders of the school.
The very structure of the school does not allow working individually, and without individual approach developmental problems cannot be solved. Such work can be effective only with the joint efforts of the family and the school.
The rollback of the apparatus of officials to the times of dictatorial planting of installations. Strict regulation, attempts to structure and rank the work of all schools according to a single model, understandable to officials. It is based on the desire of officials to protect themselves from any possible problems. For example, this is why fewer and fewer teachers go on trips, go on hikes, even on excursions.

Nikolai Izyumov, Deputy Director of the State Educational Institution School No. 1199 "League of Schools", Moscow

Lack of interest in raising children from the family. In younger adolescents, increased contact aggressiveness is observed: they can grab a classmate by the hair, start beating. There are few active forms of education in the school (educational projects, simulation games, various meetings ...), and education as an inculcation of the correct norms of behavior is ineffective.

Lyudmila Dolgova, director of the school "Evrika-Development", Tomsk

Lack of an ideological base (what are we educating?). The family has not formed a request to the school for education. The absence of a forge of personnel: they are not taught anywhere to be educators.

Dmitry Tyutterin, director private school Znak, Moscow

Almost all school situations are built in such a way that the child does not need to make an independent decision. Educators do not have a very good idea of ​​what modern teenagers and young people need.

Mikhail Cheremnykh, director of the Humanitarian Lyceum in Izhevsk

Inconsistency in the actions of the services of the structures that should deal with the child. Each department (school, commission on juvenile affairs, the Family Center ...) is accountable for a certain aspect.
The inability of teachers to deeply understand the personality characteristics of the child, the internal motivation of his actions. Psychologists can help with this, but not all schools have good psychological services.
Neglect of upbringing in the family. It is difficult for a school to raise a child who does not get enough sleep and is malnourished.

Olga Polyakova, Principal of School No. 6 in Sosnovy Bor

Scientists

Adults in general, teachers in particular, often confuse edification (instruction, instruction) and education. It's not the same thing. They usually talk about upbringing the more, the worse the main task of the school, education, is solved. In fact, the effectiveness of education in school depends primarily on the quality of education.
The possibilities of the school as an instrument of education are in fact limited, and any attempt to increase the share of the educational functions of school education is fraught with the growth of hypocrisy and idle talk. And the main problem is in the management of education, in an exorbitant degree of formalism at all levels.

Because of the endless circulars, instructions and other paperwork, the teacher is not in a state of freedom, and freedom in education is above all.
Edifying: it is important not to teach a child to live, but to create an aura, an atmosphere that corresponds to wonderful human relationships. Often, children are treated as a means to achieve their goals, while each child is an endless value.

Vitaly Remizov, Head of the Innovation Center for Advanced Studies "School of Leo Tolstoy", Moscow

There are no children's organizations in the school. Most schools are arranged without taking into account today's realities of age. There are no good, ideal forms, images of the desired future, which can be oriented in education. There are no intermediaries - adults through whom contacts are made with the older generation, with a positive society.

Boris Khasan, Director of the Institute of Psychology and Pedagogy of Development, Krasnoyarsk

Insufficiently targeted work is being carried out at the school to instill initiative, responsibility, citizenship and patriotism. The society has changed, other children have come to school, and the methods of upbringing have remained the same as 20 years ago.
Alienation of children from school. The school does not become a "home" for the child, and educational work is more and more taken out of the school walls. Now they even try to spend graduation evenings not in schools, but, for example, in the Houses of Culture.
The teacher's work is evaluated only by the results of training, which sets a certain direction for the teacher's activity.
We introduce specialized education and reduce the hours for the main subjects that form a person's personality (literature, music...).

Rosa Sheraizina, rector of the Institute of Continuous Pedagogical Education, Novgorod State University named after V.I. Yaroslav the Wise

Recently, much has been done to socially marginalize teachers, so that only heroic people remain in school. And their layer is very thin. Many teachers feel like failures, people who cannot take their rightful place in society.
Alienation of children and teachers from school, from each other. You can educate to the extent that people are focused on each other, hear and accept the other.

Galina Prozumentova, Head of the Department of Education Management, Faculty of Psychology, TSU

We thank everyone who took part in the survey. Unfortunately, not all answers were included in the publication: we removed repetitions
and off-topic remarks

Expert opinion

Sergey POLYAKOV, Doctor of Pedagogical Sciences, Ulyanovsk

Pedagogical tasks are real. And imaginary

According to the expert, at first he “was going to consistently respond to all positions, opinions, judgments, but then
it seemed that, despite the difference in words, the same underwater topics were repeated in the answers, ”which became the headings of the sections of this commentary.

The mythology continues

I am still convinced that education can be at least in some sense successful only if educators and managers become great realists (I wrote about this a few years ago in the book "Realistic Education"). However, judging by the results of the survey, our desire to build castles in the air in education is inescapable.
We want a unified ideology to emerge, a harmonious environment, parents to be active, a unified children's organization to be recreated, so that there is some kind of finite(!) product and, finally, to solve the problem of fathers and children (!!!).
Alas or fortunately - more precisely, neither one nor the other - all this will not happen in the coming decades, or even never.
So if we want to educate, let's think about something else and spend energy on something else.

