Education methods name the ways of interconnected activities of the teacher and pupils, aimed at achieving the goals of education. Experience shows that the interaction of the educator with the pupils can be carried out in different ways, in particular by:

Direct influence on students (persuasion, moralizing, demand, order, threat, punishment, encouragement, personal example, authority, request, advice);

Creation of special conditions, situations and circumstances that encourage the pupil to change his own attitude towards something, to express his position, to carry out an act, to show character;

The use of public opinion (a group or team of reference for the pupil - school, student, professional), as well as the opinion of a person significant to him;

Joint activities of the educator and pupil (through communication and work);

Teaching or self-education, transmission of information or social experience carried out in the family circle, in the process of interpersonal or professional communication;

Immersion in the world of folk traditions and folk art, reading fiction.

The variety of forms of interaction between the teacher and pupils determines the variety of methods of education and the complexity of their classification. There are several classifications in the system of upbringing methods, distinguished on various grounds.

1. By character impact on the student's personality:

a) persuasion, b) exercise, c) encouragement, d) punishment.

2. By source impact on the personality of the pupil: a) verbal; b) problem-situational; c) teaching methods and exercises; d) incentive methods; e) methods of braking; f) management methods; g) methods of self-education.

3. By results influence on the personality of the pupil, methods are distinguished: a) influencing moral attitudes, motives, relationships that form ideas, concepts, ideas; b) influencing the habits that determine the type of behavior.

4. By focus impact on the personality of the pupil, the methods of education are divided into: a) forming a worldview and exchanging information;

b) organizing activities and stimulating behavioral motives; c) providing assistance to pupils and aimed at evaluating their actions.

5. Binary methods involving the allocation of pairs of methods of "education - self-education". These are methods of influence: a) on the intellectual sphere (persuasion - self-persuasion); b) the motivational sphere (stimulation (reward and punishment) - motivation); in) emotional sphere(suggestion - self-hypnosis); d) volitional sphere (requirement - exercise); e) the sphere of self-regulation (behavior correction - self-correction); f) the subject-practical sphere (educating situations - social trials); g) existential sphere (method of dilemmas - reflection).

The most optimal is the classification of methods of education, allocated on the basis of complex impact on the personality of the pupil and including methods: 1) the formation of the consciousness of the individual; 2) organization of activities and experience of social behavior; 3) stimulating the behavior of the individual.

6.2. Methods for the formation of personality consciousness

These methods are used to convey to the individual knowledge about the main events and phenomena of the surrounding world. They are aimed at the formation of views, concepts, beliefs, ideas, one's own opinion and assessment of what is happening. A common feature of the methods of this group is their verbality, i.e., orientation to the word, which, being the strongest educational tool, can be directed to the child's consciousness with particular accuracy and is capable of prompting him to think and experience. The word helps pupils to comprehend their life experience, the motivation of their actions. However, in itself, verbal influence on the pupil, in isolation from other methods of education, is not effective enough and cannot form stable convictions.

Among the methods of forming the consciousness of a person, beliefs, stories, explanations, explanations, lectures, ethical conversations, disputes, exhortations, suggestions, examples are most often used.

Belief implies a reasonable proof of some concept, moral position, assessment of what is happening. Listening to the proposed information, students perceive not so much concepts and judgments as the logic of the teacher's presentation of his position. Evaluating the information received, students either affirm their views, positions, or correct them. Convinced of the correctness of what was said, they form their own system of views on the world, society, social relations.

Persuasion as a Method educational process It is realized through various forms, in particular, excerpts from literary works, historical analogies, biblical parables, and fables are often used. The method of persuasion is also effective in discussions.

Story used primarily in elementary and middle grades. This is a vivid, emotional presentation of specific facts and events that have a moral content. Influencing feelings, the story helps pupils to understand and assimilate the meaning of moral assessments and norms of behavior, forms a positive attitude towards actions that correspond to moral norms, and influences behavior.

If the story fails to provide a clear and precise understanding in cases where it is necessary to prove the correctness of any provisions (laws, principles, rules, norms of behavior, etc.), the method is applied explanations. The explanation is characterized by an evidentiary form of presentation, based on the use of logically connected inferences that establish the truth of this judgment. In many cases, explanations are combined with student observation, teacher-to-student questions, and student-to-teacher questions, and can develop into a conversation.

