Message discipline in school. Discipline - the territory of freedom or coercion

TOPIC: "Discipline is the key to a successful educational and educational process."

Children not only need order and rules of behavior, they want and expect them! This makes their life understandable and predictable, creates a sense of security.

The question arises: if the guys feel more secure in the conditions of routine and certain rules of behavior, then why do they strive to break these rules and rules? Why do parents, educators and teachers constantly complain about this.

Children do not rebel against the rules themselves, but against the ways they are “implemented” (you must agree that this word, which is familiar to hearing, points to forceful methods).

How to find ways to conflict-free discipline of the child?

There are six rules that help establish and maintain conflict-free discipline in the family.

The first rule: Restrictions, requirements, prohibitions must be in the life of every child.

This is especially useful to remember for those parents who seek to upset their children as little as possible and avoid conflicts with them. In these cases, children grow up as selfish, not accustomed to order, not able to limit themselves. At school, at work, in any company, no one wants to indulge them. With their excessive demands on others and inability to meet others, they remain alone, often met with ridicule and even rejection. And in old age, such “eternally compliant” parents often turn out to be lonely and abandoned.

Rule two: Restrictions, requirements, prohibitions should not be too many and they should be flexible.

This rule warns against the other extreme - when parents believe that it is necessary to defeat a child, it is necessary to break his resistance. According to the principle: “Give him freedom, so he will sit on his neck; will do what he wants.” Here they show a dubious example of behavior "always achieve what you want, regardless of the desires of another." After all, children are very sensitive to the manners of their parents and imitate them from early childhood. So in families where authoritarian, forceful methods are used, children quickly learn to do the same. They, as it were, return the lesson taught to adults, and then “the scythe finds a stone.”

When a parent demands the fulfillment of his desire from the child gently but persistently, often accompanied by explanations with which he, in the end, agrees. And if such pressure is a constant tactic of the parent, with the help of which they always get their way, then the child learns the belief: “My personal interests (desires, needs) do not count, you still have to do what the parents want or demand.”

In some families, this goes on for years, and the children are constantly defeated. As a rule, they grow either aggressive or overly passive. But in both cases, they accumulate anger and resentment, their relationship with their parents cannot be called close and trusting.

Both rules taken together imply a special sense of proportion, a special wisdom of the parent in deciding questions about “can”, “should” and “should not”.

The image of four color zones of a child's behavior helps us to find the golden mean between conniving and authoritarian styles: green, yellow, orange and red (the idea of \u200b\u200bthe zones belongs to one American psychologist).

The green zone is what the child is allowed to do at his own discretion or desire. For example, what toys to play, what toys to give to friends, what circle to join, with whom to play and be friends ...

The yellow zone is actions in which the child is given relative freedom. For example, you can sit down for lessons whenever you want, but finish work by 8 pm; you can walk, but only in your yard.

In this zone, the child learns to internal discipline and the child's non-conflict acceptance of requirements and restrictions should be the subject of special parental care. Try in each case to calmly (but briefly!) Explain what caused your request. At the same time, be sure to emphasize what exactly remains for the child, for his free choice. When children feel respect for their sense of freedom and self-reliance, they are more likely to accept parental restrictions.

Orange zone of action - children who, in general, are not welcomed by us, but due to special circumstances are now allowed. For example, a toddler is frightened by a bad dream and the mother takes him to her bed until he calms down. Do not be afraid of such exceptions, if they are really rare and justified. Children are very grateful to their parents for their willingness to meet their special request. Then they are even more willing to abide by the rules in normal situations.

Red zone - actions that are not acceptable under any circumstances. You can’t beat, pinch or bite mom, play with fire, break things, offend little ones ... This list grows up with the child and brings him to serious moral standards and social prohibitions.

Rule three: Parental demands should not come into direct conflict with the most important needs of the child.

Children need to run a lot, jump, play noisily, climb trees, throw stones, grab everything, open, disassemble, draw, on anything ... - these are manifestations of natural and very important needs for the development of children in movement and cognition. Prohibiting such actions is like trying to block a full-flowing river. It is better to take care to direct its course in a convenient and safe direction.

You can explore puddles, but only in high boots; you can also disassemble the watch, but only if it is old and has not been running for a long time; you can play ball, but not indoors and away from windows; even throwing stones at a target is possible, if care is taken that no one is hurt in the process. Or, if children, while playing, begin to throw heavy toys, it is necessary to prohibit, but allow them to leave soft toys.

For example, abroad in some children's institutions there is a tiled room, especially for drawing on the walls. Each child can draw with a felt-tip pen or paint as much as he likes. After class, the drawings are washed off with a hose and the room is ready for the next group. The kids love this activity and so do the teachers.

Another example relates to adolescence. Starting from the age of ten or eleven, it becomes especially important for children to communicate with their peers. Children often stop obeying their parents and the consequences of this can be dangerous. To avoid complications, parents should be especially careful about the prohibitions “not to be friends”, “not to go”, “not to wear”, “not to participate”.

Teenage fashion is like chickenpox - many guys pick it up and carry it in a more or less serious form, and after a couple of years they themselves are smiling, looking back. But if at this time the parents entered into a protracted conflict with their son or daughter, they will not achieve agreement with their opinions, and they may lose contact and trust completely.

What is left for parents, except for patience and acceptance of the inevitability of "chickenpox"? We need to remain bearers and conductors of more common, enduring values: honesty, diligence, nobility, respect for the personality of another. Note that many of these values can be discussed with a growing child and implemented in relationships with him, and this is the most important gift that he is looking for and hoping to receive in the depths of his soul.

Rule four: Restrictions, requirements, prohibitions must be agreed upon by adults among themselves.

When mom says one thing, dad says another, and grandmother says a third, it is impossible for a child to learn the rules, get used to discipline. He is accustomed to getting his own way by “splitting” the ranks of adults. Relations between adult family members do not get better from this.

Disagreements adults need to discuss without the child. Equally important is the consistency in following the rules. If your child went to bed at 10 pm instead of 9 for two days in a row, then on the third day it will be difficult for you to put him to bed on time, he will reasonably object that yesterday and the day before yesterday you “allowed” him.

It is worth remembering that children constantly test our demands “for strength” and, as a rule, accept only that which cannot be loosened. Otherwise, they learn to insist, whine, extort.

Rule Five: The tone in which the demand or prohibition is communicated should be friendly and explanatory rather than imperative.

Any ban on what a child wants is difficult, and if it is pronounced in an angry or authoritative tone, it becomes doubly difficult.

And to the question “Why not?”, You should not answer “Because I said so”, “I command it so”, “It is impossible and that’s all!” It is necessary to briefly explain: “It’s already late”, “It’s dangerous”, “It can break” ...

The explanation should be short and repeated once. If the child asks again: “Why?”, then this is not because he did not understand you, but because it is difficult for him to overcome his desire. Active listening will help here.

Actively listening to a child means “returning” to him in a conversation what he told, while denoting his feeling. Such a literal sympathy of the parent makes a very special impression on the child.

Important features of the conversation according to the method of active listening.

First, it is very important that your and the child's eyes are at the same level, since your position in relation to him and your posture are the first and strongest signals of how ready you are to listen and hear him.

Secondly, if you are talking to an upset or upset child, you should not ask him questions. It is desirable that your answers sound in the affirmative, since the phrase is framed as a question, does not reflect sympathy.

Often the question “What happened?” a distressed child replies “Nothing!”, and if you say “Something happened ...”, then it can be easier for the child to start talking about what happened.

Thirdly, it is very important to “keep a pause” in the conversation. Do not fill it with your thoughts and comments. The pause helps the child to understand his experience and at the same time more fully feel that you are near. If the child’s eyes do not look at you, but to the side “inward” and “far away”, then continue to be silent - very important and necessary inner work is happening in him now.

Fourth, in your answer it is also sometimes helpful to repeat what you understand happened to the child, and then indicate his feelings.

Sometimes parents have a fear that the child will perceive the repetition of his words as a mockery. This can be avoided by using other words with the same meaning. Practice shows that even if you use the same phrases, but at the same time accurately guess the child's experiences, he, as a rule, does not notice anything unusual, and the conversation continues successfully.

If you did not quite accurately guess the event that happened or the feeling of the child, do not be embarrassed, in the next phrase he will correct you. Be attentive to his amendment and show that you accepted it.

Three results of active listening:

Disappears or at least greatly weakens the negative experience of the child

The child, making sure that the adult is ready to listen to him, begins to tell more and more about himself.

The child, with active listening, moves forward in solving his problem.

Orders and “You are messages” aggravate the child’s resistance. A sentence in which you are talking about a rule is best built in an impersonal form. For example, it’s worth saying: “Don’t play with matches” instead of “Don’t you dare play with matches!”, “Candy is eaten after dinner” instead of “Now put the candy back!”, “A cat’s tail is not to be pulled” instead of “ Stop torturing the cat!”

And the last sixth rule of maintaining discipline: It is better to punish a child by depriving him of good things than by doing him bad things.

True, here you need to have a supply of large and small family holidays, family affairs, traditions (favorite pies that mom bakes on weekends, fishing trips with dad, joint walks).

And to cancel them only if there was an offense, really tangible, and you are really upset. However, do not threaten to cancel them over trifles.

Note that a number of disciplinary actions are manifested in the indiscipline of students. There are two types of indiscipline: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Indiscipline can be presented in such forms as rudeness, insolence, intemperance.

"What are you, he couldn't. My son is a very calm boy. He is never rude to adults." Do parents know what their beloved children are capable of, deprived

parental controls? Why are the actions of children at school so unexpected for fathers and mothers? Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocently accused”. Notes in the diary, calls to school. The most common reason is violations of school discipline by children. How is discipline in our school?

It should be noted that the most difficult situation is observed in the classrooms where teenagers study(“they have a sharp change in mood and behavior”).