Running from problems

However, in order to decide what is worth spending our energy on, we need to identify problems. Problems are what specifically we are not successful at and what in our actions leads to such failure.
Alas, the wording of the answers-requests, unfortunately, is in a completely different, “plaintive” way.
“Children do not cherish and do not appreciate what is at school, they get everything dirty and broken.” But what are we, teachers, doing that children react to school life in such a way?
"Loss of interest in learning." However, what in our actions helps to lose interest in learning?
"The general level of culture and the outlook of students has decreased." Are we helping or resisting this decline?
And so on - the list of complaints is not exhausted.
Our flight from the problematic is also manifested in the fact that, without having time to realize, understand the problem, we are in a hurry to set the tasks of “forming a class team”, “educating tolerance”, “socialization in society” (by the way, what is this?) and so on and so forth. other.
After reading the list of complaints, tasks, having studied old and new educational myths, I want to join the slogan that I recently had to hear: “Less education!”

Less parenting

Let us recall that amazing, familiar family example, when no one in the family is very concerned about raising children, but they grow up good and reasonable.
Isn't it the same in the work of some teachers, who are more carried away by their wonderful science and therefore see in schoolchildren not the subject of educational actions, but "accomplices" in scientific and cultural deeds? Sometimes, from such bad education, the educational result is higher than from stubborn, exhausting educational work.
I am very skeptical about educational work at the university (maybe because at the institute for some reason the educational efforts of teachers bypassed me). But recently I read a study that states that the education of students at the university is not the result of some special work, but a consequence of the implementation of its educational function in the university as a whole, that is, the function of developing a morally and problem-oriented specialist.
Maybe at school it is worth talking more not about education, but about the implementation by the school of the function of personality development in all school spaces: in the relationship between teachers and children, in the way and atmosphere of school life, in the image of school teachers ...
And then education will turn out to be not so much a special influence as recognition, understanding and life.

Education is learning and understanding

Vasily Alexandrovich Sukhomlinsky, Arkady and Boris Strugatsky spoke about this.
Remember, there was such a journalistic game: "If I were the director ...". I propose for teachers and managers from education two games to determine the effectiveness of the educator.
First: to calculate how much time the teacher talks to his students just like that, without a special purpose. The more, the better: after all, the teacher, a great master of non-purposeful conversations, has the opportunity to learn and understand another person more.
The second game: "Open the invisible." Assignment: choose among your pupils the most insignificant, obscure, incomprehensible and try to understand only through observation what it is and what drives it. Those who are more successful in this task are better educators.
However, there are some problems that cannot be dismissed.

Real problems

They are not at all where they are looking for, not at school, but in society, in the world of the socialization of children. Socialization is not in the sense that it has recently been seen in schools, where it is sometimes interpreted as preparation for the profession and the behavior of future voters in elections, but in a wide social field, about which A.V. Mudrik's brilliant book "Socialization of Man".
A teacher who has not read this book is unlikely to be able to adequately navigate the social space in which modern young people live. And without orientation, he will not be able to see the real problems and set realistic goals.
It turns out that the point is not how mass culture, the media, militants, the “Internet”, social stratification and other “horror stories” of the new time influence, but whether we are able to shape the attitude of the guys to these realities - not a negative attitude based on emotions, and intellectual, analytical, allowing you to detect influences on yourself and learn to resist social manipulation.
Raise your hand, only honestly, who this academic year conducted at least one educational action or one lesson in which you, together with the guys, learned to analyze social influences and develop an attitude towards them.
That's it.
But maybe this requires a new theory of education?

New Parenting Theory

Maybe so.
At least something like that is pecking.
I.D. Demakova speaks about space of childhood which is important to know, understand and feel.
D.V. Grigoriev promotes the idea events as a true subject of the work of education (value-filled situations that create experiences and intellectual impulses).
M.V. Shakurova argues that the combination of social, cultural and educative occurs in the mind of a schoolchild as act of sociocultural identity, that is, in the student's response to the questions “Who am I? Who am I with? Where is my human sample? (and it is precisely assistance in solving such issues, according to M.V. Shakurova, that is the real work of a teacher).
I.Yu.Shustova shows that the traditional concepts of the collective and the group are not sufficient to describe the modern "environment of cohabitation" of schoolchildren. She proposes to use the phrase existing in psychology event community, which combines the theme of collectivity and the theme of events.
Psychologist M.R. Bityanova and teacher B.V. Kupriyanov attach special importance to role playing as a method to plunge teenagers and high school students into value conflicts and push them to play, and then the life choice of personal, value-colored views, positions.
The most remarkable thing is that all these researchers are not only authors and propagandists of new ideas, which, perhaps, someday will form a new theory of education, but also practitioners who turn their ideas into events. cohabitation with young people tense "promoting" situations.

Expert opinion

Boris KUPRIYANOV, Candidate of Pedagogical Sciences, Kostroma State University

Difficulties that can become a resource for development

This expert opinion is based on the so-called resource approach, which is quite productive for analyzing the activities of a class teacher. Supporters of this approach believe that almost everything that surrounds the class teacher can be considered as a resource for solving the urgent problems of educating each student.
and the entire class team.

The strong always blame the powerless. What about the powerless?

