Pedagogical situations and their solutions. Example of pedagogical situations and their analysis

Exercise: Describe pedagogical situations using the algorithm:

1. Assessment of the situation.

2. Forecasting.

3. Solution.

4. Use educational methods, forms of education, communication and management styles when assessing, predicting and making decisions.

Methodological help for this task!

Pedagogical situation- an integral part of the pedagogical process, pedagogical reality, through which the engineer-teacher manages the pedagogical process and the pedagogical system. This is a concentrated expression of the pedagogical process and pedagogical system in their temporary space. The significance of pedagogical situations is enormous. They concentrate all the advantages and disadvantages of the pedagogical process and the pedagogical system as a whole. They play a significant role in shaping the experience of teaching. Any teacher should have his own “archive” of situations recorded on cards in a diary. This archive is carefully stored throughout life; it constitutes the professional wealth of any teacher.

The essence of any pedagogical situation lies in the presence of a contradiction in it, its development and resolution. Therefore, any situation is essentially problematic. The pedagogical situation is always specific; it can be pre-designed or arise spontaneously during a lesson, exam, or excursion.

Classification of pedagogical situations:

1. According to the place of occurrence and occurrence (in class, outside, on the street, at home, in a hostel, in workshops, etc.);

2. According to the degree of projectivity (intentionally created, natural, spontaneous, designed);

3. According to the degree of originality (standard, non-standard, original);

4. According to the degree of controllability (rigidly specified, uncontrollable, controllable);

5. By participants (student-student, student-teacher, etc.);

6. According to inherent contradictions (conflict, non-conflict, critical);

Most situations are communicative in nature (communication situations).

8. By nature (disciplinary, interdisciplinary, general scientific).

Problem situation - a situation that generates a cognitive need due to the inability to achieve a goal using existing knowledge and developed methods of action.

An example of analysis of a pedagogical situation.

Happy birthday to teacher

11th grade. The students congratulate their literature teacher and at the same time the class teacher on her birthday, give her flowers and a gift prepared in advance by the parent committee. The teacher responds to such congratulations with a dry “thank you” and leaves. The children did not understand this reaction and decided to find out what happened. It turned out that the teacher was expecting a completely different congratulation - she wanted each of her students to come up to her, give her some little thing and congratulate her. She accused the children of being inattentive and unloving and decided to give up class management and teaching in this class. After some time, the children decided to apologize to her. She accepted their apology, but many teaching hours were spent trying to normalize the situation. Accordingly, children did not receive the knowledge they needed on some topics.

Grade:

The students showed due attention to their teacher. They congratulated her, although they were not obliged to do so. The teacher mixed her personal relationships with her professional activities.

Forecasting:

The students will lose respect for their teacher. In their senior year, they will be left without proper support from their class teacher. Their performance in literature will decrease.

Solution:

A teacher should not show his emotions so clearly. There is no need to mix professional activities and your own feelings. She needs to pay more attention to teaching children literature, and leave the showdown for extracurricular time.

(Masha L, 2nd year)

Yes... I wonder who behaved childishly here: the schoolchildren or the teacher?..

Actually, in my opinion, to be offended by children for congratulating"Not so”, not very correct. Still, the children tried... Well, if the teacher is dissatisfied with his students, then isn’t this also his fault?

(Irina Khomenko)

Examples of pedagogical situations.

1. The teacher invites the student to the board, asks him to turn to face the class, and himself, standing to the left of the student, asks him questions. Mythologically, it is assumed that the class has every interest in listening to the student's answer. Next, the student at the blackboard begins to vacillate between the need, in terms of etiquette, to answer the person asking the questions and to look at him and at the same time try to look the whole class in the eye.

2. “You know,” says the teacher, “I simply don’t have the strength to make it through the fifth and sixth lessons. I’m so exhausted that I have to assign students independent work or some worthless rewriting, and although I’m ashamed of this, I just don’t know what to do.”

3. I have been working at school for five years. My wife also works at the school. In the 10th "A" grade for six months now, student Lisa K. has been refusing to answer in class and do any tasks that I prepare specifically for her. She is doing well in other subjects. When I come to her house to talk with her and her parents, she defiantly gets up and leaves, despite the protests of her parents. My wife thinks that the girl is in love with me, but this doesn’t make it any easier for me, especially since many high school girls began to look at me “somehow strangely.”

4. Every attempt by a teacher teaching history in grades 5-7 to get students to listen to explanations, complete assignments, and respond to the grades she assigns leads nowhere. The teacher re-read a mountain of literature, consulted with everyone she could, including the school psychologist, but nothing could be changed. The teacher attended many lessons from leading figures, but she was never able to understand why and how they manage to captivate children and find contact with them.

5. 9th grade student Slava K. told the teacher a terrible secret, taking her word of honor that she would never tell anyone about what she heard from him. It was about a very serious criminal offense, and also about the fact that a criminal group forces a teenager to continue along this path. The student assured that if she made any careless movements, she would simply be killed. The teacher is terrified.

6. The teacher took the eighth-graders out of town, into the forest. At first the guys ran, screamed, threw pine cones and branches, then they sat down, resting their heads on their backpacks and bags, and fell silent. They no longer wanted to do anything, move, or speak. When they returned, they complained of boredom and wasted time. What had to be done to stir them up and interest them?

7. The teachers prepared for a long time, together with the student activists, a subject evening on literature, but none of the students showed up for this evening, despite the announcements issued to each of the invitations, the attractive topic of the evening.

8. There is a teacher at school who teaches a special course once a week without grades. His lessons are fun and relaxed, the children have fun, and there is no need to do homework. At school there is nothing but talk about this teacher. The children are crazy about him, all the other teachers have faded and lost their authority. Students use this teacher’s methods as an example and neglect doing homework in other subjects.

9. Eighth-graders agreed to ignore class hours and instead gather almost the whole class at someone’s house and, by special agreement, having prepared in advance, talk about all sorts of interesting things, events, discoveries, and then drink tea and coffee or Fanta and Coke and dance . They don’t invite their class teacher to these feasts, but the parents told the teacher about this, and he thought about it...

10. The child has average abilities, but the family set out to make him a child prodigy. His whole day is scheduled minute by minute; his mother, father, grandparents assigned him to different circles and sections. He is forced to do his homework for 5-6 hours a day, and is scolded for every mistake. In the summer at the dacha, a child must read extracurricular classics, listen to serious music for hours, learn poems by great poets, when guests come, the boy must show them his talents.

11. The teacher found a questionnaire somewhere with the following questions:

Who would you like to be? - Most 9th grade students answered: I don’t know.

What is the most important thing in life? - The students answered: Money.

Why do you need to study? - Answer: So that parents don’t pester.

The students’ answers amazed the teacher, and he decided that something had to be done. But what?

12. A girl fell in love with a classmate, he seemed to answer her at first

reciprocity, but then began to assert himself at her expense, mocking and making fun of her.

13. The teacher tried all the ways to extinguish the spark of curiosity in one inquisitive boy: he called his parents and took him to the principal, but you know he sits in every lesson with his hand raised and strives to ask questions for which there are no answers in school textbooks.

14. The teacher found out that 10th grade students have an average of three tests, two tests, and three oral quizzes per person each week. Students must also read, take notes, or memorize 150 pages of a wide variety of assignments per week. The teacher decided to correct the situation. How this story ends, try to guess.

15. In October, in the 9th "B" grade, the class journal was replaced by another, in which someone wrote all the texts, changing only the students' grades in a strange way: all grades were lowered by one or two points.

(from Rybakov M.M. Conflicts and interaction in the pedagogical process. - M., 1994)

Isolate the problem(s) from the situation

Antisocial behavior that may lead to criminal offenses

Challenging social norms (use: patches, badges, uniforms, white lace-up boots, etc.)

Manifestation of tolerant intolerance towards people of other nationalities, extremism

Possible reasons

Sergei is 15 years old, a teenager. At this age, hormonal changes occur, which lead to changes in the functioning of the nervous system, increasing its excitability and influencing the general mental state of the teenager. Therefore, it can be assumed that at this age Sergei experiences mental or physical overstrain, some various experiences that affect the psychological state of the teenager, this state is expressed in irritability, a drop in productivity at work, aggression, desire, or any physical use of force ( violence).

Based on the external signs given in the situation, it can be assumed that Sergei belongs to the informal “skinhead” movement; representatives of this movement adhere to National Socialist ideology, one of the directions of the skinhead subculture. The activities of skinheads, as a rule, are extremist in nature and position themselves as a national liberation movement and fight for the ideas of superiority of the white, Aryan race, while striving for racial separatism. Cruelty, violence and a certain hatred towards other nationalities also prevail. So, from my assumption it follows that Sergei is passionate about the so-called subculture (skinheads), which also corresponds to age characteristics.

Another reason is also the manifestation of characteristics of a given age, such as the desire to belong to one or another group of one’s peers, for example, a subcultural group aimed at the interests of adolescents; to be among others, to express oneself among the crowd.

Sergei also has an older brother. Nothing is said in more detail about the older brother; it can be assumed that the older brother also belongs to an informal movement, for example, to the skinhead movement or to a subculture similar to this movement. And Sergei, as a teenager, tries to somehow be like his older brother. Or we can also assume that the older brother is well-educated, works, studies, etc. and his parents set him up as an example to his younger brother and Sergei is simply trying to somehow attract the attention of his parents. Show that he is not like his older brother, but an individual personality.

Solution

1. Through class hours, individual conversations, introduce the students of the class and student Sergei to the legislation and responsibility for antisocial behavior and the commission of criminal offenses.

Conduct a series of meetings with people who were members of similar groups, suffered punishment and changed their point of view

Arrange with a colony for minors or with other institutions engaged in the re-education of people who have committed certain acts that resulted in criminal punishment, to conduct a tour and various conversations. Take a tour of a juvenile colony to show that every action has its own consequences, including criminal ones.

2. Conduct events that will introduce the diverse subculture of young people, while discussions are possible, for example, the positive and negative aspects of the phenomenon. To provide an opportunity to see options for young people’s hobbies and the use of their abilities and talents. You can introduce children to peers who have achieved something in their lives. For example, in competitions, youth movements, social projects, etc. You can introduce them to adults who organize youth sections and clubs.

3. Think over class work to get acquainted with the multinational culture of the class, our country, and the world. The main thing is that we are all different, no one is better or worse. We are united and developing together. Each nationality has its own characteristics, merits... which are worthy of attention, respect, and acceptance.

Think over a system of classroom hours for team building, a system of collective creative activities in which everyone could express themselves both individually and in a team. For example, “My small Motherland,” “Holidays of different nations,” “It is not the country that makes the man, but the man the country.”

Situation 2

Since this is said to the whole class, it is necessary to sacrifice time from the lesson. I think the children will wait to see how the teacher will react to this insult, humiliation, and the uselessness of this subject. It is pointless to continue the lesson, since such statements cannot be left unanswered, because the situation in this lesson will only get worse.

Let's start like this:

-Who else thinks that?

The children still raised their hands.

– Do you want to agree with you, if I now PROVE to you that you need this subject, even if there are no entrance exams for this subject, but it provides something more than just the need to study those subjects that are considered mandatory. Then I will no longer see those who play “Battleship”, sit in ICQ and are not late from the dining room. Well, how do you like the agreement? I’m listening to you, do you agree?”

Situation 3

"For what?" “Come on, better table!” etc. Teacher: “Well, no, they didn’t want a table, we’ll make a reminder, we had to think right away.”

Grade

The teacher demonstrates to the students his weakness of will, self-doubt and some fear of the students themselves. The guys may not yet fully realize this, but any of them is capable of feeling it.

Forecasting

If such situations are repeated, there will be no talk of any discipline in the classroom, just as there will be no talk of respect for the teacher. Such open indulgence of the desires of the children is unjustified and, in the end, will affect the educational process itself, the quality of education and the attitude of students towards their teacher.

Solution

When planning work in a lesson, the teacher must initially decide which type of task is best suited for consolidating the material. And if he deviates from what was planned, then this decision should not be motivated by the fear that the students will not like the lesson and the teacher. In this situation, if during the lesson the teacher suddenly decided to replace one task with another, then the children need to explain the reason for this change. For example, the words: “Yes, you are right, we won’t have time to compile a table, we’ll just make a reminder,” would make it clear to the children that the change of tasks is motivated, and the teacher’s actions are not controlled by them or his whims. In addition, it seems to me that the teacher should make it clear to his students that whining and such a tone are unacceptable in the lesson.

Situation 4

In front of the teacher is not only his group, but also the group of the sick teacher.

The guys behave disgustingly: they speak loudly, swear, throw notes, airplanes, etc., and are rude to the teacher (but carefully, not directly).

One boy in particular stands out.

The teacher, trying not to pay attention, conducts the lesson, from time to time threatening the entire gallery with bad marks, the director and parents.

The next task is to prepare a retelling of the text.

After some time, the teacher asks the noisiest student if he is ready for a retelling. He replies that he can only retell the first sentence.

Teacher: “So I give you a two.”

Student: “No, in that case I’ll tell you again.”