An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new teachers is widespread. The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the topic of crime.

This is what often happens behind closed doors of the school. How is it that polite and calm children at home do such things?

How to solve the problem of discipline?

The starting point for the formation of D. is the conviction of the pupils in its necessity and for ensuring the success of common work, for the physical and moral security of everyone.

In almost every class there are so-called difficult students.

Such children constantly start quarrels with classmates, become troublemakers in the classroom, and during an exam test they can look into a neighbor's notebook. In such a situation, teachers are forced to apply disciplinary measures to schoolchildren. Schools tend to impose strict discipline requirements on their students - in most cases, these requirements are set out in writing (for example, published in the school newspaper). It often seems to children and their parents that school discipline is a form of punishment for the guilty, but this point of view has nothing to do with reality. Discipline is good for the child, and compliance with certain rules and norms of behavior is a necessary condition for the effectiveness of the learning process.

Children should be clear about:

how they should behave at school;
what behavior is unacceptable, unacceptable within the walls of the school;
what punishment they can be subjected to if they violate the rules and norms of behavior established by the school.

The American Academy of Pediatrics takes the following view. Children who violate the rules and norms of behavior established by the school, of course, should be subjected to appropriate punishment, but at the same time, teachers should take into account the individual characteristics of each child (temperament, cognitive abilities, mental properties). For example, a child with Attention Deficit Hyperactivity Disorder (ADHD) finds it difficult to sit in one place for hours at a time. Teachers should take this circumstance into account and not make too severe demands on discipline for such a child.
In any situation, the teacher must show respect for the child. Even if he has to be punished, the measure of punishment for the offender should always be chosen taking into account the individual characteristics of his personality. If a child has realized his mistake, if he sincerely strives to improve, do not punish him too severely. As a punishment, for example, you can give the child an additional task in mathematics. In no case, under no circumstances should physical measures be applied to children. And one more inviolable rule: you can not humiliate a child in the presence of peers.
If your child is having discipline problems, you should find out the cause of these problems as soon as possible and correct his behavior accordingly. Your child should be clear about what the school demands of him in terms of discipline.
Sometimes the requirements of the school administration regarding discipline seem to parents not quite justified. In such a situation, you should talk to the teachers or the principal of the school. In the presence of the child, refrain from any critical remarks about the school and its administration. The child tends to imitate his parents in literally everything, so if you show disrespect for the school and its teachers, your child will probably do the same.
If, for example, your child was left in the classroom during a break as a punishment for some misconduct, you may have some bewilderment about this form of punishment - after all, during the break, the child needs to be in the fresh air, play with peers, throw out the excess of accumulated energy . Refrain from any comments - in the presence of the child, you should not discuss the policy of the school administration. Talk to the teacher, suggest that he use other forms of punishment, taking into account the individual characteristics of your child. Parents and teachers should come to some common denominator: both at home and at school, the child must comply with certain, once and for all, established norms and rules of behavior.
If the child has not completed one or another task of the teacher, he should not be detained in the classroom during the break. Depriving the child of the opportunity to play with peers, the teacher will form a negative attitude towards his subject and towards learning in general. In addition, during the break, the child, as a rule, is completely absorbed in the events that take place on the playground, so he cannot concentrate, his attention is scattered. At breaks, the child needs to be in the fresh air, move, play with peers.
Ask teachers and the school principal to immediately inform you of any misconduct by your child. In most cases, *school principals call parents immediately if their child has committed any sufficiently serious misconduct. Some directors, however, believe that younger students can already be fully responsible for their actions, so they try to help the child solve the problem on their own, without the participation of parents.
Thus, if your child has committed some small offense that is not more than a normal childish prank, the teachers may not inform you about it. If your child tells you that he or she was called to see the principal today, call the principal immediately and find out what's wrong. In most cases, teachers and school administration will be able to solve the problem themselves, without your participation, and there is no need to punish the child twice for the same offense.
And finally, one last note: the child's inappropriate behavior at school is often a wake-up call for parents. Think about it: maybe your child is under stress or he just lacks you, your attention, care, affection? Thus, first of all, try to find out what is the main cause of your child's problems. By eliminating it, you will help him cope with all the difficulties that have arisen in his path.

Is corporal punishment used in school?

You probably still have memories of your school years in your memory. Probably, you still remember about the slaps on the back of the head that the director of your school handed out to overly naughty students? Or maybe in your school the guilty were beaten with a ruler?
Unfortunately, corporal punishment is still practiced in many schools (23 states allow corporal punishment of children by law). According to statistics, during the 1993/1994 school year, at least 470,000 schoolchildren were subjected to corporal punishment.
Studies conducted by educators and psychologists clearly show that corporal punishment does not bring any tangible benefit to the child. The American Academy of Pediatrics believes that corporal punishment robs a child of self-respect and is detrimental to their academic performance. Punishment in this case loses its educational value: a child subjected to corporal punishment becomes cruel and aggressive. In contrast, children who have never been subjected to corporal punishment are not prone to antisocial, antisocial behavior.
The school principal and teachers can apply physical measures to students only in the most exceptional cases (for example, if a situation has arisen that threatens the life and health of the child). The American Academy of Pediatrics advocates the complete abolition of corporal punishment in schools in all states without exception. We believe that educators will be able to find other, much more effective ways to manage a child's behavior. We appeal to legislators at all levels (including school councils) with a request to support our initiative.

The order of behavior of people that meets the norms of law and morality that have developed in society. Disciplinary behavior of schoolchildren in the classroom. Relationship between teacher and children. Education of conscious discipline and responsibility. Children and the problem of school discipline.

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middle School of General education

Abstract on the topic: "School discipline"

10-A student

A little about Discipline

DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.

I think the topic of discipline is very close to the topic of authority. The final solution of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, such a view is correct only with a narrow understanding of the term "discipline". If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.

Discipline is essentially organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.

As for the school discipline, which serves to solve the internal problems of the school. At school, however, there is external and internal coercion; the presence of external coercion of children in school gives rise to the question of school discipline, since discipline has always been considered the basic rule of the internal structure of the school.

School discipline is a certain order of behavior of schoolchildren, due to the need for a successful organization of the educational process. Usually there is a distinction between external and internal discipline.

External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.

Internal discipline is the ability of a student to inhibit unwanted impulses, to independently control his behavior. It is based on the assimilation of rules and norms, which acts as an internal need.

The main condition that ensures the disciplinary behavior of schoolchildren in the classroom is a carefully designed lesson. When the lesson is well built, all its moments are clearly planned, if all the children are busy with their work, they will not violate discipline. The child regulates his behavior unconsciously: he is attracted to a situation of interest. Therefore, as soon as the lesson becomes uninteresting, disciplined behavior disappears.

But not every lesson can be made interesting by a teacher, and the secrets of pedagogical skill are not learned immediately. Discipline is needed at every lesson, from the very first day the child is in school. Is there a way out?

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between the teacher and the children.

The main criterion of the type is the position that the teacher takes in relation to the class, organizing and regulating the disciplined behavior of students in the classroom.

In a democratic style, the teacher organizes joint activities with the children to manage their behavior, he is “inside the class”

With a liberal-permissive style of relationship, the teacher does not control the behavior of children, is away from them. Does not set goals for children.

The position of the teacher is expressed, first of all, in what methods of behavior control the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

The method of persuasion brings the norms and rules of behavior to the consciousness of schoolchildren. The child must feel and realize the value and significance of discipline for himself and others.

Look, when you are not distracted and the letters turn out beautiful, and when you turn around and the letters jump.

If anyone wants to ask something, please raise your hand. You can not shout from a place and interfere with comrades. They are busy with work, they think.

The requirement to comply with the rules of conduct in the classroom is usually expressed in categorical forms:

orders: “Everyone sat down!”, “Hands on the desks!”;

prohibitions: “Do not leaf through textbooks”, “Do not dangle your legs”;

orders: “Touched the backs of the desks”, “We work in silence!” "Absolute silence in the classroom."

A benevolent suggestion can accept confidential instruction “Sasha, you are talking and disturbing us”, “Seryozha, I am afraid that because of you we will not be able to solve the problem”, “Kolya, you will spin, you will not understand anything”.

I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. With this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful study. Disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developing.

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student team is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, self-esteem of each member of the team, it is easier to solve the issues of educating students. Effective is the prevention of conflict relations and the prevention of negative actions. Violations of discipline and the requirements of the school regime are more likely to occur where the activities of students are not sufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, which is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not reveal the motives of their negative behavior, knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet is mistreated for lack of perspective, for indifference to his future, then all the work of the teacher is directed to the formation of his faith in this future, in the ability to achieve it on his own. The school loses a lot in the education of conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it was “from the very first day the school should put firm, undeniable demands of society on the student, arm the child with norms of behavior so that she knows what is possible and what is possible, what is commendable and what will not be praised for.” This regulation is determined by the rights and obligations of schoolchildren, provided for by the Law of Ukraine "On Education". Students have all the conditions for studying and working at school, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in the conscious observance of the rules of conduct, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

behavior education student lesson

Children and the problem of school discipline

In this sense, the essence of the conscious discipline of students consists in their knowledge of the rules of conduct and the order established in the school, their understanding of their necessity and the entrenched, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into a personal quality, which is commonly called discipline.

Discipline is the most important moral quality. It is necessary for every person. Whatever schoolchildren become in the future, wherever their life path leads, everywhere they will have to meet the requirements of discipline. It is needed in an educational institution and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

School discipline is hard discipline. It requires the mandatory implementation of the orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.

Violation of discipline at school complicates studies and hinders the preparation of schoolchildren to observe the rules of socialist community life. Undisciplined students often violate labor discipline even after graduation, take the path of hooliganism, offenses that are harmful to society. Therefore, during the school years, a lot of educational work is carried out, aimed at preventing violations of discipline and order.