A person who believes that his life is exclusively his own work is called an internal. And the external is sure that the line of his fate is drawn by life circumstances, for the most part, little dependent on him.(from the dictionary).
When comprehending the results of a survey of teachers who perform the duties of class teachers, it is easy to fall for a provocation by externality - to blame circumstances for the difficulties of their own educational work.
And above all, judging by the questionnaires, this concerns the relationship of the class teacher to the interaction of pupils with social reality.
Class teachers state: “There is no feeling of citizenship, the habit of separating oneself from the state...”, “Competitive relations of the market system are transferred to school...”, “There is no protection from aggressive media”.
But even in this situation, the teacher can not only go with the flow, but also show an internal approach: interaction with social realities is the same resource as, for example, relationships with parents. In fairness, we note that the problem is not only in the subjective image of unscrupulous media in the minds of teachers, but also in a number of objective difficulties. And yet, it seems that, as in the case, for example, with subcultures, it is necessary to work with the media, develop a methodology for working, and not just “take into account” their existence.
Consider line of interaction between the class teacher and parents. If we follow the external logic, parents appear to be “not active enough”, “do not want to participate in solving problems”, “do not want to go to school”, “stop taking care of the child”.
And absolutely blatant facts of parental behavior: children are abandoned or beaten, they are sent to work or beg. Words are redundant here. One can only hope that there are not very many such parents.
There are answers in the internal logic (we take responsibility for ourselves): “the school does not always attract parents”, “live communication is often replaced by sending e-mails”. In a responsible logic, class teachers state the insufficient “efficiency of finding a dialogue with parents”, the need to “establish uniform requirements for the child on the part of teachers and parents”.
A special place in the activities of the class teacher is interaction class teacher - students. It is not so easy to interpret the situation here. On the one hand, we should recognize the unfavorable changes in the generation of modern schoolchildren. Few will argue with the fact that "the general level of culture and outlook has decreased." The following remark sounds more alarming: “In younger adolescents, there is an increased contact aggressiveness: they can grab a classmate by the hair, start beating.”
However, there are also internal statements: "... it is possible to break through to the hearts, although this requires colossal dedication."
Grade relations between the class teacher and school reality also suffers from externality. For example, the poor work of the canteen is outraged. Class teachers negatively perceive the shortcomings in the organization of school self-government, the absence of public children's and adolescent organizations. Teachers are critical of educational policy guidelines: “Older teenagers are focused on friendship, communication, and we focus on profiling and the Unified State Examination for them.”
At the same time, the question arises: maybe adolescents can meet the needs for friendship and communication at the class level, without blaming the state or the school?

We blame the reflection, the mirror and ...

It is very significant that class teachers are aware of the own problems: "lack of desire of teachers to think in new, economic categories, while developing the psychology of poverty in themselves and in children", "low motivation for self-change", inability to hear adolescents.
At the technological level, there are also many difficulties: “the use of modern technologies, and various ones…”. Teachers admit that the events are held in the old fashioned way, at the same time, "the influence of mass culture is such that many educational activities at school are perceived by children as unnecessary games." School educators note that the tasks of everyday regulation of schoolchildren's behavior cause difficulties: “How to cope with fights, obscenities, beer, smoking?” The following phrase regarding the self-relationship of a school teacher sounds very alarming: “There is no work in the future, no faith in the future.”
The thesis about the difficulties caused by "educational methods and technologies in the context of the humanization of school education" is very indicative. This is an obvious manifestation of the mythologization of pedagogical activity. The word "humanization" is everywhere. Leaders demand at least to talk about it, and even better - to demonstrate. But in a simulacrum situation, this is practically impossible. One can learn to call trends trends, but it is extremely difficult for a teacher left alone with the problem of designing and building Potemkin villages to show something that does not exist.
Another myth of modern school reality is associated with a psychological panacea: “The issue is very serious, only a psychologist is able to solve it ... We all stop, sit down and start waiting for a psychologist in a blue helicopter ...” I won’t argue, there are cases when the help of a professional psychologist is required, but there were a time when no one had heard of psychologists, but in an everyday way psychological problems were solved. When they thought and took responsibility, they more often resolved complex conflicts.
Another hot topic that I would like to support - interaction of the class teacher with the leadership in the field of regulation of activities. Replicas sound like a cry for help: “Filling out a bunch of unnecessary papers by both the class teacher and the teacher. Let work!!!”, “Paperwork…”, “Paper and electronic reports take up a lot of time that could be given directly to work with children.” There are constructive suggestions: "The requirements for the work of each class teacher cannot be the same, since children in different classes are not the same." Teachers also complain about the "lack of interaction in the school methodological association of class teachers, psychologist, social teacher, head teacher." Administrators also note: “Inconsistency in the actions of services and structures that should be involved in raising a child ...” I think that from the lips of ordinary educators, with some reservations, complaints about insufficient coordination can be accepted. Although I am convinced that the task of the class teacher is precisely in coordination, and his activity is the management of the resources of the school and the environment for the implementation of the tasks of educating students. As for the dissatisfaction of administrators with inconsistency, who else can solve the problem of coordination?
Another trend can be called quite alarming - "The rollback of the apparatus of officials to the times of dictatorship and strict regulation ...".
Teachers are seriously experiencing the situation of relations with the school administration: “The administration has too many powers, and the teacher is becoming more powerless. What kind of person can be brought up by a teacher who cannot defend himself!”

Without images of the future?