To clarification they resort when the pupil needs to explain something, inform about new moral standards, in one way or another influence his consciousness and feelings. Explanation is used to form or consolidate a new moral quality or form of behavior, as well as to develop the right attitude towards a certain act that has already been committed. An important feature that distinguishes explanation from explanation and story is the orientation of the impact on a given group or individual.

Suggestion used in cases where the pupil must accept certain attitudes. It affects the personality as a whole, creating attitudes and motives for activity, and is characterized by the fact that the student uncritically perceives the pedagogical impact. Suggestion enhances the effect of other methods of education. To inspire means to influence feelings, and through them - on the mind and will of a person. The use of this method contributes to the experience of children of their actions and the emotional states associated with them. The process of suggestion is often accompanied by a process of self-hypnosis, when the child tries to inspire himself with an emotional assessment of his behavior, as if asking himself the question: “What would the teacher or parents say to me in this situation?”

Exhortation combines request with clarification and suggestion. The pedagogical effectiveness of this method depends on the form of addressing the child adopted by the educator, his authority, moral qualities, confidence in the correctness of their words and actions. Exhortation takes the form of praise, appeal to feelings of self-worth, honor, or arousal of feelings of shame, repentance, dissatisfaction with oneself, one's actions, and pointing out ways to improve.

Ethical conversation- this is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the educator and pupils. The conversation differs from the story in that the educator listens and takes into account the opinions of the interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems. The purpose of an ethical conversation is to deepen, strengthen moral concepts, generalize and consolidate knowledge, form a system of moral views and beliefs.

Dispute- this is a lively heated debate on various topics that excite pupils - political, economic, cultural, aesthetic, legal. They are held in middle and high school. To conduct a dispute, you need preliminary preparation. First of all, you should choose the topic of the dispute, which must meet the following requirements: a) be related to real life schoolchildren; b) be as simple as possible to understand; c) be unfinished to give freedom for reflection and debate; d) include two or more questions filled with moral content; e) offer students a choice of answers, focusing on the main question: “How should the hero behave?”

Most often, to organize a dialogue, five or six problematic issues are formulated that require independent judgments and form the outline of the dispute. The participants in the dispute are introduced to these issues in advance, however, during the dispute, the logic proposed earlier can be deviated from.

Sometimes the teacher appoints students who act as "instigators" and leading the dispute. The teacher himself must take the position of an “outside observer”, without imposing his point of view and without influencing the opinions and decisions of students. During the dispute, it is important to observe the ethics of the dispute: to object on the merits of the opinion expressed, not to go “to faces”, to defend one’s point of view with reason and refute someone else’s. It is good if the dispute does not end with a ready, final (“correct”) opinion, since this will enable the students to make an aftereffect, that is, to argue later.

Example- this is an educational method that gives specific role models and thereby actively forms the consciousness, feelings, beliefs of pupils, activating their activity. The essence of this method is that imitation, especially in childhood, provides a growing person with the opportunity to appropriate a large amount of generalized social experience. In pedagogical practice, prominent personalities (writers, scientists, etc.), as well as heroes of literary works and films, are used as examples more often than others. An example of an adult (parent, teacher, senior friend) can be effective only if he enjoys authority among children, is a reference person for them. The example of a peer is very effective, but in this case it is undesirable to use classmates and friends for comparison, it is better to use peers - heroes of books and films as a role model.

6.3. Methods of organizing activities and experience of social behavior

The methods of this group are aimed at working out the habits of behavior that should become the norm for the personality of the pupil. They affect the subject-practical sphere and are aimed at developing in children qualities that help a person realize himself both as a purely social being and as a unique individuality. Such methods include exercises, training, demand, instructions and the creation of educational situations.

essence exercises consists in repeated performance of the required actions, bringing them to automatism. The result of the exercises are stable personality traits - skills and habits. For their successful formation, it is necessary to start exercising as early as possible, because the younger the person, the faster habits take root in it. A person with formed habits shows stable qualities in all contradictory situations. life situations: skillfully manages his feelings, inhibits his desires, if they interfere with the performance of certain duties, controls his actions, correctly evaluates them, taking into account the position of other people. The qualities based on the habits formed by upbringing include endurance, self-control skills, organization, discipline, communication culture.

accustoming is an intense exercise. It is used when it is necessary to form the required quality quickly and at a high level. Often, accustoming is accompanied by painful processes, causing discontent of the pupil. The use of habituation in humanistic education systems is justified by the fact that some violence, inevitably present in it, is aimed at the benefit of the person himself and this is the only violence that can be justified. Humanistic pedagogy opposes hard training, which is contrary to human rights and resembles training, and requires, if possible, mitigation of this method and its use in combination with others, primarily games.