There is no legal norm in domestic legislation regarding the discipline of a student's labor yet. When considering the problems of observance by students of discipline, they are based on local acts of the educational institution.

It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter just qualify as offenses and are the subject of legal regulation. In accordance with the legislation on education, the legal responsibility of students occurs in the event of illegal actions, gross and repeated violations of the Charter of the institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Ample opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint socially useful activities, work for the common good. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately follow the orders of teachers and bodies of the student body, and learn to mutual responsibility and diligence. Therefore, the correct organization of the various activities of students is a necessary condition for educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process of work, gives advice, shows how to act in this or that case. Gradually, the class asset is involved in monitoring the behavior of students. This allows students to overcome disobedience and accustom them to disciplined behavior. But modern education denies the physical labor of students. And some parents protect their children from work in such a way, forgetting that it was work that turned the monkey into a man.

"What are you, he couldn't. My son is a very calm boy. He never is rude to adults." Do parents know what their beloved children are capable of, deprived of parental control? Why are the actions of children at school so unexpected for fathers and mothers "Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the "innocently accused". Remarks in the diary, calls to school. The most common reason is violations of school discipline by children. How are things with discipline in our school in general?

As the study of this issue showed, the following forms of violation of school discipline were mainly identified.

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone; Also mentioned:

Damage to school property and equipment;

The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; "throwing" various objects (papers, buttons). These facts produce an extremely unfavorable impression. It is noteworthy that the range of violations of discipline by schoolchildren is quite wide. It should be noted that the most difficult situation is observed in the classrooms where adolescent children study ("they have a sharp change in mood and behavior"). An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new teachers is widespread. The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the topic of crime. This is what often happens behind closed doors of the school. How is it that polite and calm children at home do such things?

Undoubtedly, in many cases there is a herd effect. Especially in adolescence, there is a strong desire to become "one's own" in a certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group that has adopted certain norms of behavior.

Ways to solve the problem of discipline

I believe that discipline is not a means of education, but the result of education. To think that discipline can be achieved with the help of some special methods aimed at creating discipline is a mistake. Discipline is the product of the total educational impact, including here the educational process, and the process of character organization, and the process of collision, conflict, and conflict resolution in the team, in the process of friendship, and trust. To expect that discipline can be created with only one sermon, with one explanation, is to count on an extremely weak result.

It is precisely in the field of reasoning that I have had to deal with very stubborn opponents of discipline among the pupils, and if you prove to them the need for discipline verbally, you can meet the same vivid words and objections. Thus, the cultivation of discipline by means of reasoning and persuasion can only turn into endless disputes. How can this conscious discipline be achieved? There is no moral theory in our school, there is no such subject. And the task for the next year will be to develop and search for such a program.

The primary conditions for a good D. of students are a healthy lifestyle in the family and at school. The correct daily routine, normal conditions for study, nutrition and rest, the absence of conflicts with parents and teachers create the necessary basis for a healthy mood, a balanced mental state of students, and therefore even behavior. The starting point for the formation of D. is the conviction of the pupils in its necessity and for ensuring the success of common work, for the physical and moral security of everyone. The behavioral attitudes of students should be based on the norms of universal morality based on respect for another person. It is from these principles that feelings of dignity, conscience, honor and duty grow, such strong-willed qualities as self-control, restraint, organization.

Explaining the rules of conduct as the best way to achieve common goals, using vivid examples from fiction, ethical conversations and debates, discussing with students the consequences of certain incidents in the life of the class, acting out and analyzing situations that represent an opportunity for moral choice - all this helps pupils to master socially approved norms of behavior, to be convinced of their reasonableness, justice and necessity. An important means of forming D. is the moral and legal assessment of actions (by a teacher, parents, group of peers), which also stimulates self-esteem. The validity of an assessment depends on the credibility of its source. The teacher, educator work on the formation of habits and behavioral skills, relying on the student's family and the student team.

An indispensable condition for the emergence of individual and social self-discipline is the joint collective development of a code of rules, the laws of the life of the class, school and the conclusion of a kind of society, an agreement between students and teachers for their implementation. "Discipline cannot be prescribed, it can only be worked out by the entire school society, i.e. the teacher and students; otherwise it will be incomprehensible to students, quite inexpensive for them and morally optional." The routine and norms of life of an educational institution are established not only by the state, but also by public organizations: school councils, etc., bodies of student self-government. They take upon themselves the development of rules for students and the organization of the life of the school in accordance with them. Collective introspection of the life of the team, the actions of its members, the development of societies, opinions about events that destroy the contractual order, help to consolidate the positive experience of relations, to understand the causes of disciplinary violations.

What exactly is school discipline? First of all, it requires students to carefully attend classes, conscientiously do homework, keep order in the lessons and during breaks, and clearly fulfill all educational assignments. School discipline also provides for conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as expressing requirements for himself.

What is the essence of conscious discipline? Why discipline as the most important moral quality is necessary for every person?

CHILDREN AND THE PROBLEM OF SCHOOL DISCIPLINE

To understand the specifics of discipline in the system of morality, it must be borne in mind that the same rule of conduct in one case acts as a requirement of discipline, in another - as a common moral norm. If, for example, a student is late for class, this is a violation of discipline, but if he is late for a meeting with a friend, this qualifies as a deviation from moral rules, as a manifestation of disrespect or lack of accuracy.

The fact that discipline as an ethical category is associated primarily with the implementation of mandatory norms and rules of conduct dictated by the official duties of the individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, and so on. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called "Rules of Conduct at School". In addition, the rules are part of the internal labor regulations. They are also included in the School Charter.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Federal legislation provides for only one penalty for a student's disciplinary offense: expulsion from an educational institution for committing unlawful acts. For offenders in this situation, the following expulsion procedure applies: if the student has reached the age of 14, then expulsion for committing a disciplinary offense is carried out with the consent of the education authority to which this educational institution is subordinate. If the student has not reached the age of 14, then expulsion is possible only with the consent of his parents. The level of conscious discipline and general upbringing of the individual is reflected in the concept of a culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activity in various spheres of life. The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously carry out training tasks and diligently acquire knowledge; take care of textbooks, notebooks and teaching aids; observe order and silence in the classroom; do not allow hints and cheating; protect school property and personal belongings; show courtesy in dealing with teachers, adults and comrades; take part in socially useful work, work and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; uphold the honor of one's class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the primary grades, a large place is occupied by the practical accustoming of schoolchildren to disciplined behavior. Especially a lot of effort and energy have to be spent on accustoming students to disciplined behavior at the beginning of the year. During the summer holidays, some students lose the skills of organized behavior. To restore them, you need time in the lesson, during changes.

The design of the class, school, school site also helps to foster discipline. External order disciplines students. It is necessary from the first days of schooling to teach children to order and cleanliness in the classroom, to careful handling of school property. Students' duties play an important role in solving these problems. The attendants monitor the order and cleanliness in the classroom, ensure that the classroom is ventilated during the break, so that all leftovers from food and papers are thrown into a special box. The attendants also monitor whether the children treat school property with care, whether they damage desks, walls and school equipment, whether they take care of their belongings, whether their books are clean. So duty becomes an important means of accustoming to the observance of discipline and order in the school. It was. What now. Children are not allowed to sweep, dust, work. What helpers do we want to grow. What discipline of labor can we talk about.

We must not forget that compliance with the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly complies with the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and conscientious attitude to work, this creates the prerequisites for achieving high results in this activity and improving its quality, which is certainly important both for society and for the individual himself. At the same time, discipline and a culture of behavior have great educational potential. The same should be said about the school uniform. They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the education of conscious discipline a very essential task of the moral formation of the personality.

From a conversation between the class teacher and the mother of one student:

"What are you, he couldn't. My son is a very calm boy. He never is rude to adults." Do parents know what their beloved children are capable of, deprived of parental control? Why are the actions of children at school so unexpected for fathers and mothers Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocently accused.” Remarks in the diary, calls to school The most common reason is violations of school discipline by children.

How is discipline in our school?

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone;

Running up the stairs and along the corridor of the school;

Damage to school property and equipment.

The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; "throwing" various objects (papers, buttons).

These facts produce an extremely unfavorable impression. It is noteworthy that the range of violations of discipline by schoolchildren is quite wide.

It should be noted that the most difficult situation is observed in the classrooms where adolescent children study ("they have a sharp change in mood and behavior").

An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new (young) teachers is widespread.

The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the topic of crime.

Education of conscious discipline, a sense of duty and responsibility. Life requires high discipline and performance clarity from a person - hell, our character is represented too weakly. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline - observance by students of the rules of conduct at school and beyond, a clear and organized performance of their duties, submission to public duty. Indicators of a high level of discipline are students' understanding of the need to comply with it at school, public places, in personal behavior; willingness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; the fight against violators of discipline in the school and beyond. Conscious discipline is manifested in the conscious strict, steady implementation of social principles and norms of behavior and is based on the formation of such traits in students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Duty is a system of social and moral requirements realized by the individual, dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of a person, characterized by the desire and ability to evaluate one's behavior in terms of its expediency or damage to society, to measure one's actions with the requirements, norms, laws prevailing in society, to be guided by the interests of social progress. School discipline is a condition for the normal teaching and upbringing activities of the school. It is quite obvious that in the absence of discipline it is impossible to carry out at the proper level either a lesson, or an educational event, or any other business. It is also a means of educating students. Discipline helps to increase the educational efficiency of students' activities, allows you to limit, slow down the reckless actions and deeds of individual students. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding the assimilation by students of the rules of behavior at school. It is necessary to accustom them to the implementation of these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into basic and secondary, when one is responsible for the violation of some teachings, while the non-observance of others remains unnoticed. Appropriate work should also be carried out with the parents of students. After all, the rules cover the main duties of schoolchildren, the conscientious fulfillment of which testifies to their general upbringing. In order to help the school to develop in students the qualities provided for by these rules, parents must know them, master elementary pedagogical techniques for the formation of these qualities. The upbringing of the habit of observing the rules of behavior, discipline begins from the first days of the student's stay at school.

The primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader is already a citizen, endowed with certain rights and obligations. Unfortunately, elementary school teachers very often see only a child in him. Some of them influence schoolchildren only by severity, they strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or daring defiance. In the middle and senior grades, individual teachers often suppress the interests of schoolchildren by excessive severity, straightforwardness of judgment, and give rise to an unwillingness to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in the lesson when he answers questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation. A. Makarenko assigned a large role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and specific. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the scheduled events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school team. With regard to the teaching staff, this feature is manifested in the unity of requirements that teachers impose on pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in accustoming students to proper behavior at school and beyond belongs to a clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not appear for classes without good reason. Some schools keep special journals of student behavior, in which the director or his deputy for educational work regularly records all cases of gross violations of order by students at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student team, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify the shortcomings of the educational work of the school and improve her. Such a behavior log makes it possible to specify individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior register, a special file is kept for delinquent students. The attempts of individual teachers and parents to hide cases of violation of discipline, so as not to compromise the class, impede the education of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of upbringing a student begins to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dull, impudence has developed. Given this, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

Diary plays an important role in disciplining students. The teacher should require them to keep a diary accurately. Assessing the behavior of a student for a week, one should also take into account his appearance and participation in cleaning the class, duty in the dining room, attitude towards comrades and adults. Systematic control over the behavior of students in and out of school accustoms them to daily discipline. Such control is especially needed for children who have formed negative habits. It creates conditions for the development of positive habits in them, blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control the students all the time, they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest misconduct, this does not contribute to their compliance with the rules of conduct, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as a person. External control to a certain extent is a coercion to positive behavior. Together, internal control operates when certain norms of behavior are learned to such an extent that they become internal beliefs of a person, and she fulfills them, often without even thinking about why she does this and not otherwise. If the fulfillment of the requirements of the school regime can be evaded, control by teachers or a team of students can be avoided, then it is difficult to hide from one's own conscience. Therefore, in education, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them to "Do the right thing when no one hears, sees, and no one recognizes."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student team is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, self-esteem of each member of the team, it is easier to solve the issues of educating students. Effective is the prevention of conflict relations and the prevention of negative actions. Violations of discipline and the requirements of the school regime are more likely to occur where the activities of students are not sufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, which is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not reveal the motives of their negative behavior, knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet is mistreated for lack of perspective, for indifference to his future, then all the work of the teacher is directed to the formation of his faith in this future, in the ability to achieve it on his own. The school loses a lot in the education of conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it was “the school that from the very first day should put firm, undeniable demands of society on the student, equip the child with norms of behavior so that she knows what is possible and what is possible, what is commendable and what will not be praised.” This regulation is determined by the rights and obligations of schoolchildren, provided for by the Charter of the educational institution. Students have all the conditions for studying and working at school, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in the conscious observance of the rules of conduct, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

Publication date: 01.09.2014

Article viewed: 9086 times

Sakhipgareeva L. A. The problem of school discipline [Text] // Innovative pedagogical technologies: materials of the Intern. scientific conf. (Kazan, October 2014). - Kazan: Buk, 2014. S. 201-205. URL https://moluch.ru/conf/ped/archive/143/6089/ (date of access: 05/21/2018).

The problem of school discipline has been worrying and worrying for many centuries, being the subject of concern for teachers. At present, the problem has not lost its relevance.

School discipline is understood as the fulfillment by students of the requirements of the school regarding their behavior at school. Disciplinary demands that do not correspond to children's nature and strengths, most of all, lead to the fact that a gulf forms between mentors and students, and they turn, as it were, into two hostile camps. This phenomenon, as you know, is almost common at school: to deceive a teacher, to do him some kind of trouble, to commit a daring prank behind his back, to be rude to him - all this only brings pleasure to the student and increases his authority in the eyes of his comrades.

The democratization of the school environment has significantly influenced the behavior of students. Children have become more active, independent, free to choose and express their opinions, in actions and are not inclined to adhere to disciplinary rules. These circumstances cause serious concern for teachers, who understand that these positive changes can cause significant difficulties in the educational and educational process.

Violation of discipline in the school makes it difficult to study and interferes with the preparation of students to comply with the rules in society. Students who systematically violate discipline at school and after graduation violate labor discipline become delinquents that harm society. Therefore, teachers need to carry out a lot of educational work aimed at preventing violations of discipline and order.

The relevance of the problem of school discipline, methods of preventing and resolving conflict situations is acute in modern society.

The question of school discipline was once raised by A. S. Makarenko, among modern teachers studying the problem of discipline, we can name V. A. Slastenin, I. F. Isaev, E. N. Shiyanov.

Discipline is a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of a particular organization.

Discipline is organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.

Discipline is the presence of a firmly established order, certain rules and requirements, the observance of which is mandatory for all members of the team. School discipline requires the obligatory fulfillment of the requirements of the elders; it is characterized by the recognition by children of the authority of the teacher, parents.

The problem of discipline was given paramount importance by all the great teachers, in all epochs and regimes. And this issue has always been controversial.

Firstly, discipline is something that a child is not born with, something that is not in him by nature, and something that needs to be “invested” in him. And therefore, the discipline of children and discipline at school is always a certain result of education, which is very important for characterizing both the children themselves and the assessment of the school. This is really the temperature of the school body, it signals about his health or illness. The statement that there is no discipline in this school or class sounds like a sentence: this is a bad school, this is a bad class, a child should not be sent there. An undisciplined student is the trouble of the whole school, an undisciplined worker is not needed by the employer.

Secondly, the concept of "discipline" (as a certain order, following the norm) is always perceived by people as opposed to freedom. As a restriction, coercion, deprivation. The words of one researcher are known that of all types of violence against people, the next after the murder is education. Unfortunately, for the majority of teachers and schoolchildren, the word "discipline" is associated with prohibitions and punishments, and therefore, most likely, causes negative emotions.

Thirdly, the connection between external discipline and morality as a purely internal, intimate state of a person is very unclear, confusing, and contradictory.

Discipline is not a means of education, but the result of education. Discipline is the product of the total amount of educational influence, including the educational process, and the process of character organization, and the process of collision, conflict, and conflict resolution in a team, in the process of friendship and trust. Discipline can be created by explanations, preaching, instructions - this is a delusion.

In a number of theoretical concepts that mean approximately the same thing: the school environment, the space of childhood, the legal space of the school (all this is the habitat of children, to one degree or another pedagogized, cultivated) - there is such a thing as school discipline, or school discipline . This concept is perceived by the school community purely at the household level, as a given.

To accustom children to discipline has always been considered one of the main tasks of pedagogy. The task of the school is precisely to create the need for discipline. The trouble is for the school and the nation that do not teach discipline, do not give rise to the need for it. Lack of discipline is sometimes even more educating than the strictest discipline.

In a modern school, the problem of violation of school discipline is one of the most acute and urgent, as well as quite complex in terms of ways to solve it. Violations are presented in a variety of forms: from fear of answering at the blackboard to insulting the teacher. .

Despite all the variety of approaches to solving the problem of school discipline, good knowledge of the subject and methodological literacy of the teacher are the most important conditions that can prevent violations of discipline in the classroom and ensure the effectiveness of the educational process. The teacher must carefully prepare for the lesson, not to allow the slightest incompetence.

Discipline, motivation and cooperation seem to us to be the three most important goals, the achievement of which should now become the main managerial task in domestic education.

Solving the problems of discipline, cooperation and motivation in the school means introducing into the organizational culture of the school the technology of how to correct the behavior and increase the self-esteem of students who behave in this way.

To do this, you need to understand what constitutes the so-called "bad" behavior. “Under “bad” behavior here is understood not only hooligan antics, but also any unadapted, “infantile”, unworthy behavior, hence the word “bad”.

Examples of such behavior can also include loss of interest in learning, fear of answering at the blackboard, disbelief in oneself, dependent and insecure behavior of an outcast - that is, everything that indicates a student's lack of adaptation.

The development of discipline is built on positive relationships with students and increasing their self-esteem through a support strategy.

School discipline is manifested in the requirement from students to attend classes accurately, to do homework in good faith, to keep order in the lessons and during breaks, and to clearly fulfill all educational assignments.

School discipline also provides for conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as expressing requirements for himself.

The formation of self-discipline is a necessary condition for a generation that in 15-20 years will determine the future of the democratic development of the country. The formation of self-discipline in schoolchildren does not promise quick success. This is hindered by the named causes and goals of violations of discipline, the general unfavorable state of the teaching environment: the dominance of women in the total number of teachers, the unattractiveness of teachers' salaries, the destruction of collectivist principles and behaviors, alienation of people from civic ideals and social values.

Pupils choose certain behavior in certain circumstances: experienced teachers who know their subject well in the classroom do not have discipline violations. And, on the contrary, a poorly prepared lesson by a teacher is full of schoolchildren's conversations, games on phones, laughter, and various other violations.

Of great importance is the quality of the relationship between the teacher and the student, their partnership, as well as the atmosphere of the class: supportive or destructive. The teacher's personality is the basis and guarantee of discipline in the classroom: exactingness, a vivid image for teachers - all this has an educational function and forms motivation for the subject taught by this teacher. The teacher should always be interesting for students as a person.

There are two types of indiscipline: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Indiscipline can be presented in such forms as rudeness, insolence, intemperance.

The level of conscious discipline and general upbringing of the individual is reflected in the concept of a culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activity in various spheres of life.