Teacher: “It’s too late. You should have thought earlier"

Student: “Yes, I’ll tell you again.”

This squabble continues for several more minutes, as a result the teacher gives a bad mark, and the student, cursing at her, slams the door.

The teacher, without saying anything, continues the lesson.

Grade

There is a whole bunch of pedagogical situations taking place here, and it is clear that the relationship between the teacher and the students of the second group has long been neglected. But if we talk about the latter, the teacher openly vented his anger.

The injustice of such an act also lies in the fact that instead of giving a “two” for behavior (which would have been at least fair), the teacher preferred to give a “two” for knowledge (or rather, for ignorance), without giving the student opportunity to even respond.

Punishment is fair only if it is at least a punishment for a real wrongdoing. The teacher made it clear to the student, and to the class, that even if she was powerless in some way, she was capable of winning back in another situation, taking advantage of her position.

The boy left humiliated, with a feeling of deep injustice, angry at his own powerlessness and hating the teacher to the depths of his soul. A lesson for the whole class: revenge is completely acceptable and all means are good.

Forecasting

The mutual hatred of the teacher and this student will intensify even more. Such situations will continue to be repeated. Neither this boy nor the entire class will have respect for the teacher.

Solution

The teacher should have asked for a retelling if the student decided to try. You can calm down a student who is greatly interfering with the lesson by giving him some task that is quite difficult for him, for which he will receive a grade at the end of the lesson.

Situation 5

The teacher asks the student who is reaching out to start reading the text. The boy stutters, and the more he worries, the more he gets worse.

There is a hitch.

The teacher waits for a while, watching the boy’s attempts to overcome the first word, and then begins to shout that he probably didn’t do his homework again, that she, the teacher, is tired of such sloppiness and she will most likely call her parents.

Grade

A teacher’s raised tone is always unacceptable, and especially in this situation, especially since everyone knows about this student’s stuttering.

Forecasting

This student is always active in class, but stuttering naturally embarrasses him. Every time he delays an answer like that, he feels slightly guilty.

As a result of this incident (and similar ones), an inferiority complex may develop even stronger, the student will withdraw into himself and stop working in class.

In addition, since a clear injustice has been committed against him, this will also affect the teacher-student relationship. The children from the class who are present, although they feel that the teacher is acting unfairly, perceive this style of communication with their classmate as the norm. Children generally tend to laugh at a person who stands out from their group, and if the teacher also allows himself to laugh at such a person, then real bullying can begin in grades 7–8.

Solution

If the first word causes such difficulties, then it would be better for the teacher to read it himself, without focusing on it. If the teacher is calm, the student will calm down, and reading will go better.

Situation 6

- Dima, why do you need it?

Lowering his eyes, the boy admits that he really likes his classmate, but he doesn’t dare talk to her at school. Maybe it will work over the phone? How to proceed?

Grade

The situation is quite delicate. On the one hand, I really want to help a shy boy, on the other hand, giving a girl’s phone number means acting incorrectly towards her: you never know how this could end. The teacher is faced with a difficult task that requires an inventive solution: he needs to help the boy and not cause inconvenience to the girl.

Forecasting

In this situation, the main thing is not to make mistakes. It is incorrect to give a girl’s phone number without asking questions, as the child’s parents or the girl herself may not like it. It is useless to distract the boy from this idea and switch his attention to something else: if the child has decided to take such a step (ask the teacher and ask), then he is unlikely to simply refuse. Not giving a phone number (saying that you don’t have one) and leaving it at that is also wrong: the child may lose trust in you once and for all.

Solution

The best thing a teacher can do is tell the boy that you don’t have a phone, but you will try to help him in some way. This will build your child's trust in you and allow him to take his mind off the idea of ​​a phone call and think of other ways to build a friendship.

From the next lesson, you can put this boy with the girl he likes under any pretext (for example, he can’t see well from the last desk, and the girl is sitting close). Another option is to give a boy and a girl a joint educational task, to involve them in a common cause, which will allow them to get to know each other better, and perhaps become friends.

Situation 7

When the teacher calls him to the board, he only hesitates and stammers, afraid that everyone will just laugh at his answer. The teacher just sighs, reproaches and gives a 2.

Forecasting

A weak boy, bullied by the ridicule of his students, needs outside support and encouragement. Otherwise, he will develop an inferiority complex, he will remain a poor student, a backward student and will grow up to be a weak, insecure person, embittered at the whole world. The rest of the children mistakenly believe that they have the right to mock others, weaker ones, and do not realize that they need to help their peers. They develop selfishness and cruelty.

Solution

To create harmony of relationships in the class in this situation, the teacher needs to support the weak student, help him express himself on the path of personality development. To do this, you need to give the student a special task, for example, a creative task, an introduction, the result of which can arouse the interest of the whole class. This will help the boy open up, show his dormant abilities and untapped possibilities. Or maybe he’s not weak at all? For the same purpose, he can be seated more often at a desk in pairs with different children, so that they get to know the outcast student better.

Situation 8

Teacher's actions

The teacher, trying not to pay attention, conducts the lesson, from time to time threatening the entire gallery with bad marks, the director and parents. When the teacher asks the noisiest student to retell the text, he refuses, but when the teacher threatens to give him a bad mark, he immediately changes his mind and even expresses a desire to complete this task. However, the teacher does not give him such an opportunity. An argument begins. It continues for several more minutes, as a result the teacher gives a bad mark, and the student, cursing at her, slams the door. The teacher, without saying anything, continues the lesson.

Forecasting

The mutual hatred of the teacher and this student will intensify even more. Such situations will continue to be repeated. Neither this boy nor the entire class will have respect for the teacher. The boy left humiliated, with a feeling of deep injustice, angry at his own powerlessness and hating the teacher to the depths of his soul. A lesson for the whole class: revenge is completely acceptable and all means are good.

Solution

In this situation, the teacher openly vented his anger.

The injustice of such an act also lies in the fact that instead of giving a 2 for behavior (which would have been, at least, fair), the teacher chose to give a 2 for “knowledge”, without giving the student the opportunity to even answer.

Punishment is fair only if it is at least a punishment for a real wrongdoing. The teacher made it clear to the student, and to the class, that even if she was powerless in some way, she was capable of winning back in another situation, taking advantage of her position. She should have asked for a retelling if the student decided to try. You can calm down a student who is greatly interfering with the lesson by giving him some task that is quite difficult for him, for which he will receive a grade at the end of the lesson.

Situation 9

Forecasting

This student is always active in class, but stuttering naturally embarrasses him. Every time he delays an answer like that, he feels slightly guilty. As a result of this incident, an inferiority complex may develop even stronger, the student will withdraw into himself and stop working in class. In addition, since a clear injustice has been committed against him, this will also affect the teacher-student relationship. The children from the class who are present, although they feel that the teacher is acting unfairly, perceive this style of communication with their classmate as the norm. Children generally tend to laugh at a person who stands out from their group, and if the teacher also allows himself to laugh at such a person, then real bullying can begin in grades 7–8.

Solution

A teacher’s raised tone is always unacceptable, and especially in this situation, especially since everyone knows about this student’s stuttering. If the first word causes such difficulties, then it would be better for the teacher to read it himself, without focusing on it. If the teacher is calm, the student will calm down, and reading will go better.

Situation 10

The teacher loses his temper. He tries to find out who initiated this idea, threatens to give bad grades and call his parents to school.

Forecasting

In this situation, students try to test the teacher and see what emotions and actions he will perform. If the teacher starts to panic/scream/threaten the director, this will cause protest and negative attitude from the students. The teacher will lose the trust and respect of the students, since he succumbed to provocation, and the children, not yet realizing, but feeling that the teacher can be easily provoked, will continue in the same spirit.

Solution

The teacher could treat this with humor, smile and express his attitude to the situation, dwelling on the positive and negative aspects. Possible phrases: “I like that this situation shows that you as a class are united, true to the idea, with such a sparkling sense of humor” or: “I won’t ask, look for the one who came up with it - what’s done is done - let’s Let’s extract useful points from this for ourselves - let’s try not to follow the “herd mentality”, but let’s each take care of ourselves.”

Another option (if the situation in the lesson allows), you can consider such a continuation of the situation, in which you can trace the speed of reaction and ingenuity of the teacher. For example, the teacher may respond by innocently making fun of the students and laughing with them. This will strengthen the relationship between the children and the teacher.

Situation 11

The teacher began to scold the children, accuse them of disrespect for themselves, forced them to hang up the posters, and in the end they would get what they were seeking.

Forecasting

The teacher will not gain the respect of the girls by swearing and threats, but will only lose authority. Since children, when committing such actions, expect just such a reaction from the teacher. It will serve as an incentive for them to continue the bullying. After all, any teacher is in danger of having a nervous breakdown if they continue to react in this way.

Solution

Lesson option. As if nothing had happened, the teacher begins the lesson and begins to explain the material. The rules are very complex, they are not in textbooks, and copying is inconvenient. Many students do not have time to copy the diagrams into their notebooks. At the end of the lesson, the teacher gives a ten-minute test to initially consolidate what has just been completed, while removing the diagrams. The teacher’s reaction turned out to be unpredictable, but at the same time reasonable and logical. Firstly, the students themselves created tension during the entire forty minutes of the lesson, as a result of which they fidgeted and became restless during the explanation of the material, when they could have written down the rules from the teacher’s words and written an independent work without using a poster. Secondly, the teacher very competently demonstrated who was in charge in the lesson, and according to whose scenario the lesson unfolds: she did not swear or shout, but silently shamed the students, showing them their actions from the point of view of an intelligent and calm person.

Situation 12

The teacher comes up and finds out that the boy broke the girl’s new player, which she brought to school. The boy assures that it happened by accident. And the girl demands money for a broken thing or a new player.

The teacher scolded the girl for bringing an expensive thing to school, giving it to a classmate, and now she blames him.

Forecasting

The psychologically comfortable environment in the classroom largely depends on the behavior of the teacher, whose task is not only to instill in children knowledge within the framework of the educational program, but also to teach them to be more tolerant of each other and try to compromise. The authoritarian behavior of a teacher in such a situation is unlikely to become a good example for students; moreover, the number of interpersonal conflicts in the class will increase, which can lead to confrontation between students or between teacher and student.

Solution

The teacher could talk confidentially with the children, convince them that it is better to sort things out calmly, rather than starting quarrels, and find a solution to the problem that would satisfy everyone, for example, try to find a person who could fix the player. In my opinion, the best solution to the problem is to persuade the children to reconcile without any conditions or compensation, but if this option does not suit the girl’s parents, then you should talk with the parents of both students so that they resolve the issue of compensation on conditions that would suit both sides.

Situation 13

The bell rings. The teacher asks everyone to leave the class, and Vasya to stay and solve the example. But the students do not leave, but surround Vasya, who is standing at the blackboard. The remarks are heard: “Are you really stupid,” “This is elementary,” etc. As a result, this begins to irritate Vasya, and he asks the teacher to ask the others to leave the class.

The teacher approaches the crowd and looks at the board: “Ay-ay-ay Vasya. You can’t even copy an example correctly from a textbook.” The students start laughing, and Vasya grabs his briefcase and runs out of the classroom.

Forecasting

Vasya hoped for help from the teacher, but she did the same as the others, that is, she laughed at him. Most likely, she did not want to offend the boy and did not say this out of malice. But, knowing Vasya’s explosive nature, she could have guessed the ending of this situation.

Vasya was offended by the teacher and his classmates because they did not help him in a difficult situation. At the next lesson, no one remembered this incident. But perhaps Vasya will not help his classmate in the same situation, but will laugh along with the others.

Solution

If you were the teacher, you could ask the other students to leave the class and be left alone with Vasya. Ask him to calm down, concentrate, find the mistake and solve the example, or ask him to stay in the office to help erase the board, lay out the notebooks (for example), so that he calms down a little. Since he could start a fight with the offenders.

Situation 14

To his bewilderment, the teacher replies that he made many mistakes. The guys stood up for him and asked him to give him a “5”, but the teacher remained unconvinced. The child was offended.

Forecasting

The current situation will not affect the attitude of other students towards him (the guys will not change their good attitude towards him). And the boy will decide that the teacher is unfairly picking on him, and his trust and good attitude towards the teacher will be shaken.

Solution

This situation arose due to the fact that the personal relationship between the teacher and the child collided with the business one. The teacher did not point out specific errors during and after the student’s response. He expected that he would answer well and receive a high mark. It is necessary to name the mistakes that he made, voice them, so that there is no feeling that the teacher is biased. When answering, he used specially prepared illustrations, so you can ask additional questions and give you the opportunity to get a good mark.

Situation 15

The teacher looks at the cartoon with interest and says:

– Since it was drawn very well, I’m sorry to erase it. Let the artist put it on paper first. I commend the talented cartoonist.

Forecasting

In this situation, the teacher demonstrated his maturity. He did not take this caustic cartoon as his personal insult. He did not take offense at the child's prank. He did not look for the culprit and did not try to shame him. He avoided fruitless teachings and moralizing. Instead, he encouraged creative initiative and showed respect for art. This reaction from the teacher allowed the children to see the teacher’s strength, his self-respect, and restraint. They saw that they did not have the power to influence the emotional state of the teacher, and next time they would not have the desire to do so.