The conditions for the effectiveness of teaching are as follows: a) the action performed must be useful and understandable for the pupil; b) actions must be performed on the basis of an attractive model for the child; c) favorable conditions must be created for the performance of the action; d) actions must be performed systematically, controlled and encouraged by adults, supported by peers; e) as they grow older, the action should be performed on the basis of a clearly perceived moral requirement.

Requirement- this is a method of education, with the help of which the norm of behavior, expressed in personal relationships, causes, stimulates or inhibits certain activities of the pupil and the manifestation of certain qualities in him.

Requirements cause a positive, negative or neutral (indifferent) reaction of pupils. In this regard, there are positive and negative requirements. Direct orders are mostly negative. Negative indirect demands include judgments and threats. According to the method of presentation, direct and indirect requirements are distinguished. The requirement by which the educator himself achieves the desired behavior from the pupil is called immediate. The requirements of pupils to each other, "organized" by the educator, should be considered as indirect requirements.

According to the form of presentation, direct and indirect requirements are distinguished. For direct requirements are characterized by imperativeness, certainty, specificity, accuracy, formulations understandable to pupils that do not allow two different interpretations. A direct demand is made in a decisive tone, and at the same time a whole gamut of shades is possible, which are expressed by intonation, voice power, facial expressions.

indirect the demand differs from the direct one in that the stimulus for action is no longer so much the demand itself, but the psychological factors caused by it: the feelings, interests, aspirations of the pupils. There are different types of indirect requirements.

Advice requirement. This is an appeal to the consciousness of the pupil, his conviction of the expediency, usefulness, and necessity of the actions recommended by the teacher. The advice will be accepted if the pupil sees in his mentor an older, more experienced comrade, whose authority is recognized and whose opinion he values.

Requirement-game. Experienced educators use children's inherent desire for play to present a wide variety of requirements. Games give children pleasure, and requirements are imperceptibly fulfilled with them. This is the most humane and effective form making a claim, which, however, implies a high level of professional skill.

Requirement by trust It is used when friendly relations develop between pupils and teachers. In this case, trust manifests itself as a natural attitude of parties respecting each other.

Requirement is a request. In a well-organized team, the request becomes one of the most used means of influence. It is based on the emergence of comradely relations between teachers and pupils. The request itself is a form of cooperation, mutual trust and respect.

hint requirement is successfully used by experienced teachers in working with high school students and in some cases exceeds the direct requirement in efficiency.

Requirement-approval. Timely expressed by the teacher, it acts as a strong stimulus. In the practice of masters of pedagogical work, approval takes various, but always expedient, forms.

Order- a method of education that develops the necessary qualities, accustoms to positive actions. Depending on the pedagogical goal, content and nature of the assignment, there are individual, group and collective, permanent and temporary. Any assignment has two sides: a measure of authority (you were entrusted, you were asked, no one can do it except you, the success of the common cause depends on you, etc.) and a measure of responsibility (you need an effort of will, you need to bring the assigned task to end, etc.). If any of these parties is poorly organized (motivated), then the assignment will not be fulfilled or will not give the desired educational effect.

Creating educational situations involves the organization of the activities and behavior of pupils in specially created conditions. nurturing called situations in which the child is faced with the need to solve a problem - this may be a problem moral choice, choosing the method of organizing activities, social role, etc. The educator deliberately creates only the conditions for the situation to arise. When in this situation the child faces a problem and there are conditions for its independent solution, the possibility of a social test (test) as a method of self-education is created. Social trials cover all spheres of a person's life and most of his social connections. Inclusion in the educational situation forms in children a certain social position and social responsibility, which are the basis for their further entry into the social environment.

6.4. Methods for stimulating behavior and activities

This group of methods is used to form moral feelings, i.e., a positive or negative attitude of the individual to objects and phenomena of the surrounding world (society as a whole, individuals, nature, art, oneself, etc.). These methods help a person to form the ability to correctly evaluate his behavior, which helps him to realize his needs and choose the goals that correspond to them. The methods of stimulation are based on the impact on the motivational sphere of the personality, aimed at the formation of conscious motives in pupils for an active and socially approved life activity. They have a huge impact on the emotional sphere of the child, form his skills to manage his emotions, teach him to manage specific feelings, understand his emotional states and the causes that give rise to them. These methods also affect the volitional sphere: they contribute to the development of initiative, self-confidence; perseverance, the ability to overcome difficulties to achieve the intended goal, the ability to control oneself (restraint, self-control), as well as the skills of independent behavior.