The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously carry out training tasks and diligently acquire knowledge; take care of textbooks, notebooks and teaching aids; observe order and silence in the classroom; do not allow hints and cheating; protect school property and personal belongings; show courtesy in dealing with teachers, adults and comrades; take part in socially useful work, work and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; uphold the honor of your class and school, etc.

All reasons are closely interrelated and turn into a problem of discipline in the classroom.

Violation of discipline in order to attract attention.

Some students behave badly in order for the teacher to give them special attention. They want to be the center of attention, they demand it more and more. The essence of their "bad" behavior is demonstrativeness. The need for attention is a basic psychological need. What students are really showing is that they want to interact with you but don't know how.

Behavior aimed at asserting one's own power.

Some students behave negatively because it is important for them to establish their power even over the teacher, the class. Students striving to achieve this constantly "hurt" us, challenge us. They may ignore the teacher's remarks, make noise while others are working, chew gum, play on their cell phones. They need spectators, witnesses to their power.

There are a lot of reasons for violation of discipline in the classroom, but we believe that these are the main problematic points that every teacher needs to pay attention to. Let's clarify these points again.

1. Violation of the neuropsychic system in children, which can develop for various reasons (the majority are based on residual effects of early organic damage, frequent illnesses).

2. Maternal deprivation, there is a refusal to raise a child and transfer it into the hands of grandmothers.

3. Permissive style of family education.

4. Wrong emphasis in preparing the child for school.

5. Violation of discipline in order to attract attention.

6. Establishment by children of their own power over the team.

7. Revenge as the goal of "bad" behavior.

8. Avoiding your own failures.

9. The herding effect, which affects a large percentage of children.

10. Negative influence of mass media, computer.

The modern school uses a variety of methods for solving the problem of discipline, including "repressive" methods (calls to parents, entries in a diary, removal from the class, etc.). In schools, due attention is not paid to the prevention of violations of discipline, taking into account the age and individual characteristics of children. Unfortunately, teachers do not have sufficient training in this area, they are poorly familiar with the main approaches to solving the problem of discipline in modern psychology and pedagogy.

Many scientists are convinced that by violating discipline, the student realizes that he is behaving incorrectly, but may not realize that one of the following goals (motives) is behind this violation: attracting attention, power, revenge, avoiding failure.

Without good discipline in the classroom, it is impossible to achieve excellent knowledge among students. On the other hand, the lack of initiative and passivity of students in the classroom indicates a lack of interest in the subject being studied, which also leads to poor knowledge.

Therefore, the teacher should strive for the "golden mean" and maintain the optimal level of "noise" during the lesson. The teacher can indirectly obtain information about the level of interest in his lecture through feedback from the audience in the form of a dialogue, using a large number of replicas and counter questions.

At the same time, all attempts by students to divert the dialogue away from the topic under study, start empty chatter and hubbub under the guise of questions to the lecturer, should be stopped. This behavior of students is one of the methods of disrupting the lesson.

The problem of school discipline in a modern school should be solved in a comprehensive manner, taking into account the current level of development of psychology, pedagogy, methodology, medicine and other sciences on the basis of establishing a favorable psychological climate, cooperation between teachers and children.

School discipline includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules should be developed not only by teachers, but also by the students themselves. "Rules of conduct at school" are part of the internal labor regulations. They are also included in the School Charter.

At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

Discipline in the school requires the mandatory implementation of the orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.

The level of conscious discipline can be significantly increased and become adequate to the needs of society and the state if the following conditions are met in the educational process:

Actualization of the value content of ideas about discipline for middle-level students and their immediate environment (family, peers, teachers);

Organization of model situations involving the choice of a behavior strategy by students based on a creative interpretation of socially significant values;

The relationship of external socio-pedagogical influence with the intrapersonal process of self-discipline formation.

Rethinking the problem of school discipline in modern conditions.

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3. Rybakova M.M. Conflict and interaction in the pedagogical process / M. M. Rybakova. - M.: Education, 2011;

4. Speransky V. I. Main types of conflicts: problems of classification / V. I. Speransky // Socio-political journal. - 2005. - No. 4;

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Problems of discipline in modern school.

Today, for many children, school remains the only place where at least someone cares about the child and his problems. Any child has the right to count on school as a place where he can experience the joy of achievement, feel, perhaps for the first time, himself a winner ( Glasser, 1992). No one removed from the school the function of preparing children for adulthood. The school freezes in confusion before unresolved problems related to the discipline of students. Today, more than ever, the school does not know how to establish semantic links between the culture of modern students and that classical culture (the culture of not even the twentieth, but the nineteenth century), which is reflected in the compulsory curriculum. Therefore, the problem of developing the cognitive motivation of schoolchildren in the context of semantic dissociations is particularly acute. Discipline, motivation and cooperation seem to us to be the three most important goals, the achievement of which should now become the main managerial task in domestic education.

All teachers and educators, at school and in preschools, in first grade and in high school, young and experienced, are bound to face discipline problems in their work, as well as the fact that children often feel bored and disinterested. In educational institutions there are also many not very friendly children who have pronounced individualistic attitudes. Already after the first days of his work at the school, the teacher knows that his students have hundreds of ways to interfere with the lesson, "start" the class and stealthily disrupt the explanation of the material. Solving the problems of discipline and motivation in the school means introducing into the organizational culture of the school the technology of how to correct the behavior and increase the self-esteem of students who behave in this way. To do this, you need to understand what constitutes the so-called "bad" behavior. “Under “bad” behavior here is understood not only hooligan antics, but also any unadapted, “infantile”, unworthy behavior, so I always put the word “bad” in quotation marks. I also include loss of interest in learning, fear of answering at the blackboard, disbelief in oneself, dependent and insecure behavior of an outcast - that is, everything that indicates a student's lack of adaptation to examples of such behavior. Strictly speaking, “bad” behavior is behavior that violates the rules of the organization. .

How we respond to their behavior depends on the "philosophy of discipline" that - consciously or not - preaches a particular teacher.

There are many factors that give rise to unadapted children who do not trust anyone, who are disillusioned with education and people who do not have internal mechanisms for controlling behavior, and often do not even know how to behave differently. The reason for this is a certain percentage of personality-disturbed parents among the population of this region. In megacities, this percentage is higher, it increases in times of stress and socio-economic changes.

Openly or secretly, but every school and every teacher adhere to some approach to the facts of violations of discipline in the school. It is conditionally possible to say that there are three different approaches.

First approach can be called "hands off". Educators and entire teaching staff who adhere to the so-called “non-interventional” approach believe that young people themselves will gradually learn to manage their behavior, control themselves and make the right decisions. Such teachers, at best, explain to the students what happened when everything has already happened. The discipline program, from the point of view of this approach, comes down to teaching communication skills: empathic listening, reflection of feelings, etc. However, most non-interventionists simply habitually let discipline take its course, believing that "they don't get paid for it" and that "parents should educate." This position completely deprives them of the opportunity to find an approach to children and win their respect, the atmosphere in such pedagogical groups is especially helpless and aggressive.

Second approach could be called a "firm hand" approach. Educators and school administrators who adhere to this method believe that total external control is absolutely necessary for education, the power in the school should obviously belong to teachers, and the task of children and parents should be to obey. Such directors and teachers are very similar to bosses: they demand, command, direct. The administration shows a clear example, implementing the same directive style of relations with teachers. Those, in turn, broadcast it "down", to students and parents. Usually, in such schools, many accidents occur regularly, much more than on average in other educational institutions. The paradoxical consequences of this style of management, however, go unnoticed. For the sake of maintaining discipline, manipulation of students "for their own good" is allowed and encouraged. The main methods of influence are threats and blackmail: “If you don’t shut up, I will. ” (hereinafter referred to as the punishment associated with a good knowledge of the “weak points” of each student).

Third Approach can be called "hold hands". Educators and school teams who adhere to this approach believe that the specific actions of students are the result of the action of both forces: internal motives and external circumstances. Such teachers take on the difficult role of unobtrusive leader, each time pushing the student to the need for conscious choice. They also include the students themselves in the process of setting and maintaining school and class rules. The discipline development program is built on positive relationships with students and increasing their self-esteem through a support strategy. The proposed approach to the problems of discipline and motivation is based on the quality of teacher-student interaction.

Working hand in hand with students, parents and colleagues, uniting not to develop plans for punishment, but to implement a plan for the development of the personality of each student in the class - this is what the system I propose for solving discipline problems teaches. Develop interest in learning based on mastering your subject through the implementation of a support system and the development of the self-worth of the individual.

Here are some theoretical provisions that should form the basis of such developments.

1) The key concept is the constructive interaction of the teacher with the student. As teachers, we make certain demands on our students and expect our students to behave accordingly. The fact that at school special requirements will be imposed on the child is instilled in him by both parents and kindergarten. But there is another side - what does a child expect from us, teachers? So, the interaction of teachers and students within the walls of the classroom and school is always a "street with oncoming traffic": we treat students, expecting a certain attitude from them, and they treat us, expecting from us. But what? The answer to this question becomes simply intriguing when the student's attitude towards the teacher is expressed in the form of conflict, "bad" behavior, an unpleasant trick, a serious misconduct.

2) An effective correction of behavior is possible only if we act on the cause of the behavior. The motive of the misconduct is more important than its very content. First of all, you need to consider the motive, and only secondly - what exactly the student did. For this you need:

1. Recognize the true purpose of the offense.

2. In accordance with it, choose a method to immediately intervene in the situation and stop the trick.

3. Develop a strategy for your behavior that would lead to a gradual decrease in the number of such misconduct in this student in the future.