Solution

A talented and wise teacher never evoked negative emotions in his students. He was always polite and frank with them. This situation could have arisen due to the general mood of the class (the class was tired, the class wanted to misbehave, they wanted to prove themselves, to attract attention), which could not find another outlet for their emotions, could not find another way of self-realization. No complaints were made directly against the teacher. This behavior of the teacher (calm interest, interested calmness) disarms and pleasantly amazes the children. Using a positive example, they learn to respond to life situations in the future, learn to respect other people, the work and efforts of other people.

Situation 16

Teacher says:

- We have little time. Use your mind if you have one.

Having seated the boy, who blushed with shame, the teacher continued the lesson to the friendly giggling of his classmates.

Forecasting

It is not pedagogical to expose a student to ridicule. A slow student cannot be corrected with sarcasm, and mental activity cannot be stimulated with mockery. These kinds of situations breed hatred and encourage revenge. Such a selfish teacher will never be able to create an atmosphere of good cooperation and pleasant creativity in the classroom, which is especially important in fine arts lessons.

Solution

It is not the child’s fault if the structure of his brain does not allow him to draw quick conclusions or quickly and clearly respond to the question or situation posed.

These are structural features of the child’s body, and not its deficiency.

The teacher showed his tactlessness, showed his power over the children.

A wise teacher knows and takes into account (try to take into account) the characteristics of his students, directing the course of the lesson in the right direction. To a hesitant and doubting child one might say:

– Yes, it’s really not easy to decide. It's hard to make a choice. There seems to be something in both drawings that you like. Choose what your heart tells you.

Such an answer would give the child time to think and choose what he really liked. And his decision would come from the heart, it would be sincere. The teacher apparently forgot that aesthetic taste cannot be instilled in a non-aesthetic way.

Situation 17

This problem can be solved like this:

“Ilya (or whatever the child’s name is), let’s come to an agreement. You’ll put your phone away now, because I need to continue a new topic, at the next lesson you’ll be writing a test on it together with everyone else, and I don’t think you’ll get a good grade if you listen to it now. And I would really like you to have an excellent grade in my subject, and your parents would be very pleased to see you happy. And what do you think?"

Situation 18

Solution

There are many exits and approaches. If this happened once, then you can say this: “I’m not very pleased that you are late for my lesson. Let's do it this way. Please finish your bun in the corridor and then come in. But let this be the first and last time. Agreed?".

If this is already part of the system, then a set of rules needs to be defined that states that if students are late, they will receive extra homework.

Situation 19

Solution

You need to find out from the student why he thinks this way and talk to him about this topic.

Situation 20

Solution

The teacher should ask the student why, listen to him and try to prove that he needs to do this task.

Situation 21

Solution

The teacher must find out why the student doubts himself. If necessary, conduct an additional conversation with parents.

Situation 22

Solution

You can try to explain to him using real-life examples that mathematics is necessary and without it, at least for today, he simply will not receive a certificate. Also find out whether the math teacher may be biased towards the student, and therefore he does not want to teach his subject.

Situation 23

Solution

First, you need to talk to your child and find out the real reason why he doesn’t go there. Secondly, you need to talk with the class teacher and the teacher who teaches this subject.

Situation 24

Solution

The teacher should have a serious conversation with the student, find out whether he deliberately does not take the notebook because he did not do his homework, or because he is absent-minded. Also talk to parents so that they make sure that the student takes all textbooks and notebooks.

Situation 25

– What year did your grandmother start first grade? This is not an easy task, but I am sure, the teacher said, that you can solve it yourself.

– My grandmother is now 50 years old.

– How old was she when she went to first grade?

– The same age as me, 7 years old.

- Okay, how can you find out how many years have passed since your grandmother went to school, if she is now 50 years old, and she started school at the age of 7?

“She went to school at the age of 7, which means,” the kid reasons, “she went to first grade—subtract 7 from 50—43 years ago.” Subtract 43 from 1998 and you get 1955. Hurray! I know what year my grandmother went to first grade - in 1955.

- Well done! You reasoned correctly and successfully completed such a difficult task.

Questions and tasks

1. When does acquired knowledge become personally significant and personally perceived?

2. What is the relationship between a first-grader and his studies, himself and his grandmother?

3. What principles guided the teacher?

4. What can you say about the atmosphere in the lesson?

5. What type of relationship with students is the teacher focused on?

Justify your answer.

Situation 26

After a few lessons, the new teacher suggested that Yura study extra after school. Once, in a moment of frankness, he told her: “Ekaterina Alekseevna, don’t work in vain.” Don't waste your time. Nothing will help me. I won’t be able to keep up, I’ve known this for a long time. I'm incapable.

- How do you know?

- Everyone says like that.

- And you believe in this?

- I believe...

- You'll have to prove the opposite. Have you heard the expression: whoever wants, will achieve it? And you can achieve it. You just need to work hard. Let's get busy.

They studied diligently for a whole quarter. And so Yura received the first B in Russian. It was well deserved. The boy responded well in class and completed the written assignment correctly.

The next day, Yura’s mother came to the teacher.

– Please tell me, is it true that my son received a B in Russian?

- Is it true. He began to study better.

– Ekaterina Alekseevna, you can’t imagine what happened at our house yesterday.

Yuri comes running from school and shouts from the doorway:

- Four! Four!

“I didn’t immediately understand what was going on. I ask: what four?

– The teacher gave me a B in Russian.

Success inspired the teenager. Since then, Yuri began to study harder not only in Russian. There were, of course, mistakes. But he was already doing well in Russian and went to class with interest.

Questions and tasks

1. What is the basis of Yura’s success?

2. Evaluate the teacher’s pedagogical actions.

3. Does the above fact confirm the statement of V. A. Sukhomlinsky that “learning is not a mechanical transfer of knowledge from teacher to child, but first of all human relationships”?

4. Name the main mechanism for changing Yura’s attitude towards learning.

Situation 27

- Ciao, mommy. I'll come at six. “And my daughter ran out into the street.

“On the bus, when we were driving home, Marina and I saw empty seats, immediately sat down on them and began talking about what happened at school today. At the bus stop, an elderly woman came in and stood right next to us; she had two full bags in her hands.

“Girls,” I hear someone say, “you should give way to a woman with bags.”

- Here's another! – we answered sharply.

- Yes, the youth have gone...

- Well, they started...

We were so carried away by the conversation with Marina... And then everyone immediately began to educate us, talking to us in a rude tone. We also did not remain in debt.

At eight o'clock in the evening, my mother, father, and I, dressed up, knocked on the door of our new neighbors.

“Please, you’re welcome,” the door opened, and my feet were rooted to the floor. “The same woman from the bus stood on the threshold, and on the table there were treats from those same heavy bags...”

Questions and tasks

1. What idea did the neighbor get about the manners of Tanya and her friend when they met on the bus?

2. What might the neighbor think about Tanya’s family?

3. What does it mean to be a well-mannered person?

4. How could this story end, in your opinion?

Situation 28

“It seems to me that I can answer the question: why don’t my peers especially want to achieve something, do something, try for something.

This “something” does not exist for us... If we had lived during the war, we would have been different. Then everything was clear to everyone - either you are an honest defender of your Motherland, or you are a traitor. Now what to protect, who?

Questions and tasks

1. What do these judgments indicate?

2. Compare judgments and draw conclusions.

3. What can be said about the value orientations of young people?

4. What pedagogical advice can be given in the first and second cases?

Situation 29

Father (O): Sounds like you want to know what you need to do to get boys to like you?

D. Yes. It seems to me that for some reason they don’t like me, and I don’t understand why?..

A. You can't understand why they don't like you.

D. Well, let’s say I don’t talk much. I'm afraid to talk in front of boys.

A. So in the presence of boys you feel constrained and find it difficult to relax?

D. Yes. I'm afraid I'll blurt out something that will make them think I'm a fool.

A. You don't want them to think you're stupid?

D. Of course. And when I am silent, I do not take any risks.

A. It is, of course, safer to remain silent.

D. Yes, but it doesn't do anything for me because it makes them all think I'm boring.

O. Doesn't silence give you what you want?

D.: It doesn’t. Perhaps we still need to take a risk?!

Questions and tasks

1. What conclusion can be drawn from the content of the dialogue?

2. What style prevails in the relationship between father and daughter?

4. What is the role of parents in preparing children for adulthood?

Situation 30

Questions and tasks

1. What psychological characteristics of adolescence determine Katya’s judgments and actions?

2. How can I help Katya solve her problems?

3. What influence does the process of self-knowledge have on a person’s upbringing?

Situation 31

- Excuse me please! We had a previous lesson in the same office, but after the lesson I had to call home, I ran to the lesson before the bell rang, in a hurry and grabbed your notebook.

“It happens, but next time try to be more attentive,” the boy said in response.

Questions and tasks

1. What does this situation tell you?

2. What information do you receive about the upbringing of a boy and a girl?

3. Can we say about them that they are well-mannered? Why?

Situation 32

But a month or two passed, and Sasha increasingly entered the classroom alone. The teachers paid almost no attention to this circumstance. But one day in a physics lesson, after Sasha’s fascinating answer about the philosophical significance of the theory of relativity, the teacher invited him to prepare a report on this. Sasha refused. The refusal itself did not bother the teacher; time to prepare for final exams was worth its weight in gold, and perhaps her proposal violated his plans. But, wanting to soften the refusal, he suggested: “I don’t understand what the point is in such a report?!” It is you, the teacher, who already imagine my capabilities, but for them,” he nodded (and quite politely) towards the class, “this is of no use.” Everyone can and should search for themselves...

Questions and tasks

1. What information about Sasha’s value orientations did you receive from this situation?

2. What style of relationship between Sasha and the students in the class, between Sasha and the teacher is visible in this situation?

3. What can you say about Sasha’s self-esteem?

4. Is it possible to determine the teacher’s line of behavior from these sketches?

Situation 33

Questions and tasks

1. Give an assessment of the young man’s behavior.

2. What does every person need to know about communicating with people?

3. What could be the reason for this type of behavior in a young person?

4. What would you do if you were in the company of such a person?

Situation 34

– I know exactly where I won’t go: to become a teacher - I don’t want to spoil my nerves; I won’t go into chemical production, because dealing with chemicals can cause you to lose your health; I won’t go to the factory, because there you will turn into a robot, doing mechanical and monotonous work. I want my work to be healthy and interesting. I wanted it to be related to animals and a lot of travel.

“Then you need to go work at the circus!” - exclaimed my friend and added, - but for me - as long as I get decent money.

I thought for a long time afterwards. I doubt if I have the talent for the circus. Maybe your friend is right, and if there is no calling, you need to think about making money?

Questions and tasks

1. What are the motives for choosing a profession for girls?

2. What method of pedagogical influence was used in this situation?

Situation 35

Vera is a small, thin girl. She is already a pharmacist. It’s a pleasure to listen to her talk about her profession:

“Medicines for children,” she says, “are very responsible.” The slightest mistake, and it’s even scary to think what could happen... They could get poisoned. I almost got poisoned myself, I tried so hard... She rattles off names of medications and recipes. The guys laugh:

– It’s impossible to speak Russian with you, everything is Latin and everything is about medicine.

“So this is my job,” she smiles. Among the graduates is another future physician, Alla P. She will be a dentist.

- Alla, why did you go to the dentist?

– Marina decided, well, I’m with her.

- And how do you like it?

– Nothing, just a lot of, you know, different unnecessary items. Well, at least English. Why does a dentist need English? In general, I want to go to dental college. I'll be a technician.

– From university to technical school? But why?

– I got tired of studying, and then we did an internship at a clinic, so I learned that a technician can earn more than a doctor.

Questions and tasks

1. Compare two positions regarding the choice of profession.

2. What criteria for evaluating work do girls use?

3. How do you understand professional self-determination and creative self-realization of a person?

Situation 36

– Now read another story on the next page!

– There are no more pages!

- Why not?

- We finished the book!

- Completely finished!..

– Then close the textbook... And let’s talk: what did he teach you?

– He taught reading and writing!

– Taught me my native language... How to speak correctly! Gave me knowledge!

– He taught us to be kind, to be friends!

- Respect your parents!

- Be polite!

– It has a lot of funny and cheerful drawings!

– There are also puzzles, crosswords, tongue twisters!

– I really love this book! When you allowed me to take her home, I put her under my pillow and she slept with me!

- And I showed it to everyone, including the neighbors!

- Now put your heads down on your desks! Close your eyes! – the teacher lowers his voice. – I feel like you loved your first book, right?

“Yes,” the children whisper.

– And you probably want to say kind words of gratitude to her?

“Yes,” the children whisper.

“So think about what words you would use to express your gratitude to her.”

Questions and tasks

1. What pedagogical tasks does the teacher solve in this situation?

2. What concept or learning model does this passage demonstrate?

3. What patterns are observed by the teacher in organizing pedagogical interaction in the lesson?

4. What features of the teacher’s pedagogical activity does this situation indicate?

Situation 37

Gena (G.): I took it first! And he came and took it from me. Let him give it to me!