Among the methods of stimulating behavior and activity, reward, punishment and competition are distinguished.

promotion is an expression of a positive assessment of the actions of pupils. It reinforces positive skills and habits. The action of encouragement involves the excitation of positive emotions, instills confidence in the child. Reward can be in various options: approval, praise, gratitude, granting of honorary rights, rewarding.

Despite its apparent simplicity, encouragement requires careful dosing and caution, since the inability to use this method can harm education. The encouragement methodology presupposes the observance of a number of conditions: 1) encouragement should be a natural consequence of the student's act, and not his desire to receive encouragement; 2) it is important that the encouragement does not oppose the student to the rest of the team; 3) encouragement must be fair and, as a rule, consistent with the opinion of the team; 4) when using encouragement, it is necessary to take into account the individual qualities of the person being encouraged.

Punishment- this is a method of pedagogical influence, which should prevent undesirable actions of students, slow them down, cause a feeling of guilt in front of themselves and other people. The following types of punishment are known: the imposition of additional duties; deprivation or restriction of certain rights; expression of moral censure, condemnation. The listed types of punishments can be implemented in various forms depending on the logic of natural consequences: impromptu punishments, traditional punishments.

Like any stimulation method that has a strong influence on the emotional and motivational spheres of a person, punishment should be applied taking into account a number of requirements: 1) it must be fair, carefully thought out and in no case should humiliate the student's dignity; 2) one should not rush to punish until there is complete confidence in the justice of the punishment and its positive impact on the student's behavior; 3) when applying punishment, you should make sure that the student understands why he is being punished; 4) punishment should not be “global”, that is, when punishing a child, one must find in his behavior and positive sides and highlight them 5) one offense must be followed by one punishment; if there are many offenses, the punishment can be severe, but only one, for all offenses at once; 6) the punishment should not cancel the encouragement that the child could have earned earlier, but has not yet managed to receive; 7) when choosing a punishment, it is necessary to take into account the essence of the misconduct, by whom and under what circumstances it was committed, what are the reasons that prompted the child to commit this misconduct; 8) if the child is punished, it means that he is already forgiven, and it is no longer worth talking about his previous misconduct.

Competition- This is a method aimed at satisfying the child's natural need for rivalry, leadership, comparing himself with others. Competing among themselves, schoolchildren quickly master the experience of social behavior, develop physical, moral, aesthetic qualities. Competition contributes to the formation of the qualities of a competitive personality. In the process of competition, the child achieves a certain success in relations with comrades, acquires a new social status. The competition not only stimulates the activity of the child, but also forms his ability for self-actualization, which can be considered as a method of self-education, since during the competition the child learns to realize himself in various types activities.

The methodology for organizing competitions involves taking into account the following requirements: 1) the competition is organized in connection with a specific educational task (it can play the role of a "trigger" at the beginning of a new activity, help complete hard work relieve stress) 2) not all activities of children should be covered by competition: you cannot compete in appearance (competitions "Miss" and "Mister"), the manifestation of moral qualities; 3) so that the spirit of the game and friendly communication does not disappear from the competition for a minute, it must be equipped with bright attributes (slogans, titles, titles, emblems, prizes, badges of honor, etc.); 4) publicity and comparability of results are important in the competition, therefore, the entire course of the competition must be openly presented to children, who must see and understand what activity is behind certain points or points.

6.5. Methods of control and self-control in education

This group of methods is aimed at assessing the effectiveness of the educational process, i.e., at studying the activities and behavior of pupils by the teacher (control methods) and at pupils' knowledge of themselves (self-control methods).

To the main methods control include: a) pedagogical supervision of students; b) conversations aimed at revealing good breeding; c) surveys (questionnaire, oral, etc.); d) analysis of the results of socially useful activities, activities of student self-government bodies; e) creation of pedagogical situations for studying the behavior of pupils.

Pedagogical observation characterized by a direct perception of activity, communication, behavior of the individual in the integrity and dynamics of their change. There are various types of observation: direct and indirect, open and closed, continuous and discrete, monographic and narrow, etc.