3) advanced training of teachers and should include three types of skills in accordance with the listed points. Teaching these skills involves

development of a methodology for accurately determining the hidden purpose of any violation of discipline in the classroom,

analysis of various methods of partner interaction in situations of violation of discipline caused by each of the four goals;

It is important that educators go beyond momentary cessation of bad behavior, but go further by formulating strategies for creating positive interactions that build students' high self-esteem.

Methodological techniques in case the motive is to attract attention.

Strategy 1: Attention minimization

A paradoxical thing happens: by naturally responding to students' antics, the purpose of which is to attract attention, we kind of give them positive reinforcement in the form of our attention, thereby reinforcing their bad behavior. They begin to feel like a part of the educational process, feel belonging to a group (class) only when they receive a lot of comments, and they perceive our angry sermons and threats as a kind of special attention to themselves. Why support with attention such behavior that disrupts the lesson and distracts other students? The attention minimization strategy contains many techniques designed to reduce demonstrative behavior because it will go unnoticed.

Ignore this behavior. Often the best way to stop demonstrative behavior is to stop reacting to it. “No response” means that the goal is not achieved through this action. When a student is acting defiantly, ask yourself the question: “What happens if I completely ignore his antics?” If you tell yourself that nothing will happen except that he will lose your attention, feel free to use the ignoring technique. After a few attempts, the student will stop behaving in this way.

Eye contact.“Look closely at him,” experienced teachers advise. - They know what they're doing. They know that I know what they are doing. And they know that this look means “enough”. The stare (without judgment) is all the attention they "received" for their prank. No words - just a look.

Get close. Physical approach is another tool to help minimize attention seeking behavior. As you continue teaching, simply walk up and stand next to the student. Without eye contact and without words. Children begin to realize that they are doing something wrong when the teacher is standing so close.

Mention the student's name. This technique allows you to simultaneously give a minimum of attention "as a reward" for demonstrative behavior and encourage the student to join what you are explaining. The teacher does this by periodically inserting the student's name into the context of the lesson. It might sound like this: “So the square of the hypotenuse, Vova, equals the sum. " Or: "Then, Igor, Peter the Great issued a decree on. ".

These simple tricks can be easily used with students who frequently misbehave.

Send a "secret signal". You can use some gestures, the meaning of which is known to children. For example, put a finger to your lips and say: "Shh."

Make written comments. Prepare in advance a stack of identical notes with the following content: “Please stop doing what you are doing right now.” Just put a note on the student's desk when he "dispersed." No need to say anything - everything is written. This technique certainly works with students who read well and quickly.

Formulate "I-statements". There are situations when the nerves can not stand it and you just want to shout to the student who starts the class: “Stop immediately!”

Psychologists advise in these cases to apply the "I-statement". This verbal statement gives specific information about the behavioral disorder and how it affects you. Here is an example: “Katya, when you whisper to Lena during my explanation, I feel very annoyed because I lose my mind. Please stop!”

"I-statement" consists of 4 parts:

Part 1. C possesses an objective description of bad behavior that takes place here and now: “When you whisper with Lena during the explanation. »

Part 2. Names the feelings of the teacher at this moment: “. I feel intense irritation. »

Part 3. About writes the effect of bad behavior: “. because I'm losing my mind. »

Part 4. C will receive a request: ". please stop."

The "I-statement" tells students only what we feel. If, using the "I-statement", you will be sincere in words and intonations, you will be able to influence many students.

Strategy 2: Permissive Behavior

Forbidden fruit is always sweet. This property of human nature has been known since the time of Adam and Eve. Therefore, the second strategy is not to forbid the eating of an apple, but to destroy all the charm of the deed by declaring the apple not forbidden.

Here are the specific techniques of the permissive behavior strategy.

Use "allowed quota". This technique is recommended by Dr. Rudolph Dreikurs in The Psychologists in the Classroom. The trick is that some kind of violation of behavior is allowed, even if it has appeared, but only to the extent that is agreed in advance and on the condition that this volume will decrease daily.

As an example of how this technique works, Dr. Dreikurs describes the following case.

Johnny hiccups loudly in every civics class at least ten times. One morning, before class began, the teacher agreed with Johnny how many "hiccups" he would be allowed in each lesson, and also that every day he would hiccup less times than yesterday. And the teacher will take care of it. Every time Johnny hiccupped, the teacher just smiled at him and made a mark with chalk in the corner of the blackboard. When the "limit" for today was exhausted, the teacher told Johnny: "That's all for today!" So gradually the number of loud hiccups was reduced to nothing.

Skeptics may say: “What will happen if the student continues the trick after the teacher’s words “That’s all for today”?” If this happens, leave this technique and use another technique from this chapter. Or re-analyze this violation of behavior in terms of its goal - perhaps the fact is that the true goal is not to attract your attention, but, for example, power. The allowed quota technique only works for attention seeking behavior.

Teachers who have used this technique claim that students adhere to the "allowed quota" rule. Why? Because the special relationship between you and the student, your smiles, chalk marks - all these are signs of attention that the student needs so much. After all, these students do not need to assert their power over us, they do not want to overthrow anyone's authorities. They only need a little attention so as not to feel like an "empty place".

Strategy 3. Do the Unexpected!

Often we can stop students' "bad" behavior by acting unexpectedly. When we suddenly "throw out" something, we kind of say: "I see everything and know what you are doing, but I'm not going to play your game." The game requires at least two participants. When the teacher refuses to play, it is better to do it in an unusual way. For example, short bursts of laughter are better than anything else to lighten the atmosphere in the classroom. The more humor there is in your class at the time of the disruption, the sooner it will stop.

Start speaking in a low voice . The results of a sociological survey of pupils of different classes are known. To the question "What do you dislike most about school?" most of the students answered, "Teachers who yell."

The teacher's yelling does not reduce the already existing disorder and greatly reduces the self-esteem and inner freedom of the students. When we begin to speak more quietly, the students, on the contrary, listen and pay attention to us, and this distracts them from the violation of behavior. When we speak calmly, they also speak calmly.

Temporarily stop teaching. Pupils know that the teacher is in the school to teach. When you interrupt a lesson and "do nothing" for a few minutes, you are sending an impressive signal to your students that it's time to stop this behavior. "Do nothing" can be standing at the blackboard or sitting at the table. "Let me know when you're ready to continue with the lesson" is all you have to say. The unobtrusive pressure of the elder will soon take effect, peace and order will be quickly restored.

Strategy 4. Distract the student

No one can do two things at the same time for a long time. This is exactly what happens when a student misbehaves. Therefore, you can simply distract him by focusing his attention on something else. How to do it practically?

Ask direct questions. At a critical moment, it is useful to ask him a direct question: “Roman, what task did I just give?” or: "Misha, what do you think about this physical problem?" Such questions both distract from bad behavior and direct the student's attention to the lesson in which he is now. We recommend combining this technique with the techniques of strategy 1 “Attention minimization”.

Ask for a favor.“Sasha, please collect your essays!”, “Masha, could you take this notebook to the teacher’s room right now?”,

Just don't use this technique often, as demonstrative children may decide that their "bad" behavior is rewarded with special assignments. But as a one-time measure, it works very well.

Change the activity. If there are many students at once "raging" to get your attention, change their activities drastically, distracting them from the disruption. Ask them to clear their desks for a new task, take out other books, listen to a new task, and so on.

Strategy 5: Draw class attention to examples of good behavior

It is much more useful to pay attention to one of the students who is behaving well than to point out to a student who is misbehaving. This will emphasize that good behavior, not bad behavior, deserves the teacher's attention and respect.

Thank the students . Thank and mark those students who do what you asked to do: “Thank you, Sasha, that you found the right page in the textbook and carefully look at the board!”, “Thank you, Olya, that your hands are on the desk, and your legs are under the desk." Such statements, addressed to a classmate or friend of a delinquent student, should accurately describe the very behavior that we expect from a mischievous person.

This trick only works if we describe the desired behavior in objective terms. General and non-specific statements like: “Thank you, Yulia, for being so kind” or “Thank you, Sasha, for doing what I expected” are absolutely ineffective, since these expectations of yours are unclear. Be careful, avoid thanking the same students too often, so as not to present them as “favorites” and not incur class ridicule.

Strategy 6. Move Students

Students who need attention usually need an audience. When you separate such students from their spectators, you deprive them of the main reward, and this makes the students calm down. There are two methods suitable for transplanting.

Swap students. Sometimes this is enough. "Igor, please sit down in an empty seat in the third row." And continue to lead the lesson while Igor changes seats. That way he won't get the attention he wants. And it is possible that this kind of attention on your part will be quite sufficient and will be perceived as a reward.

« Thinking Chair. Some teachers in their class put a special "thinking chair" away from the rest of the class (it should not be in the field of view of other students). This chair should be different from the rest. It can be bought at a secondhand shop and repainted, for example, in bright red. Any chair, unlike the others, will do.

This chair is a place where the intruder can think about how he will behave differently when he returns to his seat. Five minutes in this chair is enough time. The rest of the class should understand that one should not disturb the person sitting on the "reflection chair".

But it may be that when you say to a delinquent student: “Zhenya, please sit on the reflection chair,” he does not go there. This does not mean that the reception is bad, just the goal of the student is power, not attention.

Methodological techniques in case the motive is power or revenge.

Among the problems of discipline, the most difficult and unpleasant are those associated with the behavior of the vengeful and domineering types. The confrontation and abusive nature of the student's behavior "devours" our energy, time and. confidence in their teaching abilities.

The vengeful type of behavior is probably the most difficult type of behavior. It is not only insulting to the teacher, but also destructive to all students. And we, as educators, feel that for us the search for effective actions is a matter of honor. We don't have to love vindictive students, but we can learn to peacefully go out ourselves and get them out of tense and explosive situations. The results will pay off the effort.

Let's try to imagine what happens eruption . At first, deaf peals and tremors are heard. They grow, and finally there is an explosion and an eruption of lava that destroy everything around. Then there is a lull, everything ends, and we count the damage and try to save the rest from further destruction.