The opinions of school directors, demonstrating the complexity of goal-setting school education: "The so-called secular humanism has demonstrated complete failure in all countries of the world where it dominates", "Lack of an ideological base (what are we educating?)", "The family has not formed a request to the school for education", "Education based on academic subjects , has no access to the educational aspect”, “Introducing specialized education and reducing the hours for the main subjects that form the personality of a person (literature, music ...)”, “Uncertainty of the final product of education”.
Another topic that worries administrators is the staffing of education and training. You feel anxiety especially when thinking about the fact that a person can work in a school even without a pedagogical education. Maybe I'm wrong, but I doubt it!
Very eloquent is the opinion of B.I. Khasan about the absence of “images of a desirable future, which can be oriented in education. There are no intermediaries - adults, through which connections are made with the older generation, with a positive society.
In general, the situation is reflected astonishingly: no one really orders education; ideologically, it is completely incomprehensible what to focus on; the content of education in this aspect is also not a tool; There are no professional educators ... Maybe, really, well, this is education: we can’t educate, what to worry about ... And only such exaggeration allows us to see that in reality everything is not so bad.

In what sense can one speak of alienation in education? What is being alienated, i.e. removal from the possession of the student.

The freedom of a person to dispose of time, space, himself in accordance with his own values ​​is subjected to alienation. Recently, the school is increasingly faced with the problem of alienating the child from education. The regime established from the outside strictly regulates and regulates the life of the child, regardless of his internal needs, attitudes, resources or deficiencies. Education is inherently contradictory. In its implementation, it encounters many contradictions that must be resolved in the process of teaching and learning. This contradiction between natural ways understanding of the world, attitude and cultural form of educational and subject content, the contradiction between the age period and the forms of communication offered by the teacher, the contradiction between self-assessment and external assessment, between generations, between autonomy and dependence, etc. These contradictions can take the form of productive conflicts. If the educational system fails to build a process of productive resolution of contradictions, then this leads to the meaninglessness of the school and the alienation of the child.

The inevitability of a child's stay in an educational institution in the absence of personal meaning (involvement in the educational process) leads to actual alienation with the preservation of surrogate methods (imitations), which can mislead a teacher focused on assessing the aftereffect, and can lead to the discovery of alienation very late, when it's hard to compensate.

The predetermination of the content of education from the outside and the lack of special actions to bring the cultural claims on the child and its natural forms into conformity alienate this content from the individual, focus not on the personality of the student, but on achieving the results required from the outside within a narrow subject framework.

The desire of the representatives of the system to keep the child within the framework of relations, without changing the characteristics of the environment in the direction of their conformity, leads to the interpretation of the educational process as someone else's.

In the education system, the student is deprived of the most important dimensions of personal freedom, and precisely in relation to what constitutes the subject of his activity. The alienation of the student from the subject of activity is a problem of the development of the education system.

The impossibility for a child to find his place in the space of schooling, where he can be accepted as he is, preserving and developing his identity, potentialities and opportunities for self-realization and self-actualization, leads to the appearance of a personality-alienated nature of learning, the search for places and opportunities. for self-realization and self-actualization outside the education system.

According to L.S. Vygotsky, a teacher can purposefully educate children only with constant cooperation with them, with their environment, with their desires and readiness to act together with the teacher. This fundamental idea opposes the requirements of authoritarian pedagogy, according to which the teacher can directly and effectively influence the child based on his educational goals, not in accordance with the motives, interests and readiness of the child to carry out his own, personal activities.

In the education system, the alienation of the content of education from the personality of the student has actually become ubiquitous and all-encompassing - from elementary school to advanced training institutions, from teaching mathematics to teaching the arts.

One of the results of the alienation of the content of education, psychologically to a large extent connected precisely with objectivity, is that the full-blooded interaction of the teacher and student as individuals is narrowed, limited to the scope of the subject. No less effective mechanism for the alienation of the activities of learning and teaching from subjects educational interactions the established practice of grouping students and teachers (classes at school) stands out. In essence, the only basis for combining students into permanent groups (classes) in traditional educational practice is biological age. In combination with objectivity, “classiness” (presence of classes) psychologically limits the possibilities for the manifestation of free cognitive activity of the student, forcing him for many years to interact with partners not chosen by him, to act together with them and like them, to focus on them in assessing the success of the activity. The class sets a certain average pace and rhythm of activity for everyone. Working in a permanent group under the guidance of a teacher imposed from outside and forced by circumstances to impose himself on the activity of a teacher, the student is constantly limited in his ability to set and pursue his own cognitive goals (interests), choose the method and pace of work, partners in its implementation, develop their own criteria for its evaluation . A teacher in modern educational practice almost always, firstly, teaches a group of students not assembled and selected by him, and, secondly, does this jointly (or rather, in parallel) with a group of colleagues, also collected not by him and not by him defined grounds (such grounds are, as a rule, a set of subjects according to the curriculum, the composition of full-time teachers, their workload, and not at all general pedagogical positions or psychological compatibility).

The lesson, the main structural-temporal unit of learning, defining the space-time interaction between the activities of learning and teaching and the interpersonal interaction of students and teachers, is one of the main mechanisms of their mutual alienation and alienation of activities. By dividing the learning process into small units - lessons - it is given a violent discreteness (discontinuity) that is not motivated by any human needs, preventing immersion in the content being studied, not allowing enthusiasm for it. "Scheduled" requires quick switching from subject to subject, almost impossible for the normal cognitive activity of a normal person. As a result, a protective reaction is activated in students, requiring them not to turn on at all.