For the effectiveness of the use of this method, it is necessary that the observation: a) be systematic; b) was carried out for a specific purpose; c) relied on knowledge of the personality study program, criteria for assessing its upbringing; d) had a well-thought-out system for fixing the observed facts (entries in the diary of observations, in the observation map, etc.).

Conversations with pupils help teachers to find out the degree of awareness of students in the field moral problems, norms and rules of conduct, to identify possible reasons deviations from these standards. At the same time, teachers record the opinions and statements of students in order to assess the quality of their educational influences, the attitude of children towards each other, their likes, dislikes, etc.

Psychological questionnaires reveal the nature of relations between members of the team, comradely attachments or negative attitudes towards one or another of its members. Questionnaires allow you to timely detect emerging contradictions and take measures to resolve them. When compiling questionnaires, certain rules should be observed, for example, do not ask questions in a straightforward form, ensure that the content of the answers includes mutually verifiable information, etc.

Methods self-control, aimed at self-organization of feelings, mind, will and behavior of the individual, provide the process of internal spiritual self-improvement of the pupil and contribute to the transfer of the process of education into self-education. These methods include introspection and self-knowledge.

Method Essence introspection is that the child (most often a teenager) shows interest in himself as a person and thinks more and more persistently about his attitude to the world around him and his own actions, gives a moral assessment of his position in society, his desires and needs. The methodological instrumentation of the process of introspection involves taking into account the following requirements: firstly, it is important to promptly instill in schoolchildren the idea that a person’s desire for introspection is natural, since it helps him to correctly orient himself in the world around him and establish himself in it; secondly, it is necessary to teach schoolchildren ways of introspection (assessment of their specific act; formation of their own opinion about their behavior, position in the team, relations with comrades, parents and teachers).

self-knowledge contributes to the transformation of the child into a subject of education based on the perception of himself as an independent, unique, unique personality (creation of the "I-concept"). Self-knowledge is connected with the child’s discovery of his inner world, which implies, on the one hand, awareness of his own “I” (“Who am I?”, “What am I?”, “What are my abilities?”, “What can I respect myself for?” ), and on the other hand, awareness of one’s position in the world (“What is my life ideal?”, “Who are my friends and enemies?”, “What do I want to become?”, “What should I do so that I myself and the world got better?").

Proper management of the process of self-knowledge is based on taking into account the following factors: 1) the teacher must ensure that the process of self-knowledge does not cause a mental crisis in the child, based on the realization that his inner world does not correspond to ideals and value orientations; 2) it is impossible to allow the child to “withdraw into himself” in the process of self-knowledge, thereby creating a real danger for the emergence of stable egocentrism or an inferiority complex, expressed in inadequate self-esteem and poor interpersonal contacts.

6.6. The concept of upbringing techniques

parenting techniques- this is an integral part of the methods of education, i.e. pedagogically designed actions, through which external influences are exerted on the child, changing his views, motives and behavior. As a result of these influences, the pupil's reserve capabilities are activated, and he begins to act in a certain way.

Exist various classifications upbringing practices. The proposed option is based on the methods, with the help of the teacher, to achieve changes in relations with students and others.

The first group of methods is associated with organization of activities and communication children in the classroom. This includes the following methods.

"Relay race". The teacher organizes activities in such a way that students from different groups interact during it.

"Mutual Aid". Activities are organized in such a way that the success of the jointly organized business depends on the help of children to each other.

"Focus on the best." The teacher in a conversation with children tries to emphasize the best features of each of them. At the same time, its assessment should be objective and based on specific facts.

"Breaking stereotypes". During the conversation, the teacher seeks to bring to the consciousness of the children that the opinion of the majority is not always correct. You can start such a conversation with an analysis of how often the hall is mistaken, prompting the answer to the player during the TV game “Who Wants to Be a Millionaire?”.

"Stories about myself". This technique is used when the teacher wants the children to get more information about each other and understand each other better. Everyone can make up a story about themselves and ask their friends to play it like a little play.

"Communicate by the rules." For the period of performing a creative task, rules are established that regulate communication and behavior of students and determine in what order, subject to what requirements, suggestions can be made, supplemented, criticized, and refuted by the opinion of comrades. Such prescriptions largely remove the negative aspects of communication, protect the "status" of all its participants.