A conflict based on the behavior of a vengeful or domineering type develops, passing through the same stages as the activity of a volcano. It also begins with the stage of "deaf peals" - when the students, with the help of grimaces, grimaces, mutterings and other small unpleasant antics, stubbornly pester the teacher, drawing him into the conflict. Finally, they "get" us, we are offended and make a remark. This is where the eruption begins - disrespectful, offensive words and actions hit with an unstoppable jet. Sooner or later comes the third stage - permission. This is the stage of results and conclusions, when we are trying to return to normal and protect ourselves from future confrontation.

At each stage of the “classic volcano eruption”, the teacher requires different ways of behavior:

Stage of "deaf peals" - look for a graceful escape from the conflict,

The "explosion and lava eruption" stage - use the removal technique,

Resolution stage - set sanctions, draw conclusions.

If you used the “graceful care” technique in the first stage correctly and in time, then the second stage may not exist at all. But sometimes, despite the most elegant solutions and ingenious discoveries, the confrontation grows and goes into the stage of explosion and eruption. If this happens, use the "withdrawal" technique (isolation of the student from the audience and participants in the conflict), which allows both the teacher and the student to calm down before the discussion (resolution) stage. Withdrawal (isolation) is also a time to teach the student to make better choices in the future.

The stage of "deaf peals" - look for a graceful exit

At the first stage - the stage of "deaf peals" - the student warns us with all his appearance that a full-fledged conflict is coming. We can see the warning in the "non-verbal" components of the student's behavior: his facial expressions and gestures, as well as intonation and volume of his voice, indicate this. We can feel the approach of conflict by the way the student smiles or by his neglect. The disciple is agitated and the tension rises like the pressure in a steam boiler. All his behavior is a warning that gives us a chance to end the confrontation already at this stage by applying one of the neat tricks that reduce the confrontation.

A graceful exit is a diplomatic maneuver that allows all parties to the conflict to "save face" and avoid scandal. No one won or lost - everyone got the opportunity to get out of a traumatic, conflict situation.

When making this or that graceful move that promotes relaxation, one should remain as calm as possible. Neither sarcasm in the voice, nor deliberateness, any original playful or simply unexpected, non-standard, shocking reaction of the teacher discharges the atmosphere in the classroom better than shouting and threats.

Variants of such non-standard answers are given below.

Recognize the strength of the disciple. Agree - there is an illusion that the teacher has the power to force the student to do something. You can insist and demand that Dima, who does not want to learn mathematics, start answering and doing homework. You can write notes to parents and deprive the child of rights and privileges, put deuces and threaten to kick him out of school, and so on - "until you're blue in the face." But until Dima himself decides that he needs to learn mathematics, you will not achieve your goal. Remember Newton's third law: "For every action there is an equal and opposite reaction", in other words, the greater the pressure, the greater the resistance of the students.

Don't get drawn into a battle doomed to lose, just acknowledge the student's strength: "Dima, I realized that I can't make you do your math homework." There is nothing to object to this, because there are no commands, no instructions. Does your sincere and courageous confession mean that you have lost your authority, and students like Dima can now do whatever they want? Absolutely not.

Now that the resistance is starting to subside and the participants are calming down, we can move on to the third stage, resolution. At this stage, you can somehow influence Dima so that he makes the right decision.

Recognition of the power (strength) of the student as a technique very often defuses a tense situation, since it actually means recognition of the equality of the status of the student and teacher as individuals. Powerful people are often aggressive, attacking others, attacking and hurting others. It is difficult to build partnerships with them. And when we admit out loud that we cannot dominate and that no one in this classroom is superior or inferior, we greatly encourage a spirit of cooperation rather than confrontation among students.

When others stop to see who wins, the confrontation escalates. It is not always possible to remove the public from the scene, especially if the conflict takes place in the classroom. Try postponing the conflict discussion until after the students have left. For example, in a lesson, when a student has entered into a furious debate with you on a topic that is not related to the lesson (he feels the ardent attention of the whole class at the same time), just say: “Sasha, we will definitely finish discussing this issue when the bell rings. for a change." The audience will disperse, and Sasha will be left without an audience, in this position he may lose interest in confrontation. Performances usually fail without the support of the audience.

Postpone the discussion for later.

The best course of action in such situations is to postpone further discussion of the matter until you are able to communicate more calmly. One or two phrases are enough. We can choose a time and place to continue the discussion when the audience has dispersed and we are not so overwhelmed. Here are some examples of phrases that effectively transition the discussion:

I have no desire to discuss this topic right now.

Do you prefer to make a fuss or do you really want to solve this problem? (If the student chooses to “brawl,” you can respond, “Please, not with me. Maybe someone in the class will agree? Or maybe your parents?”) You will have to look for another way. I don't fight with my students.

Perhaps you are right. We'll talk about it sometime.

Designate a special time to discuss the issue. Keep a special notebook handy. When the student begins to pester you, take out the book and say: “I agree to take the time to discuss this issue with you. Does three-fifteen suit you today?” Write down a jointly chosen time and place for a personal conversation. Do not say anything else about the topic of discussion, just continue the lesson.

Puzzle students. When you get pissed off with verbal remarks, it's best to puzzle the student. Clearly provocative and offensive statements can be answered as if they were harmless, insignificant, or even obvious. This answer will make it clear that you cannot be manipulated if you don't want to. The two most effective techniques in this case are:

1) agree with the student,

Puzzle techniques are the opposite of popular "active listening" skills in psychology. Active listening emphasizes the importance of what students want to say (“If I understand you correctly, you mean.”). But when what the student is saying is a verbal attack on you, active listening only prolongs the confrontation. In this case, it is inappropriate. Much more productive in such situations is behavior that puzzles the student, rather than inviting him to continue the conversation. If the student really wants to talk to you about something, he will wait for a better opportunity.

Agree with the student. When students say something they think will piss you off, they least expect you to agree with them. This is puzzling. Our agreement is a great way to end resistance.

Change the subject. If we respond to a verbal challenge by changing the subject, we can end the conflict. The verbal antics of students hurt us, and we do not forgive them for this, because we often do not know how to repel verbal attacks. The student knows well that her words are stupid and hurtful. But a lecture on "Why Students Should Respect Teachers" will only prolong the period of confrontation. Our goal is different - to stop the trick and relieve tension. If we do this quickly in one of the perplexing techniques, we won't have to look for ways to get rid of a student who has reached the lava eruption stage.

Eruption stage - use student removal (temporary isolation) technique

If the confrontation is not over at the first stage - be on the lookout! The explosion is coming. And here it will be the wisest to take the brawler away from the conflict and the audience as quickly as possible. There are temporary isolation techniques for this, just as in football or hockey there is a suspension sanction for a few minutes or until the end of the game for violators of the rules. All of them involve isolating the student from the rest of the class. The seriousness of the misconduct determines for how long and where we put the student

Below are isolation techniques as their severity increases. We note right away that those who forbid sending children into the corridor or “to nowhere” are absolutely right.

Removal within the classroom. You can equip it in such a way that there is a place prepared in advance for insulation somewhere behind a closet or behind a piano, you can simply fence it off with a screen or board. It should be a small spot out of sight of the rest of the students. In extreme cases, the place can be fenced off with an ordinary desk.

Removal to other classes (offices). If the school has a parallel class or a class older, you can, having agreed in advance with a colleague, bring the rebel there. Students in the parallel class will most likely not be able to play the role of spectators, because they do not know the “rebel” very well and can simply ignore him. This can make the student calm down. It is not recommended to place a student in a class with younger students.

Removal to a special room. There is an interesting experience in some American schools - a special room for isolating violators from classmates. This is an ordinary room, not a formal place like the principal's office.

Isolation in the office of the school administration. This is done as a last resort. In the teacher's room or the head teacher's (director's) office, most likely no one will pay attention to the student. However, it may happen that for the violator this will be more of a gift than a punishment. Therefore, these premises should be used only when there is no possibility of using other places or when the offense is so severe that there is no other way out - immediate action is needed.

Removal by force. How to deal with students who do not want to obey and leave the scene? There are two ways:

1. Offer them a choice.

2. Call the “Who?” command

1. Offer students a choice. When we tell a student that he “must do something immediately,” we thereby increase his resistance. It would be more effective to give him a choice.

This technique always ends the confrontation, because we do not command, we do not demand, and we do not scold. We simply perform the required specific actions to stop the disobedience. We do not force students to leave, they make a choice, realizing that they will have to bear responsibility for it: either they will leave, choosing this, or they will choose another: “they will stop misbehaving”.

By giving a choice, you form a sense of responsibility for your decisions: if you choose to continue, leave. You'll make a better choice next time. The only time this technique should not be used is if the student's act is so ugly or dangerous that the student must be removed from the room immediately.

If you feel cornered in the truest sense of the word, call the command "Who?".

2. Call the “Who?” command Sooner or later, every teacher will encounter a student who is one hundred percent recalcitrant. “You won’t make me leave,” “You won’t do anything to me,” this kid seems to say, towering over the teacher. The teacher should then offer the following choice: "Do you prefer to leave on your own, or would you like me to ask someone to help you leave?" I would like to believe that in your pedagogical practice such cases will not occur or they will be extremely rare and that you will not have to resort to outside help to get rid of the offender dangerous to others.

Resolution stage - set sanctions.

Everything in this world has its consequences: if you drop a glass of milk, you wipe a puddle, if you touch a hot iron, you treat a burn, etc. In the world of people, this law can be formulated as follows: you have to pay for everything in life. Behavioral violations also have their consequences, or their retribution. All students should be well aware of what consequences can be expected if they choose behavior that is associated with violence or violation of the boundaries of what is permitted. We can pre-determine the specific consequences of each specific behavioral disorder or ask students to make their own assumptions about it. Students are included in this process of reasoning, and then it is easier to find mutual understanding with them. Students must learn to think about the consequences. Then they will learn in certain, specific circumstances each time to choose the most appropriate behavior. In addition, thinking about the consequences, they become more mature.