Thus, the mechanisms of alienation in the education system are a single curriculum, programs, textbooks, in general, the subject-class-lesson structure of the learning process itself. Consequently, the phenomenon of alienation has taken place in the education system since its inception and, in fact, demonstrated the insensitivity of the education system in relation to a maturing person, the subject of his own activity.

junior school team peer

A developed children's team is characterized by a commonality of goals and the adequacy of motives for subject-practical joint activities aimed at the benefit of society, concern for the overall result, certain organization and nature of communication, and a wide system of collective ties. The most developed forms of children's relationships are created in the process of purposeful organization of their activities: educational, organizational, social, labor, artistic, sports and gaming, etc. At the same time, giving the main types of children's activities a certain target orientation allows not only to form children's but also to build them on a single basis.

The children's team that exists in a modern general education school is a multifaceted system within which children can be members of associations that are different in nature and duration of existence.

The phenomenon of the formation of a children's team in domestic and foreign psychology

Collective (from lat. collective) is a group of people united by common goals and objectives, which has reached a high level of development in the process of socially valuable joint activity. The Latin word "collectivus" is translated in different ways - a gathering, a crowd, a joint meeting, an association, a group. Not surprisingly, it has become very fuzzy. What is clear is that a team is a group of people. But is any group a collective? In modern literature, two meanings of the concept “collective” are used. A collective is any organized group of people; the second meaning is that only a highly organized group is understood as a team. In the meaning that the concept of “collective” has acquired in pedagogical literature, a collective is an association of pupils, which is distinguished by a number of important features. (Rean A.A., Kolominsky Ya.L. Socio-pedagogical psychology / A.A. Rean, Ya.L. Kolominsky. - Series "Masters of Psychology" - Peter, St. Petersburg, 2000. - 212 p.) General joint activities to achieve the goal, the overall organization of this activity. People unite in teams in order to jointly achieve a certain goal faster. To do this, each member of the team must actively participate in joint activities, there must be social organization activities. Members of the team are distinguished by a high personal responsibility for the results of joint activities. Relationships of Responsibility. Specific relationships are established between the members of the collective, reflecting not only the unity of purpose and activity, but also the unity of the experiences and value judgments associated with them.

• 1. General elected governing body.
• 2. Democratic relations are established in the team.
• 3. The management bodies of collectives are formed by direct and open election of the most authoritative members of the collective.

Some of these characteristics may be inherent in other types of group associations. But they are most clearly manifested only in the case of a collective organization. In addition to these features, the team is distinguished by other very important features. These characteristics, reflecting the collective atmosphere within, psychological climate relationships between team members. One of these characteristics is cohesion, which characterizes mutual understanding, security, “feeling of the elbow”, involvement in the team. In well-organized teams, mutual assistance, benevolence and disinterestedness, healthy criticism and self-criticism, and competition are manifested. A group of formally cooperating people can do without these qualities; a team loses its advantages without them. In a friendly, close-knit team, the system of relations is determined by a reasonable combination of personal and public interests, the ability to subordinate the personal to the public. Such a system forms a clear and confident position of each member of the team, who knows his duties, overcomes subjective and objective obstacles. The most stable link in the official structure of the school team is the class team, within which the main activity of schoolchildren is teaching. It is in the class team that a dense network of interpersonal connections and relationships is formed between schoolchildren. Because of this, it plays the role of that kind of foundation on the basis of which various school groups are formed. Projecting the selected features of the team onto the school class, we come to the conclusion that the student team is a group of students united by a common socially significant goal, activity, organization of this activity, having common elected bodies and distinguished by cohesion, common responsibility, mutual significance with the unconditional equality of all members in their rights and obligations.

The student team as a system is:

an organic part of a more complex association - an educational team, which includes, in addition to the children, a team of teachers;

a relative autonomous system, which is characterized by the processes of self-regulation, self-organization, self-government, a coordinated unity of two structures: the official, emerging under the influence of adults who determine its organizational structure and activities, as well as the informal, emerging to a large extent in the process of interpersonal communication; the subject of activity for the implementation of common socially significant goals; the bearer of a common integrative property - its field, which characterizes the team as a holistic formation, different from the sum of its constituent individuals and its microgroups, and manifested in the public opinion of the team, in its emotional reactions and value orientations, in the norms and traditions that determine the behavior of its members .