Father (O.): I see that you really have a problem with the truck. Maybe we can go into this room and talk? I would like to help you discuss this problem.

G.: I want a truck! Give me! Dad, let him give me the truck!

O.: Gena, do you want the truck returned to you?

G.: But I took it first!

O.: Gena, do you think that you should have the truck because you took it first? Petya, you heard. What solution does Gena propose?

P: What else can he offer? The main thing for him is to insist on his own.

A: Gena, Petya says that he doesn’t like your decision, because in this case you will win and he will lose.

G: Okay, I'll let him play with his cars until I get tired of the truck.

A: Petya, Gena suggests another solution - while he plays with the truck, you can play with his cars.

P: And then he will give me the truck?

O.: Gena, can Petya be sure that you will give him the truck after you’ve played enough?

G.: Okay. I won't play for long.

O. Petya, Gena says that everything will be fine - he won’t deceive you.

P. Well then, okay.

A. I hope you have solved your problem now, don't you?

Questions and tasks

1. Analyze the situation and identify the causes of the conflict.

2. What principles did the father follow in guiding the process of resolving the conflict between his sons?

3. What attitude does the father demonstrate towards one and the other son? What is it expressed in?

Situation 38

Parent: Do you need your car but can't find it?

Child (runs around the rooms, looks under the sofa).

Parent: There’s no car there.

Child: Where is my car?

Parent: Maybe your car is lying around among the toys in the closet?

Look.

Child (runs to the closet with toys, throws everything around, but doesn’t find the car there and again looks expressively at his parents).

Parent (is silent and pauses, giving the child the opportunity to take the initiative in the search).

Child (runs to the kitchen and finds his typewriter under the table): Here it is!

Parent: Well done! You found your car yourself.

Questions and tasks

1. Analyze each answer option and the parent’s actions.

2. What features of the parent’s behavior and what nature of the developing relationship with the child does this situation indicate?

3. What type of upbringing is visible in this situation?

Situation 39

As a rule, the reasons for all his conflicts boiled down to the following:

“I was pushed”, “I was called a name”, “I was not invited”, etc.

Grandparents came to visit, they lived abroad and therefore had not seen their grandson for almost eight years. My grandfather, a retired military man, observed the behavior of Edik and his daughter-in-law for several weeks.

After another incident, the grandfather decided to talk with his grandson alone:

“I want to talk to you not only about this incident, but about your life in general.” You are already fifteen years old, and you must understand in what cases you should call your mother for help, in what cases you should turn to her for advice, and in what cases you should not involve your mother in your affairs at all. Look how selfish you are: you worried your mother to tears, but in general, you could have sorted it out without her.

And further. You understand that your mother will not always be there, and you must be able to protect yourself, defend your interests, analyze what happened and the future yourself. Well, today, if you thought that you were right, then why didn’t you ask the teacher to explain why your grade was lowered? And you put your mother forward, complained to your mother about the teacher. After all, you are already old enough to express any request, claim, or question yourself.

You will have to solve very difficult problems in life: be able to judge other people, be able to defend your honor, the honor of your family, be able to stand in the way of a bully, defend the honor of your girlfriend, be able to defend the Motherland. And you need to learn all this now.

A week ago I heard you and your mother talking about a conflict with a classmate. You said that your friend was wrong. But how did you react to this: you started spitting, scratching, running after your mother...

This mother should already see in you protection, her assistant. And you're acting like a baby!

Let's agree that if something happens, you won't bother your mother, but come and consult with me, and together we'll first think about how best to proceed.

And one more condition, you are a young man and let’s develop the will to do and decide everything for ourselves. Build character! After all, you are the grandson of a military officer!

If it gets difficult, I will always help you. Agreed?

Well, let's go have dinner, mom and grandma have been waiting for us.

Questions and tasks

1. Describe the type of family relationship that has developed between mother and son.

2. What is the parenting style of your mother and grandfather?

3. What do you see as the difficulties of family education?

4. What pedagogical mistakes should we beware of?

Situation 40

- A trip now costs a lot of money. However, you will receive this ticket for free. I give you 2 days to get ready. In truth, I am obliged to give this ticket to the best student in the school, but now you will get it. Here's your profile. Read.

– Do you agree with this characterization? The boy lowered his head and muttered “no.”

- Yes, you're right, it says what you should become. Why am I doing this? I'll explain now. I really like you, you are a smart and strong guy. But I need to give you right now the opportunity to change yourself before it’s too late, and in the new environment it’s a little easier. No one knows you there, and you will be able to show your best abilities. Of course, I risk my honor, my dignity, maybe even my position and place of work, by believing in you. Therefore, if you lose your temper and commit a bad act, it will be a betrayal. And remember: while no one at school should know about this, it is your and my secret. And I’ll talk to the teachers myself.

Vadik stood in front of this graying man, dumbfounded and amazed.

As the director walked the teenager to the station, he hugged the boy and said:

– I believe in you and hope that you will not commit treason. After 10 days, the first letter came from Vadik addressed to the school director:

“...a week has already passed. I’ve never stolen anything and I’ve never smoked – I’m holding on... So sleep well (for now!). I’ll make up for everything later at school.”

Literally before his arrival, the director received another letter from Vadik. He apologized for the last words of his letter, which were more of a “tribute to the past.” There were also the following lines: “Vasily Petrovich, every day I struggle with myself and repeat to myself: “I will not commit betrayal.”

It would be an exaggeration to say that upon arrival at school, Vadik became a completely different person. Of course, he changed, somehow matured and became more restrained. It was clear that he had experience of self-education, valuable moral experience of good behavior, experience of patience and endurance, experience of trust and friendship with a wise and intelligent person.

Questions and tasks

1. Evaluate the director’s pedagogical find.

2. Name the methods used in educational work with Vadik.

3. What helped the teacher choose the right decision regarding Vadik?

4. What is the role of the teacher in the process of self-education of a teenager?

5. How does self-education affect personality development?

Situation 41

– It’s not clear why this story is needed at all? And what a problem if someone doesn’t know in what century Tutankhamun ruled, on whose name one can break one’s tongue. Chemistry or physics are a different matter; you don’t waste any effort or time on them.

- Why did you speak out? - his friend Kostya reproached him during recess. - Now he’ll fly in. Mother, just wait, they will call you.

– But if I really don’t like history! - Kolya got excited.

“He doesn’t like...” Kostya mimicked mockingly. - Do you think I love you painfully? Science is not ice cream to love. You don’t love them, but you have to study them, understand? Go and apologize to the teacher. I got excited, I said, I said too much, sorry.

“But I really don’t like history.”

“And I’m not scolding you for this, but for your stupidity.” You never know who doesn't like something. Don't forget, soon they will write characteristics about us.

Questions and tasks

1. Analyze the dialogue between Kolya and Kostya.

2. What mistakes are there in education?

3. How do you think this situation will continue?

Situation 42

Daughter (D.): Today I was called to the head teacher.

Mom (M.): Yes?

D.: Yeah. Svetlana Ivanovna said that I talk too much in class.

M.: I see.

D.: I can’t stand this old woman. When it itches, Galya and I tell each other jokes.

M. (raises his eyes from knitting to his daughter)….?

D.: After all, teachers are not chosen. Of course, I'd better accept it.

For some reason there are more bad teachers in our school than good ones, and if I quarrel with each of them, I will not be able to go to college.

It turns out that I am making things worse for myself.

(During this remark, the mother does not say a word.)

Questions and tasks

1. Explain the mother’s behavior and its influence on her daughter’s future attitude towards teachers and school.

2. Do you agree with the mother’s reaction to her daughter’s words?

3. How would you react to such words?

4. Does silence have an educational function? Give your examples of the educational (positive and negative) impact of silence on human behavior.

Situation 43

Questions and tasks

1. How can we explain this attitude of students towards their classmates?

2. What style of relationships between students is formed in such conditions?

3. What conclusions should the teacher draw?

4. How can Ira feel in such an atmosphere?

Situation 44

– Can I draw not a cup, but something that I have never seen? - he asked.

-What do you want to draw? – the teacher was surprised.

“Eucalyptus tree,” the boy said thoughtfully.

“Draw,” the teacher agreed.

The boy sat silently for some time and looked ahead. Then he raised his hand again.

Can I draw something that only a few have seen? – he turned to the teacher again.

“Please explain what this is,” the teacher said with interest.

“Blue bird,” the boy said very seriously. The whole class creaked their pencils diligently. But after a while the boy raised his hand again.

“I would like to draw something that no one has ever seen,” he said quietly. - Can?

- For example?

“Mammoth, when he wakes up,” the boy said guiltily.

- Mammoth? – the teacher asked, looking at him carefully.

“Mammoth,” the boy sighed.

“Well,” said the teacher. – In the end, you can have a mammoth. You need to decide quickly, Sasha, otherwise the lesson will end soon.

And indeed, five minutes later the lesson ended, and Sasha was still left with a blank sheet of paper from a beautiful album.

Questions and tasks

Situation 45

– Since the child’s soul is revealed more fully not in the classroom, but in some extracurricular activities and in the process of communication, then only the master teacher who is fluent in communication techniques can make the life of a student interesting.

– We must teach a child to learn throughout his life and constantly work on himself, enriching himself spiritually – this is the main thing for a teacher.

– Culture, outlook and intelligence are important indicators of a person’s quality as a teacher.

Suddenly Natalya Mikhailovna took off her glasses and, in a tone indicating that the teachers’ statements had somehow hurt her pride, said loudly:

“And I believed and still believe that the main thing in a teacher is conscientiousness.” – And after a short pause she continued. “For twenty-five years now, I’ve been the first to come to school and the last to leave.” I give all of myself to my children. You need to give your all to children - that’s what makes a teacher a Teacher!

“But you still need to have something to give to the children,” one of the teachers added.

“So I, of course, together with my colleagues, brought into life several hundred boys and girls. Two academicians, three doctors and five candidates of sciences grew up from them, and there are countless engineers, doctors, teachers,” Galina Arkadyevna intervened in the conversation.

- Galina Arkadyevna, how many people didn’t you save? – the young biologist asked her a question.

– What do you mean – you didn’t save it, from what or from whom did you not save it? – the colleague did not immediately understand the question.

- Well, how many of these thousands of graduates are those who drank themselves to death, or ended up in the dock, or, although they didn’t commit a crime, became a bad person? – the biologist did not let up.

- Yes, you are right, Tolya. I never counted those I couldn't help. I, like others, have always been pleased to work with strong, capable, bright guys who themselves wanted to learn.

Questions and tasks

Which interlocutors do you think are right? Give reasons for your answer.

Situation 46

– You said you don’t have to cut it! - a remark from the class.

The student stands at the blackboard, waits and does not write.

“Write,” the teacher demands again.

- What are you writing? - he snaps angrily. There is laughter in the class.

- Who will go and write? - the teacher addresses the class - Shuvalov addresses the blackboard. Talk!

Questions and tasks

1. Describe the actions of the teacher and students.

2. Name the mistakes in the teacher’s actions.

3. Suggest ways to solve this problem.

Situation 47

One evening, as their family was getting ready to go out for a visit, tensions reached their breaking point. Everyone was waiting for the eldest daughter to get dressed. She stayed in her room for over an hour, trying on clothes and looking at herself in the mirror.

Afraid that they would be late, her father finally knocked on the door.

- What?!! – Marina shouted shrilly from behind the door.

– Marina, we are all waiting for you, are you ready? We may be late,” said the father.

- I'm not going! – Marina shouted.

- Why? What's the matter? – the father asked calmly.

- I'm sick of this junk. I'm like an old woman in it. I'm tired of not having anything to wear. Why don't you and mom never buy me anything? I can't stand my clothes! I hate her!

She began to sob. There was a long pause. The parents didn't know what to say. Really, what could they say? They strived to give the children the best, but now it turns out that this is simply not enough. Their hearts were torn that their daughter was unhappy. They felt like failures who had nothing more to give her, and they didn't know what to do.

Questions and tasks

1. What is the role of socio-economic factors in a person’s upbringing?

2. Analyze the behavior of the parents and Marina.

3. How to resolve this conflict? What is the most appropriate action for parents in this situation?

Situation 48

Around midnight, Ira came home cheerful and happy.

-Where have you been hanging out? Who gave you permission to come home so late? If you are in the 11th grade, have you decided that you are already an adult?.. You would rather study than disappear into nowhere! – the mother reprimanded in her hearts.

“Mom, why are you so worried, I was with Seryozha at the disco at his school,” the girl tried to defend herself.

– With what else Seryozha? With this? – she snatched a photograph of the young man from Ira’s diary. - I'll show you how to party before final exams! – she screamed and angrily tore Sergei’s photograph to shreds.

- How dare you! – the girl screamed in turn, rushing to collect the pieces that had scattered around the room. Having picked them up, she closed herself in her room with tears.

Questions and tasks

1. Analyze the dialogue between mother and daughter.

2. Evaluate the behavior and actions of the mother and daughter.

3. What to do to relieve tension in the family?

4. How should parents feel about the appearance of the first feeling in their children (boys or girls)?

Situation 49

On this day after classes, Tamara Stepanovna said:

- Everyone get ready. Tomorrow is the test....The next morning Kolka resorted to his usual trick. He wrinkled his shirt and hung it back. And... whined:

- Mom, my shirt is wrinkled!