The most effective form in which conclusions about “retribution” (sanctions) can be presented will be the form “when. - That. »

“When you do this (specific behavioral disorder), then later (specific consequences).”

Formula: “If you didn’t. would not have happened. is worse, as is the threatening formula: “If you do. then I will do…”

The more responsibility we want to see in the student's actions, the more opportunities for free independent choices we must give him. It is about making the student your assistant in solving some problems of the educational process. In this case, the student receives a certain independence and legitimate authority. We have already said that for many power-hungry, active and active natures, this is the only way to channel their energy and satisfy their need to organize and manage something or someone in a “peaceful way”. Legitimate power - the power given by us, implies that the teacher will be able to advance trust in the student.

In domestic child psychology, this problem is being developed by E.V. Saturday. He believes that the most effective of all educational techniques is to make the "naughty" child a guide and defender of social norms in the eyes of other children. This means that yesterday's naughty, endowed by the teacher with the power to maintain discipline among peers, quickly turns into a model of good behavior.

Invite students to help you solve a variety of learning problems every day. The first step in building a sense of belonging is to turn to students as often as possible for help in solving everyday class problems. There are many activities that need to be done daily in the classroom that do not require your supervision or direct guidance. It can be watering flowers, organizing shifts.

Encourage students to express their opinions and allow them to make choices. Another way to teach students to contribute to the overall well-being of the class is to ask them to express their opinions and express their preferences about the learning process.

Even first-graders can make simple choices: how to sit in a class discussion - at their desks or in a circle? Where to sit in the classroom - at the window or at the blackboard? How can you draw geographical maps in a lesson about the world around you: paints, pencils or felt-tip pens?

Make rules with students. The rules that are established in the classroom are the law for you and for your students. They are not accepted in order to limit the behavior of students. The real purpose of the rules is to help the teacher teach effectively, help the student learn effectively, and help the class function effectively. A teacher’s gross mistake will be the installation: “Follow the rules, because I said so!” This is a replica of an incompetent teacher. It sounds quite different: “Follow the rules, as you yourself will receive great benefits from this.” And the students, realizing this, become more united.

As you work with your students to create rules for living in your classroom, tell them that there are two types of rules: the first type - permissive rules - describes everything that contributes to a good life and pleasant study in the classroom, and the second type - prohibitive rules - describes what makes life in the classroom difficult and unproductive. After that, ask all the children: What conditions do they need in order to be comfortable in this class? Under what conditions does it become impossible to achieve their goals? In fact, their answers will constitute the “Class Rules”.

All new circumstances must be assessed by the students themselves in terms of whether they "help" or "hinder" life and learning in this class. After that, a collective decision is made on additions to the rules. Independently adopted rules are difficult to "forget", on the contrary, the enthusiasm with which the students try to follow them is striking.

Your work will be many times more effective if you can involve the parents of the students in it. We come together so that our emergency pedagogical interventions and supportive strategies complement each other, not contradict each other. When parents and teachers - the most important adults for a child - join forces, set common goals and use partnership strategies, the result appears much faster.

Often, the pranks of a student at school, as in a mirror, repeat what happens at his home. The same difficulties faced by the teacher, as a rule, are familiar to the parents of the child. Therefore, it is very effective if the teacher shares with parents all his knowledge about the problem of discipline in the classroom and techniques for working with it. Both emergency parenting tactics and support strategies can and should be used by parents at home.

Invite your parents to become your partners, they will definitely agree. After all, most parents of disobedient students sincerely believe that only a teacher can correct a child's behavior at school. At the same time, you have a winning position: parents of “problem” children would rather accept an offer of help from their own teacher than go to a psychologist or child psychiatrist for consultation - the first is much less painful.

You will probably face some difficulties in the beginning. It's no secret that "difficult" children live in families of "difficult" parents. Therefore, at first, you will have to make some efforts so that your parents begin to respect you in the same way as their children. It is known that there is a relationship between the style of family education and academic success. The highest successes are possible only with a partnership style of relationships at home. Authoritarian and permissive parenting styles do not produce maximum academic results. Therefore, we can say that changing the style of parenting is a turning point in a child's academic performance.

Just like teachers, parents should be interested in the four motives for "bad behavior", just like teachers, they will need knowledge of emergency interventions to be able to stop children's antics, and knowledge of ways to build relationships in which the child will not have to " misbehave" (that is, support strategies that build self-esteem).

Newspaper for parents of your students

It is good if parents can find some information they need in the classroom newspaper when they come to class. Include in this newspaper the section "Corner of Discipline", in which you describe and discuss individual methods of influence and support strategies that form self-esteem. Create a special library for parents at school with books on parenting, child psychology. It may also contain video cassettes and methodological materials that you yourself once seemed important and valuable.

To reduce conflicts with parents, follow these rules:

Talk to parents about their child's bad behavior only in objective terms. Parents will much more calmly accept the phrase: "Faith answers from the spot, without raising his hand, five or six times a day," than the phrase: "Your Faith constantly interferes with teachers in all lessons."

Do not bring down on the head of the parents all at once about the bad behavior of the child, limit yourself to three or four examples, otherwise they will simply lose heart.

Avoid negative predictions. Mom has enough thinking and worrying about what has already happened, and you still make her worry about what may or may not happen.

But positive predictions are very useful. If you tell parents, "I don't know what to do with your child," you won't get any results and ruin the relationship.

Keep in mind that parents are ordinary people and often give out a defensive reaction like: “It won’t work”, “Do it yourself, you get paid for it.” You must understand that these statements are based on insecurity, fear of failure, pain and experience of disappointment. This may be similar to what you yourself experienced at the beginning of the training in relation to the lead psychologist. Try not to pay attention to the defensive reaction, do not be offended and understand.

Do not demand the impossible from your parents: “So, Papa Petrov, tell your Rita that she will not be late for the class after the change.” These are not parents' problems, but yours, teachers' problems and do not demand their solution - it is impossible.

The technology of building constructive interaction in the “Teacher-student” system described above is aimed at solving the problems of discipline motivation and cooperation.

Motivation, discipline and cooperation- three components of the corporate culture, which in turn allows you to solve the three main tasks of the school:

1) education, social adaptation and preparation for life of the young generation of students,

2) attracting and retaining good teachers in the school (through the system of non-material motivation),

3) own development of an educational institution as an organization.

Amonashvili Sh.A. Personal and humane basis of the pedagogical process. - Minsk, 1990.

Bibler V.S. School of Dialogue of Cultures // Soviet Pedagogy. - 1998. - No. 11.

Wenzel K.N. How to deal with misconduct and shortcomings of children? - In: Free education in Russia: K.N. Wentzel and S.N. Durylin: An Anthology of Pedagogical Thought / Editor-compiler G.B. Kornetov. M., ASOU, 2008.

Gessen S.I. Fundamentals of Pedagogy. Introduction to Applied Philosophy. - M .: School-press, 1995.

Glasser W. School without losers. M.: Progress, 1991. S. 29-30).

Gazman O.S. Pedagogy of freedom: the path to the humanistic civilization of the XXI century // New values of education. Issue. 6. - M., 1996.

Dyachenko F.S. Collaboration in learning: about the collective way of learning. - M., 1991.

Innovative movement in Russian school education. / Ed. E. Dneprova, others - M.,

Innovative Processes in Pedagogical Practice and Education./ Ed. G.N. Prozumentova. Barnaul-Tomsk, 1 others

Krivtsova S.V. Training "Teacher and problems of discipline". - M.: Genesis, 1997

Krivtsova S.V. Education for freedom. - In "Pedology: a new century", 2002

Kurganov S.Yu. Child and adult in educational dialogue. - M., 1998.

The concept and program of the project “Mathematics. Psychology. Intelligence". Mathematics grades 5-9. - Tomsk: Tomsk University Publishing House, 1999.

Kraevsky V.V. Models of development in the pedagogical process//Introduction to scientific research in pedagogy. M.: Enlightenment, 1988-120

Mamardashvili M.K. Mandatory form//Questions of Philosophy-1976 No. 12, p.134-137

Mitrafanov K.G. Teacher apprenticeship. - M., 1991.

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Discipline (from lat. Disciplina) - restraint, severity - the rules of behavior of the individual, corresponding to the norms accepted in society or the requirements of the rules of the order. Strict and exact implementation of the rules adopted by a person for implementation.

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Academic discipline - the rules of conduct for a student in a general education institution, corresponding to the charter of the school and internal school regulations, generally binding on each participant in the educational process.

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The responsibility of students for discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, fraud, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students. It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter just qualify as offenses and are the subject of legal regulation. In accordance with the legislation on education, the legal responsibility of students occurs in the event of illegal actions, gross and repeated violations of the Charter of the institution.

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The content of school discipline and the culture of student behavior includes the following rules: - do not be late and do not miss classes; - conscientiously carry out training tasks and diligently acquire knowledge; - take care of textbooks, notebooks and teaching aids; - keep order and silence in the classroom; - do not allow hints and cheating; - take care of school property and personal belongings; - show courtesy in relations with teachers, adults and comrades; - take part in socially useful work, work and various extracurricular activities; - avoid rudeness and offensive words; - to be exacting to the appearance; - uphold the honor of your class and school, etc.

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middle School of General education

Abstract on the topic: "School discipline"

10-A student

Ablyakimova Elmara

leader: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about Discipline

DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.

I think the topic of discipline is very close to the topic of authority. The final solution of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, such a view is correct only with a narrow understanding of the term discipline. If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.

SCHOOL DISCIPLINE