"General opinion". Students speak on the topic of relationships with various groups of people in a chain: some begin, others continue, supplement, clarify. From simple judgments (when the main thing is the very participation in the discussion of each student) they move on to analytical, and then to problematic statements through the introduction of appropriate restrictions (requirements).

Position Correction. This technique involves a tactful change in students' opinions, accepted roles, images that reduce the productivity of communication with other children and prevent the emergence of negative behavior (a reminder of similar situations, a return to original thoughts, a prompt question, etc.).

"Fair distribution". This technique involves the creation of equal conditions for the manifestation of initiative by all students. It is applicable to the situation of "crushed" initiative, when the aggressive speeches and attacks of some children extinguish the initiative and desire to communicate with others. The main thing here is to achieve a balanced distribution of initiative among representatives of all groups of students.

"Mis-en-scene". The essence of the reception is to activate communication and change its nature by placing students in the class in a certain combination with each other at different stages of the teacher's task.

The second group of methods is related to organizing a dialogue between the teacher and the child, contributing to the formation of the student's attitude to any significant problem. As part of such a dialogue, the following techniques can be used.

"Role mask". Children are invited to enter the role of another person and speak not on their own, but on his behalf.

"Forecasting the development of the situation." During the conversation, the teacher offers to make an assumption about how this or that conflict situation could develop. At the same time, indirectly, a search is being made for a way out of the current situation.

"Improvisation on a free theme". Students choose a topic in which they are strongest and which arouses a certain interest in them, transfer events to new conditions, interpret the meaning of what is happening in their own way, etc.

"Exposure of Contradictions". The positions of students on a particular issue are demarcated in the process of performing a creative task, followed by a clash of conflicting judgments, points of view about the relationship of different groups of people. The reception implies a clear limitation of differences of opinion, the designation of the main lines along which the discussion should take place.

"Counter questions". The students, divided into groups, prepare each other a certain number of counter questions. The questions posed and the answers to them are then subjected to collective discussion.

When using pedagogical techniques, the teacher needs to focus on a personal example, a change in the situation, an appeal to independent experts, etc. In the course of the educational process, the teacher can use an infinite number of pedagogical techniques, since new educational situations give rise to new techniques. Each teacher has the right to use those techniques that correspond to his individual style of professional activity, character, temperament, life and pedagogical experience.

Punishment is a method of pedagogical influence, which should prevent undesirable actions, slow them down, and cause a feeling of guilt in front of oneself and other people. Like other methods of education, punishment is designed for the gradual transformation of external stimuli into internal stimuli.

The following types of punishment are known:

the imposition of additional responsibilities;

deprivation or restriction of certain rights;

expression of moral censure, condemnation.

In the current school, various forms of punishment are practiced: disapproval, remark, censure, warning, discussion at a meeting, punishment, suspension from classes, etc.

Application technology

Consider the technology of applying punishments. The situation of punishment is a conflict situation. Therefore, it is necessary to know the conditions that determine the effectiveness of the method of punishment.

Punishment effective only when the student understands why he is being punished, and he considers it fair. After the punishment, they don’t remember him, but they maintain normal relations with the student: punished means forgiven.

Punishment justly inflicted on loved ones authoritative teacher usually has a very positive effect on the child. However, the same punishment, with all external signs of justice, if it comes from a teacher, to whom children treat with some hostility, can lead to conflict, a sharp deterioration in relationships in the team, and an emotional breakdown in the punished child.

The power of punishment is enhanced if it comes from or is supported by the collective.. The student will experience the feeling of guilt more acutely if his act was condemned not only by the teacher, but also by comrades and friends. Ultimately, punishment has a greater positive effect and helps resolve the conflict. However, it is necessary to take into account the relationship within the team, its degree of development and cohesion, because punishment through the team may not have the expected effect on some students.

It is not recommended to apply group punishments. In well-organized collectives, delinquents are sometimes punished for the misconduct of the entire collective, but this issue is so delicate that it requires a very thorough analysis and analysis of the whole situation.

If the punishment is accepted, then the offender should be punished, that is, if the teacher was late with the punishment, then he should not punish. Here is the principle: "Late with punishment - do not punish".

When using punishment, it is impossible to insult the pupil, apply physical punishments and punishments that degrade the dignity of the individual. It is necessary to punish not out of personal dislike, but out of pedagogical necessity. At the same time, the formula "misdemeanor - punishment" must be strictly observed.