- So what?

- Like what, pet it!

Mom took the iron and set it to heat.

But Kolka whined again:

- My head hurts!

The mother took the thermometer and gave it to Kolka, and she went out into the kitchen. Kolka waited until her steps in the corridor died down. Looking around furtively, he took a towel from the table and, wrapping a thermometer in it, applied it to the iron. After holding it there for a while, he took out the thermometer and put it under his arm. When she returned, mom just clasped her hands in surprise.

- Increased! Where did you catch such a cold? You won't go to school. Get to bed quickly. I'll call the doctor now.

Kolka, holding back a smile, climbed into bed. The doctor listened to Kolka, examined him, took his temperature, and said:

- The boy is completely healthy. The temperature is normal. Mom was surprised:

– Half an hour ago the temperature was so high, but now it’s not! Let him lie down today and go to school tomorrow.

Questions and tasks

1. What characteristics of the boy are manifested in this situation?

2. Is it really that bad if a boy shows creativity?

3. What information does this situation provide about the school and parents?

4. How would you behave if you were your mother?

Situation 50

Questions and tasks

1. What should a teacher do in such a situation?

2. Suggest possible options for the teacher’s actions in such a situation.

Situation 51

“Hey, Tanya,” a classmate called her. - Drink, relax, shake yourself up. Tanya reluctantly took the can of beer from Anya’s hands and took a long sip. The beer tickled her throat.

A handsome young man walked nearby. He had been attracting her attention for a long time. He took her hand.

-Are you Tanya? – he asked quietly.

- Yes! – she answered, pleased that she was recognized.

After this meeting, the party began to seem quite good to her. At first they chatted about various trifles, and then Alexander invited her into another room.

Flattered, Tanya followed Alexander. She felt like the beer had gone to her head, she was a little dizzy, but she wanted to be with Alexander.

There was a strange, unfamiliar smell in the room. Alexander introduced Tanya to his friends. They didn't seem to notice the girl, but she was touched by the guy's concern. Then they handed him some strange-looking cigarette. She was half the size of normal. Alexander sighed with satisfaction and thanked his friend. He took a deep drag.

“Great,” he said and handed Tanya a cigarette.

- What is this? – she asked. There was laughter in the room...

“Are you sure she belongs here?” – asked one of the guys.

“She’s fine,” Alexander answered confidently. - OK, try. It's marijuana, don't be afraid, you'll feel great.

Tanya was very scared. How could she do this? She knew she shouldn't do this... but she really liked Alexander. He'll never even look at her again if she doesn't try.

- What's the matter? – Alexander asked. - At least try it, everyone smokes it, it can’t be that harmful.

“Just bring it to your lips and inhale, take a puff,” one of the girls advised.

“Come on, try it... you’ll like it,” everyone persuaded her in one voice. Tanya took the cigarette and took the first puff.

Questions and tasks

1. What is the power of influence of the environment on a person?

2. Which person is strongly influenced by the environment?

3. Assess Tanya’s behavior.

4. What is the pedagogical meaning of this story?

Situation 52

- It’s okay, school will start - he won’t have free time to walk with them. “And comrades will appear,” the father reassured the alarmed mother. However, the school year began, and Dima became even more attached to his dubious friends, began to skip classes and entire school days and, worst of all, took up smoking and alcoholic beverages. He responded to all his parents’ demands:

- Yes, I am like this! What can I do with myself? I feel good with them! Leave me alone.

Questions and tasks

1. Analyze the behavior of Dima’s parents.

2. What would you do if you were his parents?

3. What and who can help Dima in this situation?

Situation 53

“Put on your coat,” says the mother, “This jacket is too light for this weather.”

- Don't want! - the daughter answers.

“We both don’t want you to catch a cold, do we?” Is not it? - says the mother.

- Understand, I am sincerely worried about you. Please put yourself in my position and advise me what to do with such a child?

- Okay, let me put on a sweater under the jacket.

“Wonderful,” the mother agrees.

Questions and tasks

1. Analyze Katya’s behavior.

2. What would you do if you were her parents?

3. What methods and techniques of education did Katya’s mother use?

Situation 54

- I won’t, that’s all!

The teacher did not become indignant and threaten various punishments, but only said:

- Let's calm down. Sit down, let's talk. Don't you want to be on duty?

- Don't want.

- But you are not alone in the class. Another 23 people. And everyone is on duty, because everyone’s duty is to help the cleaner, who cleans the entire school. And in any class of our school, the children take turns on duty. What kind of special are you? Everyone is on duty, and you say, “I won’t.” Think about how the guys will look at you. And you yourself: after all, that means someone has to clean up for you once again? Think again, don’t rush, and tomorrow we will return to this problem.

The next morning, Vasily approached the teacher and muttered under his breath:

- I'll be on duty. Just let someone else be on duty with me, not Petrova. And then she teaches and teaches what to do and how to do it. Tired of it.

Questions and tasks

1. Analyze Vasily’s behavior.

2. What would you do if you were a teacher?

3. What methods and techniques of education did the teacher use?

Situation 55

Solution

She made two pedagogical mistakes at once. First of all, if she had taken into account Sasha’s characteristics. (mischievous, arrogant, stupid, cowardly), then she would have realized that it was enough to take the diary and put it on her desk, thereby forcing Sashistimul to work well in class so that the remark would not be written down in the diary. The second mistake is the loss of precious time for the teacher to record a comment and attract the attention of the whole class to the conflict. Since the remark was recorded, Sasha. began to creak even louder, openly mocking the teacher. Barely holding back, she began to shout that she would remove him from the lesson. This was another mistake of the young teacher (she did not get out of the conflict, but aggravated it even more). In this case, the teacher put herself in a position where her authority publicly, in front of the children, falls. A teacher can “afford” such words (“I’ll remove you from the lesson!”) ​​only when he is firmly convinced that the student will obey his demand, when he has great authority and sufficient power.

She should have shown firmness and calmness, and not yelled uselessly at the student, thereby causing laughter from the other students.

Situation 56

Grade:

A weak boy, bullied by the ridicule of his students, needs outside support and encouragement. Otherwise, he will develop an inferiority complex, he will remain a poor student, a backward student and will grow up to be a weak, insecure person, embittered at the whole world. The rest of the children mistakenly believe that they have the right to mock others, weaker ones, and do not realize that they need to help their peers. They develop selfishness and cruelty.

Solution:

To create harmony of relationships in the class (in this situation), the teacher needs to support the weak student, help him express himself on the path of personality development. To do this, you need to give the student a special task, for example, a creative task, familiarity with the result of which can arouse the interest of the entire class. This will help the boy open up, show his dormant abilities and untapped possibilities. Or maybe he's not a weakling at all? For the same purpose, he can be seated more often at a desk in pairs with different children, so that they get to know the outcast student better.

Situation 57

Solution:

1. Offer the girl the role of director in this game to help her friends express themselves. Show that their performances are also worthy of praise.

2. Conduct a conversation with the child aimed at analyzing the negative aspects of the behavior of the heroes of works of art (bragging, offending comrades, etc.), explain that other girls, her friends, also want to play this role. Offer to play in turns.

3. Invite the children not to quarrel, but to distribute roles using lots. It will be fair.

4. Organize a casting for the main role - the fox, select an independent jury (boys, children not involved in this game).

5. Seek advice from your children on how to solve this problem.

Situation 58

Solution:

1. A child with low self-esteem, he is not recognized by his parents. It is necessary to try to increase the child’s self-esteem, offer to participate in competitions, and display his work at exhibitions so that his success is appreciated by parents and children.

2. Conduct a sociometric research method, identify the preferences of this child and try to bring him closer to these children, giving them common instructions, and involving them in joint activities. Give this child a special task, and after its successful completion, a high assessment in order to increase his authority in the group.

3. Work with parents. Help them see and understand the child’s hobbies. Invite them to take into account the child’s opinion when choosing additional education, so that the child is passionate about the activity offered to him, he must have motivation, and not just “because mom said so.” And the whole family can play sports on weekends.

Situation 59

Solution:

1. Ask your child:

- Sasha, whose car is this? You need to give it to the owner.

“I went to visit Nina Ivanovna, taught the kids how to build a garage, and accidentally put it in my pocket,” Sasha cunningly says.

– Go to the kids tomorrow and return the car.

“No, I like her, I don’t have one,” the boy said stubbornly.

“Sasha, maybe this is a home machine, and the baby is crying and looking for it,” the mother convinces.

- No I'm not going. Nina Ivanovna will be angry and say that I stole, no, I’m ashamed.

- Sasha, let’s go together to Nina Ivanovna tomorrow and give her the car, okay?

2. Convince the child to return the car after discussing the situation with the teacher.

In the evening, before picking up the child, Olga Petrovna comes to Nina Ivanovna, talks about what happened and warns about her coming with her son. Nina Ivanovna supports the mother’s line of behavior and when the child returns the typewriter, she happily says:

- Oh, Sasha, you found Dima’s car! And we’ve been looking for her all day, Dima is crying, go quickly, give her to Dima, thank you very much.

3. Mom should take the typewriter herself and take it to Olga Petrovna. Explain the situation to her. But first, talk to your son about the fact that it is not good to take other people’s things.

Situation 60

Solution:

1. Invite Roma, as a true gentleman, to give way to a lady. To say that real men always do this.

2. Invite Lisa not to quarrel, take her things and move to another place.

3. If children often quarrel over lockers, then you can try to “move” them to other lockers.

Situation 61

Solution:

1. Explain the rules of the game before it starts. Discuss safety rules with children. Running children must look ahead and dodge other children to avoid being hit.

2. If a collision occurs, do not place the blame on someone else. Both are to blame, because they did not look forward. Stop the game and calm the children down.

3. Seek help from other children playing to find out how it all happened. Calm down and feel sorry for the children, once again remind them of the safety rules while running.

Situation 62

One day, walking home with her mother, the girl said: “I won’t go to kindergarten tomorrow! They give me tasks that are more difficult than others, so that I don’t know how to answer.”

How should mom react?

Solution:

1. Think about the possible reasons that influenced Sveta’s attitude towards the situation in kindergarten.

2 . Support your daughter: “That’s right, you’re my smartest. And if you don’t know the answer, let’s find out possible sources of information together.”

3 . Note! Perhaps the constant excessive praise of her daughter caused uncertainty in the first failures.

Situation 63

Solution:

Give the child a special role - a prompter. “Your task: to make sure that the children do not forget their words during the performance. If the child has forgotten, you quietly prompt him.”

Conversation with a child before the holiday “How a real artist behaves.”

Get the child interested in other types of activities (club work). Working with parents. Find out how parents feel about this behavior of the child. If parents are aware of the problem, then offer to attend practical classes with a psychologist on the formation of the volitional sphere with the child. Give recommendations “Formation of restraint in preschoolers”, “Areas of application of the ability to quickly, volumetric memorization” (chess, checkers, GO).

If the parent is not aware of the problem, then find common ground on the issues of forming adequate self-esteem.

Situation 64

When mom tells Dima: “Don’t run so far!” - Dima replies: “Don’t worry, mom, I’ll pull you away and hold you in check!”

Solution:

This phenomenon is associated with imperfect mastery of the grammatical structure of speech. A child can give any new word the form that he has mastered. Elements of a child’s conscious mastery of this form trigger children’s word creation.

Situation 65

Nina’s mother, pleased with her daughter’s behavior, often says: “You can do everything with me, you are the best,” “You are the most beautiful.”

But Tanya’s mother, wanting her daughter to be more organized and develop better, says: “All children are like children, only you are abnormal,” “Look how smart Katya is. Everything works out for her, but for you...”

Both mothers wish the best for their children, but which of them will achieve better parenting results?

Solution:

Both mothers compare their children with other children, but the first mother uses a positive comparison, and the second mother uses a negative one. Thus, the “design” of Nina and Tanya’s behavior is different.

If a mother is a confident person, then, as a rule, she praises her child and distinguishes him from other children positively. This helps to improve the child’s social status and occupy a favorable place in the system of interpersonal relationships with peers.

If a mother is an insecure person who feels worse than other people in some way, she will treat her child the same way, passing on her own insecurity to him. The child of such a mother will have a low social status.

In general, it is better to compare the behavior of children with his own, which was yesterday, in the past.

Situation 66

And other mothers say: “You’re still little, listen to what the adults say! What do you understand, if you learn, then you’ll understand!”

Solution:

Some mothers seem to instill self-confidence in the child (“If mom praises me, it means I’m worth something!”). They contribute to the child’s growth, create an active life position in him, and help his self-affirmation.

Other mothers, on the contrary, create self-doubt in the child, he develops anxiety, decreases activity, and develops a tendency toward pessimism. (“If my mother scolds me, it means I’m worthless, I’m bad!”)

Situation 67

Solution:

Try to explain to Misha that shyness is often perceived as unfriendliness, and in order to please people, you need to be more sociable.