How the relationship between the individual and the team develops depends not only on the qualities of the individual, but also on the team. Experience confirms that relations develop most successfully where the team has already reached a high level of development, where it represents a force based on traditions, public opinion, and the authority of self-government. Such a collective relatively easily establishes normal relations with those who enter it. Each person, with more or less energy, strives for self-affirmation in the team, for taking a favorable position in it. But not everyone succeeds - subjective and objective reasons interfere. Not everyone, due to their natural abilities, manages to achieve visible success, overcome shyness, critically comprehend the differences in value orientations with the team. It is especially difficult for younger schoolchildren who have not yet developed self-awareness and self-esteem, the ability to correctly assess the attitude of the team, comrades towards themselves, to find that place in the team that, corresponding to the possibilities, would make them interesting people in the eyes of comrades, deserving attention. In addition to subjective, there are also objective reasons - the monotony of activities and the narrow range of those social roles that a student can play in a team; poverty of content and monotony of organizational forms of communication between members of the team, their lack of a culture of perception of each other, the inability to see in a friend something interesting and valuable that deserves attention. its influence on the cohesion of the children's team "Apraksina N.V. Until the 1930s, groups were practically not studied in social psychology, since the individual and his social behavior were traditionally the object of study. Psychologists mainly paid attention to personal perception, individual attitudes, actions, interpersonal relations, etc. Moreover, according to N. I. Semechkin, some psychologists argued that groups as carriers of a special psychology do not exist at all, that groups are some kind of fiction created by the imagination [ Semechkin N. I. Social psychology: Textbook for universities. - St. Petersburg: Peter, 2004. - 376 pp., 212]. In particular, Floyd Allport argued that the group is only a set of values ​​shared by people, thoughts of habits, i.e. everything that is simultaneously present in the minds of several people. In the history of foreign social psychology, this point of view has been called the personalistic or purely psychological approach. It was also followed by N. Trilett, W. McDougall, M. Sheriff, L. Festinger and others. In parallel with personalism, another sociological tradition emerged in social psychology, coming from E. Durkheim, V. Pareto, M. Weber. It was supported by T. Newcomb, C. Cooley, T. Parsons, J. Moreno and a number of other researchers [Porshnev B.F. Social psychology and history. -M.: Vlados, 1999. -47p., 11]. Proponents of this approach argued that all social behavior cannot be adequately explained and understood if it is studied only at the level of individual behavior. They insisted that groups were more than a random collection of people who shared some common goals and values. Therefore, groups and group processes must be studied in their own right, since the psychology of groups cannot be understood on the basis of individual psychology.

Active study of groups began in the 1930s. It was then that Kurt Lewin conducted the first laboratory studies of group processes (“group dynamics”) in the USA. In social psychology, thanks to Levin, such concepts as “type of leadership”, “group cohesion” appeared, he also formulated one of the first definitions of a group. Since the thirties, interest in the problems of groups has acquired a steady mass character, especially in the USA. The studies of E. Mayo, J. Moreno, M. Sheriff, K. Levin, his first American students R. Lippit, R. White, D. Cartwright, L. Festinger, which have long become classics, to which A. Beivelas, J. French, M. Deutsch and J. Thiebaud, G. Kelly, laid the foundation for modern understanding of the nature of intragroup processes. The process of forming a team of children of primary school age is reflected in various sciences. The problem of team formation was considered by philosophers L.B. Bueva, V.G. Ivanov N.I. Lapin, revealing the general patterns and contradictions in the development of the team and the individual. Psychologists A.G. Asmolov, A.A. .Bodalev, A.N. Lutoshkini and others covered the issues of collective communication of children and their interpersonal relations in a team. Teachers P.F. Kapterev, N.I. Pirogov, L.N. Tolstoy, K.D. Ushinsky investigated the conditions of support among children in an atmosphere of camaraderie and mutual assistance. In the 1920s, Soviet psychologists were among the first in world science to begin investigating such problems as the development of children's collectives, the relationship between the collective and the individual, and group pressure. Particular attention is drawn to the works of V.M. Bekhterev and his collaborators, who already then showed the danger of leveling the personality, complete subordination and its dissolution in the team. "... A collective, - V.M. Bekhterev emphasizes with all certainty, - cannot be called a random accumulation of persons in a given period of time in a certain place." Social association (namely, in this sense, the term “collective” was used by V.M. Bekhterev) at its core always has a connecting something, such as a common mood, a common observation, ..., a common unity of purpose and action. Only common interests and tasks are the stimulus that induces the team to unity of action and gives meaning to the existence of the team. What is not fully feasible for the individual can be achieved through coordinated collective work, and this circumstance justifies the need to create a collective. (Dontsov A.I. Psychology of the team: Methodological problems of research: Textbook. M.: Publishing House of Moscow State University, 1984. p. 97) . Bekhterev defended the idea that in the relationship between the collective and the individual, it is the individual, and not the collective, that is the priority. These views dominate in his works "Collective Reflexology" (1921), "An Objective Study of Personality" (1923). It was from this position that he proceeded, investigating the collective correlative activity that unites people into groups. Proceeding from this, he singled out people who are inclined to collective or individual correlative activity, and studied what happens to a person when he becomes a member of a team, and how the reaction of a collective person differs from the reaction of a single person in general. In his experiments to study the influence of suggestion on human activity, Bekhterev actually discovered for the first time such phenomena as conformism, group pressure, which began to be studied in Western psychology only a few years later. Arguing that the development of the individual is not possible without a team, Bekhterev at the same time emphasized that the influence of the team is not always beneficial, since any team levels the personality, trying to make it a stereotyped spokesman for the interests of its environment. Bekhterev summarized a large empirical material obtained by socio-psychological methods of observation, questioning, and the use of questionnaires. And experimental studies of the influence of communication and joint activities on the formation of the processes of perception and memory were the beginning of experimental social psychology in Russia. Bekhterev actually developed the same thoughts as the representatives of the existential philosophy that appeared at that time in the West. Neither at that time, nor later, the predictions and warnings made by Bekhterev were not heard, and the work was stopped and forgotten. The work of A.S. was also interrupted. Zaluzhny and S.S. Molozhavy, who studied the dynamics and stages of development of children's groups, intra-group differentiation, types of leadership in children's groups. A.S. Zaluzhny and S.S. Youthful, assigned children's groups a significant role in regulating the direction mental development children. At the same time, they proceeded from the priority of the collective over the individual, and therefore, in their works, they studied, first of all, the issues of adapting the individual to the collective, socializing the individual and subordinating it to the norms and requirements of the group. Developing a scheme for examining a child, S.S. Molozhaviy noted that the zero stage of development is individualism, a minimum of contact, and the highest, fifth stage of development is the ability to obey the rules and act together.