When deciding what to punish and how to punish, it is recommended to observe the following line of conduct: from punishments aimed primarily at inhibiting negative actions, character traits, habits - to punishments, the main meaning of which is to develop certain positive qualities.

The basis for applying the method of punishment is a conflict situation. But not all violations and deviations from the norm lead to real conflicts, and, consequently, far not every violation should be punished. It is impossible to give any general and even more specific recipes on the issue of punishment, since each offense is always individual, and depending on who committed it, under what circumstances, what are the reasons that prompted him to commit, the punishment can be very different - from the mildest to the most severe.

Punishment is a powerful method. A teacher's mistake in punishment is much more difficult to correct than in any other case. Therefore, one should not rush to punish until there is complete confidence in the justice and usefulness of punishment.

Punishment should not be allowed to become a weapon of revenge.. It is necessary to cultivate the belief that the pupil is punished for his benefit. There is no need to take the path of formal measures of influence, because punishment is effective only when it is maximally individualized.

Individualization. The personal orientation of punishment does not mean a violation of justice. This is a very serious pedagogical problem. The teacher must determine for himself: if he takes a personal approach, then punishments, like rewards, are differentiated. If he rejects individual approach, then he sees only the offense, but not the person who committed it. It is necessary to explain your pedagogical position to the pupils - then they will understand why the teacher acts one way or another. It makes sense to know their opinion and what position they take.

Punishment requires pedagogical tact, a good knowledge of developmental psychology, as well as an understanding that punishment alone cannot help the cause. Therefore, punishments are rarely used and only in combination with other methods of education.

An important specific feature of punishment as a means of pedagogical stimulation of schoolchildren's activity is that they should be used much less frequently than other means of pedagogical influence.

Famous educators about punishment

Well-known teachers, scientists, statesmen who stood on humanistic positions warned against the thoughtless application of punishments. Let's give some examples.

Russian teacher P.F. Lesgaft wrote that the power of a soft, calm word is so great that no punishment can compare with it. Was not categorical in the application of punishments and A.S. Makarenko, although now some consider him an apologist for authoritarian pedagogy. Makarenko wrote that punishment is a very difficult matter: it requires great tact and caution from the educator. So, Anton Semenovich was convinced that punishment should be used as a certain type of requirement, and a “smart” system of requirements is not only legal, but also necessary. It helps to form a strong human character, fosters a sense of responsibility, trains the will, human dignity, the ability to resist temptations and overcome them.

Swiss educator I. G. Pestalozzi also stood on the positions of humanistic pedagogy: "Nothing causes such irritation and discontent in a child as the fact that he is punished for ignorance, as for guilt." Was categorical in relation to punishments K.D. Ushinsky, who wrote that the fear of corporal punishment does not make a bad heart kind, and mixing fear with anger is the most disgusting thing in a person.

In 1968 V.A. Sukhomlinsky published an article entitled "Parenting without Punishment". In it, the teacher does not object to the use of this method: “Punishment is not only an extreme form of coercion - it is also one of the forms of civil assessment of human behavior. Punishment re-educates only when it convinces you of something, makes you think about your own behavior, about your attitude towards people. But at the same time, Sukhomlinsky argues: "Punishment is not something inevitable."

Rules for the application of punishment in the family

Punishment is used by parents in many families. In some situations, punishment is justified, but it must be punished competently. Here are a few rules of punishment from the Soviet and Russian psychotherapist and psychologist Vladimir Levy:

Punishment should not harm health - neither physical nor mental.

If there is any doubt - to punish or not to punish, do not punish. No "prophylaxis", no punishments "just in case".

For one offense - one punishment. If several offenses are committed at once, the punishment can be severe, but only one - for all offenses at once.

Late punishment is unacceptable. Other educators scold and punish children for offenses that were discovered six months or a year after they were committed. They forget that even the law takes into account the statute of limitations for a crime. The mere fact of discovering a child's misconduct in most cases is a sufficient punishment.

The child should not be afraid of punishment. He must know that in certain cases punishment is inevitable. He should not be afraid of punishment, not even anger, but the grief of his parents. If the relationship with the child is normal, then their grief for him is a punishment.

Don't humiliate the child. Whatever his fault, the punishment should not be perceived by him as a triumph of your strength over his weakness and as a humiliation of human dignity. If the child is especially proud or believes that in this particular case he is right, and you are unfair, the punishment causes him a negative reaction.