Situation 68

Solution:

First of all, the class teacher needs to have a conversation with those students who laugh at Ira. Call them to account for their actions - inform parents that their children are insulting their classmate. Leave it after the lesson so that they can ask the girl for forgiveness.

Situation 69

Solution:

We are not late for lessons. And if you’re late, then... (some kind of punishment that the children themselves choose during class).

We don't use cell phones in class. And if you took your phone during class, then... And so on. But in this case it is necessary to continue the lesson. I think the teacher should say this: “Ilya (or whatever the child’s name is), let’s come to an agreement. You’ll put your phone away now, because I need to continue a new topic, at the next lesson you’ll be writing a test on it together with everyone, and I don’t think you’ll get a 5 if you listen to it now. And I would really like you to have an excellent grade in my subject, and your parents would be very pleased to see you happy. And what do you think?"

Situation 70

Solution:

1. In this situation, you need to ask about what happened yesterday. That is, how children themselves evaluate their actions. If they said: “Nothing!” You could say: “You know, I somehow didn’t notice you all at the last lesson, can you tell me why?”

The most important thing in this situation is to find out the reasons for leaving the last lesson. If children trust you, I think they will tell you everything. It’s not even important that the initiator of the idea immediately raises his hand, it’s important to say it in such a way that he feels ashamed, and the guys can then discuss this action together.

2. The next day, the class teacher poses a problem to the children - 1) this is a disruption of the lesson; 2) consequences - a report from the teacher (whose lesson did not take place) addressed to the director, the subject teacher is upset (they dealt a moral blow, and how will the relationship develop with him later, after all, he will continue to study), the attitude towards the actions of the students from the parallel (that is the class that left should be punished so that it would not be the same for others), etc. These problems, which they created themselves, should be voiced by the class teacher, then the class. the leader poses questions that they must solve, specifically write them down on the board or paper, and gives time to solve them (How do you assess what happened, how to get out of this situation).

Situation 71

Questions and tasks

2. What would you do (in the place of a class teacher or subject teacher) if a child of a non-indigenous nationality (race) arrived in your class?

Situation 72

Questions and tasks

1. Analyze the behavior of children in the classroom.

2. What would you (in the place of the class teacher or subject teacher) do if a similar child arrived in your class).

4. What preparatory work should be done with the class in such a situation.

Situation 73

Questions and tasks

3. How to properly resolve the current situation.

4. What work needs to be done with this student.

Situation 74

Questions and tasks

1. Analyze the behavior of the girl and the children in the class.

2. What would you (in the place of the class teacher or subject teacher) do if there was a similar child in your class).

4. What work needs to be done with this student and class.

Situation 75

Questions and tasks

1. Analyze the child’s behavior.

2. What would you (in the place of the class teacher or subject teacher) do if there was a similar child in your class).

3. How to properly resolve the current situation.

4. What work needs to be done with this student and class.

Situation 76

Questions and tasks

1. Analyze the child’s behavior and its possible causes.

2. What would you (in the place of the class teacher or subject teacher) do if there was a similar child in your class).

4. What work needs to be done with this student.

Situation 77

Questions and tasks

1. Analyze the children’s behavior and possible reasons.

3. How to properly resolve the current situation.

Situation 78

Questions and tasks

6. What is the role of a social teacher and educational psychologist in solving such problems.

Situation 79

Questions and tasks

1. Analyze the children’s behavior and possible reasons.

2. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

4. What work needs to be done with the students in the class.

5. How can parents be involved in solving the problem?

6. Offer a system of preventive and corrective measures to combat bad habits for elementary, middle and high school students.

Situation 80

Questions and tasks

2. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

4. What work needs to be done with the students in the class.

Situation 81

The next day the student again came without homework. The teacher asked the student for a diary to record the comment. The student ran out of the classroom, slamming the door loudly.

Questions and tasks

1. Analyze this situation.

2. What are the possible reasons for this behavior.

3. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

4. How to properly resolve the current situation.

5. What work needs to be done with the student.

Situation 82

Questions and tasks

1. Analyze this situation.

2. What are the possible reasons for this.

5. What work needs to be done with the student and parents.

Situation 83

- Let me seat you so that it is convenient for me to work with you. Those who received a 3 or lower rating, please sit in the row to my right. And those who received other marks, please sit to my left. For what? The fact is that as soon as you no longer get 3, but 5, I move you to another row, and as soon as you start getting grades below 4 again, I move you back. This movement game will clearly show your successes and failures in your studies. Those guys who sit on the right need my help and the help of their classmates more. They must study more diligently and change their attitude towards their work at school and at home.

Questions and tasks

1. What patterns does the teacher take into account when stimulating learning?

2. Is it possible to transfer this technique to teenagers?

3. What is the educational and educational value of such a pedagogical strategy?

Situation 84

When everyone climbed the hill, the teacher said:

– Today we will choose paintings depicting a winter landscape. Whoever of you chooses the most beautiful and can prove to everyone the beauty of this painting will receive a prize - a book about Russian painting.

-Where are these paintings? – one of the students asked.

- They are around us. Take your frame, point it at different parts of the living landscape and see what kind of picture you have in your frame. When you find the most beautiful one, invite us all to look. The students began to look for picturesque corners of the park, drew their frames, expressed delight, and invited everyone to have a look.

Everyone recognized Gena's picture as the best. He managed to choose a view that resembled a road into a gorge.

Joyful and excited by their emerging interest in painting, the children expressed a desire to paint the landscapes they saw.

Questions and tasks

1. What is the teacher’s style of activity and behavior?

3. What is the value of a teacher going beyond the traditional classroom-lesson form of teaching organization?

Situation 85

– Can you explain why you quarreled, what caused the fight? The boys are silent, they look at each other threateningly.

- It's a secret? – the teacher asks seriously.

They nod their heads.

- Then let’s do this, I give you 5 minutes - talk like man to man, only without fists and insults, quietly, peacefully sort out your relationship. And remember, you must enter the classroom stronger friends than you were before, show everyone how you can solve life's complex problems in a civilized manner.

Questions and tasks

1. Is the teacher right? What motivated him?

2. Do you agree with the opinion that in practice a certain idea of ​​“male” and “female” education should be implemented?

3. What decision would you make in such a case?

Situation 86

Before the teacher had time to say this, Kolya, a very hooligan and conflict-ridden boy, was already on the tree. It was clear to everyone that he did this solely out of a desire to disobey, to show waywardness. But, to my surprise, the teacher praised Kolya:

- Look, children, what a great guy Kolya is! Now he will throw pods to us. This praise took Kolya by surprise. But there was no time to think, the guys were already seated under the tall acacia tree, and Kolya began to pick dry pods and throw them. The children vying with each other asked him:

- Kolya, throw it to me... Kolya, throw it right into the hat... The boy got carried away with his work. There was another brave boy who was not afraid of sharp thorns and thorns. And he and Kolya began to compete.

2. When does the teacher’s word produce an educational effect?

3. What should you remember when interacting with conflict-minded people?

Situation 87

And suddenly the teacher remembered the conversation with Vitaly and his friends. It was a meeting on the street, where Vitaly was drawing something on the asphalt. One of his friends spoke about Vitaly’s great drawing abilities. Having found out where this friend of Vitaly lived, the class teacher found Vitaly there too. Having met the teacher unfriendly, Vitaly was surprised by Tatyana Viktorovna’s unexpected offer to help in preparing visual aids for her lessons. To do this, she gave him money to buy paper, paints and other necessary materials.

The next day, at the teacher’s house, Vitaly was making crafts and preparing visual aids. As a result, he began to come to her home every evening with ready-made drawings and tables.

Only at the beginning of the next year, Vitaly asked the teacher to help him return to school, but only to her class.

It’s good that the school administration supported this interest, organizing training for Vitaly according to an individual program, so as not to lose him completely, so Vitaly began to regularly attend school and study hard.

Questions and tasks

1. What methods of pedagogical influence did the teacher use?

2. How can you explain the boy’s affection for the teacher?

3. Which side of human relations was reflected in the story with Vitaly?

Situation 88

Questions and tasks

1. Assess the microenvironment in which the event occurs.

2. Is it possible to judge by this act the spiritual impoverishment of modern teenagers?

3. Who and how regulates relations within the team in such cases?

Situation 89

What are you doing over there? Why don't you listen?? Ksenia Vitalievna attacked him.? You started behaving badly...

So what!? Vitya muttered defiantly.

How do you talk to a teacher? Get up!

Why should I get up? I did not do anything…

Ah well? Well then get out of here!

But I won't go...

No, you'll go...

The teacher, taking the boy by the hand, forced him out of the classroom under the disapproving whispers of all the other schoolchildren.

Questions and tasks

1. Why did the boy’s behavior break down?

2. Analyze the nature of the teacher’s pedagogical influence on Vitya. 3. Give a psychological explanation and instrumentation for the methods chosen by the teacher.

4. What was the teacher’s pedagogical mistake?

Situation 90

Questions and tasks

1. Analyze the situation from the perspective of the teacher, the student in the class, and the administrator.

2. What is the possible reason for this behavior of students?

3. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

4. How to properly resolve the current situation.

5. What work needs to be done with the student.

Situation 91

Questions and tasks

2. What is the possible reason for this behavior of the student?

3. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

4. How to properly resolve the current situation.

6. Is the teacher right in the above situation?

Situation 92

Questions and tasks

1. Analyze the situation from the point of view of the teacher, the students in the class, and the administrator.

2. What is the possible reason for the behavior of students who have not shown proper hard work.

3. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

4. How to properly resolve the current situation.

5. What work needs to be done with the student.

Situation 93

Questions and tasks

1. Analyze the situation from the point of view of the teacher, the students in the class, and the administrator.

2. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

4. What work needs to be done with the student.

Situation 94

– What to do with Valery?

- And what happened?

“I stopped attending physical education classes, failed to show up twice for the training of the school basketball team, and a week later for the city competition. When we meet, I ask him a question: “Don’t you value the honor of the school?” - And he answered me: “I stand for the honor of society!”

Questions and tasks

1. Analyze the situation from the point of view of the teacher, Valery and the administrator.

2. What would you do (in the place of the class teacher or subject teacher, director) if you had a similar problem at school).

3. How to properly resolve the current situation.

4. What work needs to be done with Valery and other students.

Situation 95

Questions and tasks

1. Analyze the situation from the point of view of the teacher, the students in the class, and the administrator.

2. What would you (in the place of the class teacher or subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

4. What work needs to be done.

Situation 96

Questions and tasks

3. How to properly resolve the current situation.

4. What work needs to be done with the students in the class.

Situation 97

Questions and tasks

3. How to properly resolve the current situation.

4. What methods and techniques are best to use when working with such a student.

Situation 98

Questions and tasks

3. How to properly resolve the current situation.

4. What methods and techniques are best to use when working with such a student.

Situation 99

The head teacher of the school announced to all classes that the disrupted classes would be held on Saturday - during the second shift. As a result, students quickly realized that disrupting classes was not profitable.

Questions and tasks

1. Analyze the situation from the point of view of teachers, students, parents, and administration.

2. How adequate and correct was the administration’s decision.

3. What work needs to be done with school students to avoid such situations.

Situation 100

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

4. What work needs to be done with the students in the class.

Situation 101

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Questions and tasks

1. Analyze the situation from the point of view of the teacher, the boy and the students in the class.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 103

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 104

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 105

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 106

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 107

– I don’t care what you say. Yulia has A's in all subjects and we don't need a C in some useless physical education that will never be useful to her. I insist on an “excellent” rating. Do what you want, but we don’t need your insignificant and unfair three.

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Situation 108

Questions and tasks

1. Analyze the situation from the teacher's point of view.

2. What would you (in the place of a subject teacher) do if a similar problem arose in your class).

3. How to properly resolve the current situation.

Ministry of General and Professional Education of the Sverdlovsk Region

State budgetary professional educational institution

Sverdlovsk region

"Kamyshlovsky Pedagogical College"

Kamyshlov, 2016

Collection of pedagogical situations aimed at developing ethical behavior / comp. E. Emelyanova - Kamyshlov: GBOU SPO "Kamyshlovsky Pedagogical College", 2016. 17 p.

Reviewer: Ustyantseva L.D. - teacher of pedagogical disciplines

The collection includes a number of pedagogical situations for working with students in grades 2-3, which are solved both in class and outside of class.

This collection can be used by students and can also be useful for primary school teachers and class teachers.

© GBOU SPO "Kamyshlovsky Pedagogical College"

1 section. “Pedagogical situations in the lesson” 6

Section 2 “Pedagogical situations outside the lesson” 10

Section 3 “Pedagogical situations intentionally created” 16

References 20

Explanatory note

We can talk about morality only when a person behaves morally due to internal motivation, when his own views and beliefs act as control. The development of such views and beliefs and the corresponding habits of behavior constitute the essence of moral education.

Based on the Federal State Educational Standard for Primary General Education, the concept of spiritual and moral development and upbringing of the personality of a Russian citizen, and the curriculum of an educational institution, a collection of pedagogical situations has been compiled aimed at developing the ethical behavior of younger schoolchildren.