Based on the experimental study of children's groups, A.S. Zaluzhny proposed his own classification of children's groups, based on two criteria - the degree of organization and the time of existence. Thus, he distinguished:

• 1. Self-arising groups: one-time or short-term, for example, groups of children playing or a street crowd; repeatedly occurring, or long-term, long-term, for example, groups of children from the same school or from the same street.
• 2. Organized groups: short-term, for example, organized games for children, meetings, conferences; long simple ones that directly unite individuals, for example, school circles, classes; long complex, uniting entire teams, for example, children's organizations (pioneers, Komsomol members).

Speaking about the development of collectives, Zaluzhny emphasized that this development proceeds from short-term, self-arising collectives to complex, long-term, organized ones. A distinctive feature of the first contact collectives is that they are egalitarian, i.e. all members of the team are equal and therefore each member of such a team has a chance to become a leader. And only with the advent of organized collectives does a hierarchical structure appear, in which the members of the group occupy certain, more or less strictly fixed places. Investigating the development of the first forms of joint activity in children, Zaluzny identified four types of behavior:

defensive-negative,

aggressive

primary social,

collective social,

moreover, he combined the last two types of behavior into one, speaking of social behavior in general. Tracing the development of these forms of behavior during the first three years of children's lives, Zaluzny argued that the degree of negativity and aggressive behavior decreases with age, and social - increases. He assigned an important role in the development of social behavior to speech, noting that the increase in the number of social forms of behavior is accompanied by a transition from “silent” relationships to relationships accompanied by speech, and then to purely speech relationships. The data obtained allow A.S. Zaluzhny to develop a reasoned criticism of the well-known positions of J. Piaget on the stages of socialization. According to Piaget, “Children under 5 work and play in solitude; from 5 to 7 years old, children unite in fickle and irregular small groups. Around 7 - 8 years old, there is a need to work together ”(Kolominsky Ya.L. Psychology of relationships in small groups (general and age characteristics). - Minsk, 1976. p112).

Of great interest are the identified A.S. Zaluzhny five stages of acquiring social skills:

• Stage 1 - reaction to another child as an inanimate object;
• Stage 2 - the child stands out from the crowd, the child begins to adapt his actions to the actions of another child;
• Stage 3 - there is a predominance of social acts over aggressive ones, mutual assistance and rivalry appear;
• Stage 4 - the child begins to show himself as an organizer, turns to a whole group of children, the beginnings of teams with weak collective reactions appear;
• Stage 5 - characterized by the ability of children to act collectively, criticism of the actions of another appears, indicating how to act. Together with A.S. A.B. Zalkind. The practical significance of the team, according to A.B. Zalkind, not only in the fact that a new, higher type of personality is brought up in him, but also in the fact that a properly oriented team allows you to direct the excess energy of children in the right direction, switch them to socially useful activities. A.B.Zaluzhny’s studies showed that endo- and exogenous factors influence the growth of organization and an increase in the lifetime of the team, while he understood any environmental impact as exogenous factors, and the behavior of individual members of the team as endogenous factors. One of the most significant internal factors, according to A.S. Zaluzhny and A.B. Zalkind, is the phenomenon of "leadership" (leadership). As the team develops, there is a selection of leaders, or leaders, of the group, the center, grouped around this leader, and children falling out of the group. A.S. Zalugny believed that you are falling children - these are either disorganizers that interfere with work; other children, or passive individuals engaged in some extraneous activity. A.B. Zalkind and A.S. Zaluzhny developed methods for correcting children's communication, believing that active disruptive children should be placed in groups of older and stronger children, and isolated, anxious children should be placed in groups of younger children, where they can show their abilities and even become leaders. Also significant are the works on the study of 6-8-year-old children in order to establish a successive connection between the kindergarten and the school, and to eliminate the gap in their work, which were carried out by A.V. Yarmolenko. She concluded that children who come to school from kindergarten are less diligent and focused than children at home, although they often know more. She connects this with a change in the environment (more monotonous at school) and a decrease in attention from the teacher compared to the teacher due to his overload. Psychological research problems of the individual and the team, carried out under the guidance of Professor A.V. Petrovsky, made it possible to reveal the psychological essence of interpersonal relationships that affect the development of group activity in the team. The concept of reference was developed in the psychological theory of the collective by A.V. Petrovsky and his staff. Theoretical ideas and experimental practice make it possible to clearly identify the main idea of ​​the whole concept - the position that "activity mediation acts as a backbone feature of the team" [Petrovsky A.V. Psychological theory of the collective. - M., 1979, p. 206]. The first layer forms a set of interpersonal relationships of direct dependence, which is manifested in emotional attractiveness or antipathy, compatibility, difficulty or ease of contacts, coincidence or mismatch of tastes, greater or lesser suggestibility. The central link of the group structure (stratum A) is formed by the objective activity of the group itself. It is given by the broader social structure in which this group is included. This objective activity in this case is necessarily a socially positive activity (if it is the collective that is being analyzed). The dependence of all processes occurring in the group on the nuclear layer of its activity is traced. This layer is a non-psychological formation, but allows you to connect with the psychological processes that manifest themselves in the following strata, the totality of those social relations in which this group exists. The second layer forms a set of interpersonal relations mediated by the content of collective activity and the values ​​of the team. At this level, the relationship of a person to a person in a team acts as a relationship to a participant in a joint socially significant activity, a workmate. This layer is described not only as a coincidence of values ​​related to joint activities, but also as the development of a certain motivation of group members, emotional identification with the group. “Thus, it is fundamentally important to divide the entire system of group relations at this level into two layers: into the just characterized layer (stratum B), where relations to activity are fixed, and the third layer (C), which fixes the actual interpersonal relationships activities mediated. The third layer (deep) forms a system of connections expressing the attitude to the subject of collective activity: the motives and goals of collective activity, the attitude towards the object of activity, the social meaning of collective activity. The fourth layer of the group structure (G) is distinguished, where superficial connections between the members of the group are fixed. These are the same interpersonal relationships, however, that part of them that is built on direct emotional contacts, where neither the goals of joint activity, nor value orientations that are generally significant for the group, act as the main factor mediating personal contacts of group members. [G.M. Andreeva. Social Psychology. - Access mode: www.myword.ru, Chapter 7]. Thus, emotional preferences are associated with the surface layer of the structure of the team. Measurements in this layer make it possible to talk about likes and dislikes, some emotional selectivity. And measurements of the referentometric property allow us to consider the values, orientations, beliefs, deep attitudes of the members of the team, including those important for joint collective activity. K. Levin must be mentioned among the outstanding researchers who have largely influenced the formation of the face of modern collective psychology. In accordance with Lewin's theoretical approach, a person and his environment are components of a single dynamic field that has such properties as differentiation, variability, and atmosphere. The various parts of this field are interdependent. It follows that the meaning of a single fact can be understood only from the position it occupies in the field. As Levin noted, every psychological fact depends on the state of the individual and at the same time is conditioned environment, although their relative importance varies in different cases. Domestic psychologists were among the first in world science to begin to investigate such problems as the development of children's groups, the relationship between a social group and an individual, and group pressure. Particular attention is drawn to the works of V.M. Bekhtereva, A.S. Zaluzhny, S.S. Youthful, L.I. Bozhovich and other scientists. In Soviet social psychology, an active approach to the analysis of the psychological phenomena of the collective is fully represented in the proposed stratometric concept of A.V. Petrovsky. The methodological basis of the concept was the idea of ​​a socially significant joint objective activity as a leading factor in the formation and development of all forms of intragroup activity. social activities is accepted as the center that determines the formation of group behavior and interpersonal relationships. The scheme of analysis of intra-group activity is the result of many years of empirical research, in which the principle of activity was not just declared, but acted as a real tool for understanding socio-psychological phenomena. It is important to note that in the laboratory of A.V. Petrovsky obtained experimental data confirming the dependence of interpersonal influence and cohesion in groups on the nature of interaction and relationships between their members. In the psychological theory of the team, developed by A.V. Petrovsky (1979), the development of a group is characterized by two main criteria: the degree of mediation of interpersonal relations by the content of joint activity and its social significance. According to the first criterion, the level of group development can be determined on a continuum from a diffuse group (a random gathering of people not connected by joint activities) to highly organized groups, in which interpersonal relations are maximally subordinated to the goals of joint activity and mediated by it. According to the second criterion, groups with a positive and negative social orientation can be distinguished. The development of a group is characterized by the dynamics of changes in its properties in both parameters, which provides for the possibility of a regressive change in relations (change in social orientation from positive to negative or narrow group) and makes it possible to clearly typify numerous real-life groups according to the proposed parameters. In Western social psychology, there are a large number of models of group development. Most of them are characterized by the allocation of three main stages or stages: orientation in a situation, conflict, and achievement of agreement or balance. The small group development model proposed by the American psychologist B. Takmen is based on the identification of two main areas or dimensions of group life: business, associated with the solution of a group task, and interpersonal, associated with the development of a group structure. In the field of business activity, B. Takmen distinguishes the following stages:

orientation in the task and the search for the optimal way to solve it

emotional reactions to the requirements of the task, opposition from group members

requirements imposed on them in connection with the solution of the problem and contrary to their own intentions

open exchange of information in order to achieve a deeper understanding of each other's intentions and search for alternatives, decision-making and active joint actions for its implementation

Today, issues related to the formation of the team are at the forefront of many studies. So, in our country, this issue is most fully studied in the works of T.V. Dragunova, G.A. Karpova, I.S. Kona, V.A. Krutetsky, Ya.L. Kolominsky, K. Levin, A.G. Kirpichnik, D.I. Feldshtein and others. Thus, in domestic works aimed at studying children's groups, many important patterns of their formation were revealed, recommendations were formulated for overcoming the alienation of children in groups, the formation of a collectivist orientation in them. Studying any school team, we are dealing with a constantly developing social organism.