Each new time poses new challenges for teachers. When raising children, we must turn their gaze to the good, the eternal, the good. Teachers are left alone with the monsters of the 21st century: depravity, cruelty, and the cult of destructive power. In these conditions, teachers must find moral strength, knowledge, wisdom, that pedagogical theory that will help fulfill the task of moral and civic education of schoolchildren, reveal its spiritual qualities, develop moral feelings, instill skills in the fight against evil, the ability to make the right choice, and moral self-determination.

Negative trends among young people continue to grow: indifference, selfishness, cynicism, unmotivated aggressiveness, disrespect for the state and institutions of power are spreading; The crime rate remains high, drug addiction and alcoholism are spreading among young people; The physical and mental condition of young people is deteriorating. Thanks to working with ethical behavior, the following value guidelines will develop: emotional attitude towards kindness, anger, goodwill, conflict, politeness.

Ethical behavior is an integral part of the moral education of children, consisting in nurturing a culture of behavior at home, at school, in public places, and on the street. Ethical education includes: the study of moral norms as a support for the rules of behavior, the formation of concepts about the rules of behavior in various conditions, the development of skills and abilities of moral and ethical qualities of the individual. Through ethics education, teachers teach children how to behave in a variety of settings.

Based on this concept, the following levels of ethical behavior are distinguished:

Level of maladjustment;

Identification level;

Level of individualization;

Level of socialization;

Level of integration.

A collection of assignments is a publication containing various works of one or more authors, as well as various materials.

This manual is addressed to primary school teachers. Depending on the educational goals, the teacher can use these pedagogical situations both in class and outside of class.

Target: selection and systematization of pedagogical situations aimed at developing the ethical education of primary schoolchildren.

This collection consists of 3 sections that can be used in any order:

1 section “Pedagogical situations in the lesson”, in which there are 15 pedagogical situations. Tasks may not be completed in order.

Section 2 “Pedagogical situations outside the lesson”, in which there are 15 pedagogical situations. Tasks may not be completed in order.

Section 3 “Pedagogical situations intentionally created”, in which there are 10 pedagogical situations. These pedagogical situations can be performed both in class and outside of class. Tasks may not be completed in order.

In total, the collection presents ... pedagogical situations.

Practical significance: for students to develop ethical education in younger schoolchildren both in extracurricular activities and during lessons. The teacher also uses the material to develop ethical behavior.

1 section. “Pedagogical situations in the classroom”

Situation 1. “Spoiled picture”

What's that noise? They immediately say:

- He drew in the picture...

- He ruined her!..

Yes, now I see: the boy is at the blackboard, near the picture that we just looked at in class. He looks up and is tensely silent. And he exhales sharply, hotly:

– I...I didn’t mean to, I accidentally...

The boy cried loudly...

Questions:

Situation 2.

The table you're sitting at

The bed you sleep in

Notebook, boots, pair of skis.

Plate, fork, spoon, knife,

And every nail

And every house

And a loaf of bread -

All this was done by labor,

But it didn't fall from the sky...

(V. Livshits)

Questions:

Why should people's hands be looked at with respect and hope?

Is it possible to justify those people who break and spoil what others have created through hard work?

What do you think, what does someone who does not take care of their own or other people’s property think about?

Situation 3.

GRANDFATHER MAZAI AND THE HARES

Old Mazai chatted in the barn:

"In our swampy lowland

There would be five times more game,

If only they didn't catch her with nets,

If only they didn't force her down.

Hares too - I feel sorry for them to the point of tears!

Only the spring waters will rush in,

And without that, they are dying by the hundreds,

No! not enough yet! men are running

They catch them, drown them, and beat them with hooks.

Where is their conscience?.. I'm just getting firewood

I went in a boat - there are a lot of them from the river

In the spring the flood comes to us, -

I go and catch them. The water is coming.

I see one small island -

The hares gathered on it in a crowd.

Then I arrived: their ears were chattering,

You can't move; I took one

He commanded the others: jump yourself!

My hares jumped - nothing!

The oblique team just sat down,

The entire island disappeared under water...

(N. Nekrasov)

Questions:

Why does Grandpa Mazai feel so sorry for the hares?

How does he relate to the nature around him?

Situation 4.

ABOUT THE HURRY MARTEN AND THE PATIENT TIT

The hasty Marten began to cut a silk sundress for summer. Blooper! All the silk was shredded and cut into shreds. And not like a sundress - a scarf cannot be sewn from these scraps.

The patient Tit began to cut an apron from canvas. He’ll figure it out here, he’ll figure it out there, he’ll move it here, he’ll move it there. She figured everything out, calculated everything, drew everything, then took up the scissors. It turned out to be a good apron. Not a single scrap was wasted.

Marten was amazed. He looks at the apron and is jealous:

– Where did you learn cutting and sewing, Sinitsa? Who?

– My grandmother taught me to sew.

- How did she teach you?

- Yes, very simple. She told me to remember five magic words.

- Measure seven times and cut once.

Questions:

Why did Titmouse get a good apron?

What does the proverb mean: “Measure seven times and cut once”?

Situation 5.

The teacher distributes primers to the children. One student silently returns the book to the teacher. The teacher, showing the ABC book to the children, asks:

– Why did Igor return the primer to me?

- It's torn.

– What needs to be done to make the primer pleasant and usable again?

“It needs to be repaired and treated with care.”

Questions:

Who thinks differently?

Who will advise Igor what he should have done?

Situation 10.

Several students play Battleship during class. . .

Since this is said to the whole class, it is necessary to sacrifice time from the lesson. I think the children will wait to see how the teacher will react to this insult, humiliation, and the uselessness of this subject. It is pointless to continue the lesson, since such statements cannot be left unanswered, because the situation in this lesson will only get worse.

Let's start like this:

Who else thinks so?

The children still raised their hands.

Would you like to agree with you, if I now PROVE to you that you need this subject, even if there are no entrance exams for this subject, but it provides something more than just the need to study those subjects that are considered mandatory. Then I will no longer see those who play “Battleship” and are not late from the dining room. Well, how do you like the agreement? I’m listening to you, do you agree?

Situation 11.

Several students were 15 minutes late for class.

The teacher asks: “Why are you late?”

Students (chewing buns as they go): “We were in the cafeteria.”

Questions:

Aren't you ashamed to take time away from the lesson?

Did you do the right thing? Why?

What should you do in this situation?

Situation 12.

The student tells the teacher: “I forgot to bring my notebook again (to do my homework, etc.).” - How should the teacher respond to this?

Questions:

Do you think it's right to go to class without a notebook?

Why did you forget your notebook?

What should you do to not forget about your notebooks?

Situation 13.

The student came to class and sat down in his seat without saying hello to the teacher.

Questions:

Guys, did the student do the right thing? Why?

What should you do when you come to class?

Why are we doing this?

Situation 14.

At a literary reading lesson, children study the work of C. Perrault “Puss in Boots”. After reading the first part of the work, the teacher and the children discuss it.

Questions:

Is it right that the youngest son underestimated his cat? Why?

What conclusion can be drawn?

Should you help your friends like the cat did? Why?

Situation 15.

During physical education class, children performed high jumps. One student fails to complete this exercise and therefore the other guys laughed at him. The child was offended and sat down on the bench.

Questions:

Guys, can we laugh at this? Why?

What should be done in this situation?

Will you do this in the future? Why?

Section 2 “Pedagogical situations outside the lesson”

Situation 1. “That’s impossible!”

Here we have a ready-made pedagogical situation. In fact, examples can be given endlessly, but we will analyze, for example, the situation with damage to stair railings, which can be called this: “This is impossible!” The teacher, going down the steps, accidentally noticed how a student was trying to cut the staircase railing with a penknife. Seeing the teacher, the boy ran away, forgetting even his jacket on the playground. The teacher told the child’s mother about everything that had happened, who simply did not believe that her son could do such a thing. She was convinced that her son was not to blame at all, and the other guys did this, because they live in an apartment with perfect order and beautiful furnishings, everyone in the family treats things and furniture with care and attention. When asked by his mother, the son admitted that he just wanted to try his knife in action. Imagine the boy’s surprise and indignation when the teacher suggested that he cut up a table or chair at home. He was simply sure that it was impossible to do this, because his father bought him this table. After reconstructing the picture of this situation, we can proceed to its analysis.

Questions:

Situation 2. "Broken"

Seven-year-old Vadim is crying in the yard.

-What are you talking about?

Rubbing his tears with his hands, he says that he gave the car to the boys to play with, but they broke it... Mom won’t be able to buy another one, she doesn’t have money...

Questions:

Did the boys do well? Why?

Guys, is it possible to break other people's toys?

There are three children in the family where Tanya is growing up. Their mother raises them alone. The girl is careful with her things, textbooks, notebooks... One day she saw her classmate Petya tearing blank sheets out of a notebook and making airplanes out of them.
- What are you doing? Why tear up a notebook, because it costs money?!
- I have a lot of them... I don’t mind... If I want, my father will buy more tomorrow...

Questions:

Is it possible to tear notebooks, because your father spends money on them, not you?

How should you treat your things?

How should you treat other people's things?

Why do you need to do this?

Situation 4. “We need to save paper!”

Children glue books: one cuts strips of paper, two glue them to the covers. Vova, having tried the strip on the book, discovered that it was longer than necessary. The boy casually throws the book and the strip to Masha, who has cut it.

- Why do you throw a book, you’ll tear it! – Masha says indignantly.

-Who cuts like that? You can't save paper, give me scissors, I'll cut it myself!

Questions:

Situation 5.

At the rally on May 9, 2 8th grade students stood on the guard of honor near the monument. Suddenly, a 2-3 grade student runs out of the crowd of students, runs up to the guards and begins to make faces.

Why did the student do this? Did he do the right thing?

How should one behave at such events?

What advice should you give to this student?

Situation 6.

The entire 3rd grade goes to the cafeteria and wash their hands together before eating. One student, without washing his hands, runs to sit at the table. The teacher asks:

Petya, why didn’t you wash your hands before eating?

“And I never wash my hands before eating,” says Petya.

Why? - asks the teacher.

What for? They will still be dirty,” said Petya.

Questions:

Situation 7.

The teacher, walking along the school corridor, noticed how a couple of boys from the 3rd grade were tearing off leaves from flowers that were on the windowsill.

Questions:

Guys, is it possible to spoil plants?

Do you do the same at home?

Is it possible to spoil someone else's work?

How should we relate to the beauty of nature? Why?

Situation 8.

In the morning, upon arriving at school, on the threshold at the entrance, the teacher ran into her students Sasha and Dima. Dima quickly said hello and slipped ahead of the teacher through the door. Sasha, on the contrary, opened the door for the teacher, said hello and let her go forward.

Questions:

Which boy did the right thing and why?

What did Dima observe?

What other rules of etiquette do you know?

Are you following them?

What advice can you give to boys?

Situation 9.

During class breaks, all the children play in the corridor. Oleg and Vika collide while running and run into each other. Vika comes up to the teacher crying and says that Oleg hit her.

Questions:

Did Vika do the right thing? Why?

What should you do in this situation?

What other rules of conduct do you know?

Situation 10.

- Shame on you! - the class teacher reproaches the fourth grader, whom the girl hit with a book and who wanted to answer her in kind, - you’re a man! “Let her not hurt herself,” the “guilty one” mutters in response. “It’s not nice to fight with a girl.” - Why is she the first to climb... - He’s his again! - the teacher laments - She hit, but what am I... - And you step back, be a knight! - What more! - the boy raises his surprised eyes at the teacher, - she’s fighting, but what am I... - Yes, you finally understand! – the teacher is indignant... The boy leaves the teacher’s room without becoming a “knight” and without understanding why the class teacher scolded him. “Don’t let her climb in,” he says, opening the door and wiping away tears with his sleeve.

Questions:

Why did the boy never become a “knight”?

Did he do the right thing and why?

What should the boy do? To a girl?

How should you behave towards girls and boys?

Situation 11.

The whole 3rd grade is going on a hike for the whole day. All the way, the girls diligently carry their heavy bags, and the boys run happily next to them, not even trying to help the girls.

Questions:

Are the boys doing the right thing?

What should boys and girls do?

How should you behave on a hike? Why?

Situation 12.

Competitions are held in the basketball section. The boy, who missed the hoop and as a result the team lost, begins to throw the ball and laugh.

Questions:

Guys, is it really possible to do this?

What should be done in this situation?

Let's name the rules of behavior with the ball?

Situation 13.

One day, the 3rd grade boys and their teacher went on an excursion to the museum. The guys were very interested, and they listened carefully to the guide and looked at the exhibits. But a couple of boys from their class did not listen to the guide and ran from one exhibit to another, loudly discussing them and laughing.

Questions:

What did the boys do? Why?

How should you behave in a museum? Why?

What rules of conduct in public places do you know?

Situation 14.

Children of 2nd grade together with their teacher planted flowers in the school plot. As soon as the flowers began to sprout, the girls were very happy, and then the boys came and trampled them.

Questions:

Did the boys do the right thing?

Is it possible to spoil flowers?

How should we treat nature?

Can they help the girls? How?

Situation 15.

At the drawing circle, the children had to draw the Russian flag. All the guys who go to the club got to work. One of the students sat frowning without starting to work.

Why didn’t you start work? - asked the teacher.

Because I don’t like our country, I want to draw the flag of another country,” the student answered.

Questions:

Section 3 “Pedagogical situations intentionally created”

Situation 1.

The teacher asks the previously prepared students to come to the board and asks each pair to make bird feeders. The first pair of children happily begin to make the feeder, and the second pair of students say:

Questions:

Is it right that the guys refused to make feeders? Why?

Why do we need to feed birds?

What else can we do for birds besides feeders?

Situation 2.

Pre-prepared children read the work “Fedorino’s Grief.” Then there is a discussion with the class.

Questions:

Situation 3.

During a relay race in a physical education lesson, one of the students lost, as a result of which he, offended, sits on the bench and sits there until the end of the lesson.

The teacher asks: “Why didn’t you continue playing with the guys?

“I can’t do it, I won’t play sports,” the student answers.

Questions:

Why doesn't the boy want to play sports?

Is it necessary to play sports? Why?

What can we advise a boy to develop a sports spirit?

Situation 4.

During class time, the teacher asks the students in what years the Great Patriotic War took place. Most of the class raises their hands and answers the question; the remaining children sit without raising their hands. The teacher asks one of them.

Don't you know when the war was?

No, it was a long time ago and I’m not interested in it,” one of the students answers.

Questions:

Guys, is it right that the boy is not a patriot of the country? Why?

What can you do to develop a sense of patriotism?

What can we advise the boy?

Should you love your country? Why?

Why should we be patriots?

Situation 5.

A pair of students read part of the work expressively and discuss it.

Look at your hands, my friend... Look, my friend, at your hands, look at them with respect and hope. After all, everything that surrounds you, everything that has been built, erected, mined in the world - the table at which you sit, and the desk in the classroom where you study, and the window through which you look at the white light, and the roof above your head, and everything you are wearing, and the page on which these words are printed, and the bread, without which you cannot live a day - everything, absolutely everything was made by human hands. They are controlled by pen and hammer. They hold the steering wheels of ships and the steering wheels of cars, shovels and microscopes. They are able to carefully place a piece of sugar in your cup of tea and a heavy brick in the foundation of a new house, extract a pearl from the depths of the sea and a thorn from your finger. Both a baby's rattle and a soldier's rifle can be handled by human hands. They can accurately throw the ball into a basketball basket and a rocket to the moon.

Questions:

What is this talking about?

Is work important for a person? Why?

Should we protect the work of others?

Do you like to work? How do you work?

Situation 6.

A 4th grade student grossly violates discipline. After conversations with him, the class teacher and school administration assure that this will not happen again. But when you leave the classroom door, everything starts all over again. This behavior has been going on for quite some time...

Questions:

Is the student behaving correctly? Why?

Why do you think he is breaking discipline again?

How should you behave at school? Why?

What should you advise the boy?

Situation 7.

One day a teacher went on a hike with 4th grade students. The teacher checked everything as expected, but after walking 500 m, he decided to check again: at Olya’s. It turned out to be a heavy backpack (she took 4 kg of potatoes), it “cut” her shoulders. After consulting, the guys decided to give the potatoes to the boy who had the lightest backpack. But this boy, Vova, immediately and sharply refused. The boys were unanimously indignant at his refusal, then Vova ran as fast as he could, two boys ran after him, but did not catch up, and he returned home. We took his backpack and moved on. We relaxed, had fun...

Questions:

Did Vova do the right thing? Why?

Do you need to help your comrades? For what?

Do you like to help? Who are you helping?

Situation 8.

The teacher asks each of the students to write down their moral qualities, before explaining what morality and moral qualities are. Then comes the discussion.

Questions:

Situation 9.

During recess, two 3rd grade students decided to read a book with fairy tales. Tanya was the first to take the book, Olya also wanted to read the same book. Olya approached Tanya’s desk:

Tanya, give me this book,” Olya asked.

No, I won’t give it to you, I took it first,” Tanya answered.

If you don’t give me the book, I’ll take your pen,” Olya said.

Questions:

Guys, what can you say about girls?

Is it good to be greedy? Why?

What should each of the girls do?

Do you like to be greedy? Why?

How should you be towards your friends? For adults?

Situation 10.

A 3rd grade teacher and her students planted flowers in the school plot.

After lessons, one of the students gives the teacher one of the flowers they planted today.

Why did you pick the flowers that the girls planted today? - asked the teacher.

“I wanted to please you,” the student answered guiltily.

Thank you, but don’t do that again,” the teacher replied.

Questions:

Bibliography

1. Morozova I.O. Activities of the class teacher in shaping the moral behavior of younger schoolchildren. Smolensk, 2001. URL: http://www.e-ng.ru/pedagogika/deyatelnost_klassnogo_rukovoditelya_po.html

The concept of spiritual and moral development and education of the personality of a citizen of Russia / Danilyuk A.Ya., Kondakov A.M., Tishkov V.A. - 2009. - p.5

Moral education of children in a modern primary school. URL: http://diplomba.ru/work/100466

Tasks and pedagogical situations: A manual for pedagogical students. Institute and teachers / V. L. Omelyanenko; L. Ts. Vovk, S. V. Omelyanenko - M.: Education, 1993.

Tambovkina T.I. Pedagogical situations // Primary school. 2006. No. 16

Godnik S.M., Spirin L.F., Frumkin M.L. and others. Pedagogical situations in the education of schoolchildren. Voronezh: VSU Publishing House, 1985.

The concept of moral conflicts.

Plan

Lecture 6. Moral conflicts and ways to resolve them.

1. The concept of moral conflicts.

2. Types of conflicts (give examples of pedagogical situations and pedagogical tasks)

3. Features of pedagogical conflicts and ways to resolve them

Conflicts between adults and children, teachers and students are the reality of teaching practice. Conflict– this is the opposition of people, caused by the contradictions that have arisen between them and accompanied by high tension and disharmony of emotional states. Due to the fact that its consequences are stressful conditions for the teacher and children, the conflict should be considered as a violation of moral pedagogical norms of interaction.

V. A. Sukhomlinsky writes about conflicts in school: “Conflict between a teacher and a child, between a teacher and parents, a teacher and the staff is a big problem for a school. Most often, conflict arises when a teacher thinks unfairly about a child. Think fairly about the child - and there will be no conflicts. The ability to avoid conflict is one of the components of pedagogical wisdom and the pedagogical skill of a teacher.

In general, a new section of pedagogical science is devoted to the study of pedagogical conflicts - pedagogical conflictology, authored by V. I. Zhuravlev . In the work “Fundamentals of Pedagogical Conflictology,” the conflict is considered both in the general scientific and pedagogical aspects. Pedagogically conflict is understood as a stress factor.

The following stand out: groups of pedagogical conflicts: conflicts of a didactic nature; ethical conflicts; extreme ethical conflicts (pedagogical violations); discipline conflicts; conflicts in teaching methods; conflicts in interaction tactics; conflicts caused by teachers' tactlessness. They should be combined into the following kinds:

1. Conflicts of activity, arising from the student’s performance of academic assignments, academic performance, and extracurricular activities.

2. Conflicts of behavior (actions), arising from a student’s violation of rules of conduct at school, often in class, and outside of school.

3. Relationship conflicts, arising in the sphere of emotional and personal relations between students and teachers, in the sphere of their communication in the process of teaching activities.

In its development, the conflict goes through certain stages:

Ø the emergence of a conflict situation;

Ø increasing mutual emotional tension between the participating parties;

Ø the emergence of a reason;

Ø the onset of the conflict itself;

Ø positive or negative resolution of the conflict.

Let's look at each type of conflict.

Activity conflicts:

They arise in lessons between a teacher and a student, a teacher and a group of students, and manifest themselves in the student’s refusal to complete an educational task. This can happen for various reasons: fatigue, difficulty in mastering educational material, failure to complete homework, and sometimes an unfortunate remark from the teacher instead of specific help with difficulties in work.

Pedagogical situation:

“There is a mathematics lesson in the 6th grade. Two boys are called to the board, they work on individual cards. Other children complete the task under the guidance of the teacher. One of the boys (Sasha), apparently, has some difficulty in completing the task: he often erases what he has written, looks back at the guys; the second student confidently completes the task. The guys completed the task and commented on it. The teacher checks the boys' assignments at the blackboard. He comes up to Sasha and declares: “Well, he’s always like this, this Sasha!” Look, he doesn’t know anything!” Sasha flushed and shouted angrily: “Well, study yourself!” - and ran out of the class.

The boy explained to the class teacher that he had nothing to do in class. The teacher was outraged by the student’s reaction: before, according to her, he was modest, quiet and was not indignant at such remarks.”

Such situations in lessons regarding academic work can lead to complete disobedience to the teacher and take on the nature of a conflict.

Then the conflict of activity becomes a conflict of behavior and attitude, which is much more difficult to resolve, because it can take on a group character and the teacher will be left without the support of the students.

Conflicts of actions:

A pedagogical situation can acquire the nature of a conflict if the teacher made mistakes in analyzing the student’s actions, made an unfounded conclusion, or did not clarify the motives. It should be borne in mind that the same act can be caused by completely different motives.

The teacher has to correct the behavior of students by assessing their actions with insufficient information about the circumstances and the real reasons. The teacher is not always a witness to the child’s life, he only guesses about the motives of the action, he does not know the relationships between the children well, so mistakes are quite possible when assessing behavior, and this causes justifiable indignation among the students.

Pedagogical situation:

“Three years ago I went on a one-day hike with 4th grade students. I checked everything as expected, but after walking 500 m, I decided to check again: Olya M. had a heavy backpack (she took 4 kg of potatoes), it “cut” her shoulders. After consulting, the guys decided to give the potatoes to the boy who had the lightest backpack. But this boy, Vova T., immediately and sharply refused. The boys were unanimously indignant at his refusal, then Vova ran as fast as he could, two boys ran after him, but did not catch up, and he returned home. We took his backpack and moved on. We relaxed, had fun... In the evening, two girls came to Vova, gave her a backpack and presented her with a bouquet of wild flowers.

The boy was frightened by this attitude, he expected something different, and worried about what happened for a long time.

On September 1, on the way to school, Vova caught up with me with a bouquet of flowers, apologized and said that he was wrong. We got to talking, and I found out why he refused to carry the potatoes. It turns out that when he was getting ready to go on a hike, he kept thinking about how to lighten his load, he didn’t even take the necessary things - suddenly there are potatoes on you! He found it offensive, hence the reaction.

I praised him in front of the guys, revealed the reason for his refusal and saw joy for his comrade in the eyes of the guys.”

Based on the external perception of an act and a simplified interpretation of its motives, the teacher often evaluates not only the act, but also the personality of the student, which causes justified indignation and protest among the students, and sometimes the desire to behave as the teacher likes in order to justify his expectations.

Teachers often rush to take action and punish students, regardless of their position and self-assessment of their actions; as a result, the situation loses its educational meaning, and sometimes turns into a conflict.

Relationship conflicts:

They often arise as a result of the teacher’s inept resolution of situations and, as a rule, are long-lasting.

Relationship conflicts acquire a personal meaning, give rise to long-term hostility or hatred of the student towards the teacher, destroy the interaction between the student and the teacher for a long time and create an urgent need for protection from injustice and misunderstanding of adults.

It is difficult for a teacher to judge the nature of relationships with students in the class: among them there are those who agree with the teacher, neutrals who follow the majority, and opponents who disagree with the teacher.

It is difficult for teachers to experience a conflict of relationships when it occurs not with one student, but with a group supported by students from the entire class. This happens when the teacher imposes his own character of relationship on the children, expecting love and respect from them in return.

Pedagogical situation:

“A young mathematics teacher worked as a class teacher in the 6th grade. There was, as it seemed to her, complete understanding with the guys, she spent a lot of time with them and some of the girls literally followed her, but there were more boys in the class. To the question: “How does she get used to the class?” - she always answered that everything was fine with her, there was complete understanding with the guys. In December, the teacher came to school in high spirits and said in the staff room that it was her birthday. In such an emotionally high mood, she went to her lesson in her class, expecting that the guys would notice her mood and congratulate her. But the expectation was not justified, the guys were silent. The teacher started the lesson, but when she tried to write on the board, the chalk slipped - the board was rubbed with something. The teacher's mood suddenly changed, and she, angry, turned to the class: “Who did this?” The answer is silence. “Ungrateful! I did everything for you, spared no time, and you...” The school administration and parents were invited to the class, and the investigation began into who did this. But the guys stubbornly remained silent. Then the teacher said that they would not go on a hike. The guys remained stubbornly silent. After the holidays the class became unmanageable and the teacher left the school.”

The conflict revealed the children's true attitude towards the teacher: they understood her insincerity in her relationship with them and cruelly demonstrated their disagreement with her.

The relationship between the teacher and students becomes diverse and meaningful, going beyond role-playing if the teacher is interested in the students, their living conditions, and activities outside of school. This makes it possible to realize the educational value of a situation or conflict.