If a child is punished, then he is already forgiven. Not a word more about his past misdeeds.

You can not punish and scold:

When a child is sick, experiencing any ailments, or has not yet recovered from an illness: at this time, his psyche is especially vulnerable, and reactions are unpredictable.

When the baby eats, after sleep, before bedtime, while playing, while working.

Immediately after a physical or mental injury (fall, fight, accident, bad grade, any failure, even if he himself is to blame for this failure). It is necessary, at least, to wait until the acute pain subsides (but this does not mean that you need to immediately rush to comfort).

When a child fails to cope with fear, inattention, laziness, mobility and any shortcoming, making sincere efforts. When he shows inability, awkwardness, stupidity, inexperience. That is, in all those cases when something does not work out for a child.

SPEECH AT THE PEDAGOGICAL COUNCIL

on the topic:

METHODS OF PEDAGOGICAL IMPACT

FOR MIDDLE AND HIGH SCHOOL STUDENTS
BOARDING SCHOOLS

GOU teachers for orphans and children,

left without parental care,

Serpukhov special

(correctional) boarding school

for orphans and children left behind

without parental care

with disabilities of the VIII type

Moscow region

PRONINA OLGA NIKOLAEVNA.

2011

What to do if the child shows aggressive behavior?

There are several rules.

RULE 1. Ignore minor aggression.

When the aggression of children is not dangerous and understandable, it is advisable for an adult to respond to the child's behavior in the following way:

Just "don't notice" the reaction of the child (teenager);

Express understanding of the child’s feelings: “I understand that you are offended”;

Switch the child's attention to something, for example, offer to complete a task (play);

Describe his behavior in a positive way: “You are angry because you are tired.”

Since it has been established that aggression accumulates in all people, an adult, seeing and understanding the situation, can simply listen carefully to the child (teenager) and try to switch him to something else.Attention of an adult is a necessity for a child and a teenager.Often it is the lack of such attention that leads to aggressive behavior. Remember that ignoring aggression is a powerful way to change unwanted behavior.

RULE 2. Focus on the actions (behavior), and not on the personality of the child.

At the moment of aggression, describe the child's behavior using the following verbal options:

- “You are behaving aggressively” (stating a fact);

- "You're angry?" (stating question);

- “Do you want to offend me?”, “Are you showing me strength?” (disclosure of the aggressor's motives);

- “I don’t like it when they speak to me in such a tone”, “I tense up when someone screams loudly” (disclosing one’s own feelings in relation to undesirable behavior);

- “You violate the rules of conduct” (appeal to the rules).

When pronouncing one of the statements, an adult needs to showcalmness, kindness and firmness.In no case do not recall similar behavior in the past. After the child calms down, you need to discuss with him his behavior in detail and explain why his act is unacceptable. Place emphasis on whatAggression harms himself more than others.Think together (without witnesses) what behavior in this case would be more acceptable.

RULE 3. Control your own negative emotions.

When communicating with an aggressive child, negative emotions (irritation, anger, indignation, fear, helplessness) can also arise in an adult. But an adult should be able to restrain himself. Control yourself by setting a positive example in dealing with counter-aggression, and maintain the partnerships necessary for further cooperation.

Try:

Do not demonstrate your power: "It will be as I say";

Do not take aggressive postures and gestures (clenched jaws, fingers into fists);

Do not laugh at the child, do not mimic him;

Do not evaluate the personality of the child and his friends;

Do not use physical force, do not threaten;

Do not make excuses, do not try to protect yourself or bribe a child.

Often children's aggressive behavior is associated withdesire to provoke the wrath of an adult,thereby showing his weakness. An adult must make an effort to reduce tension and aggression.

RULE 4. Maintain a positive reputation for the child.

He, like some adults, is veryit's hard to admit you're wrong. Public discussion can hurt him greatly and, as a rule, will only lead to strengthening aggressive behavior further. To maintain a positive reputation for your child, use the following behaviors with him:

- “You may not feel well”, “You didn’t mean to offend him” (publicly minimize the child’s guilt);

Let me fulfill the requirement in part, in my own way;

Offer your child an agreement with mutual concessions.

By insisting on complete submission, a new explosion of aggression can be provoked. If allowedobey "in one's own way", the incident will be settled soon.

RULE 5. Demonstrate non-aggressive behavior.

You must remember that the younger the child, the more friendly your behavior should be in response to aggression. Adult behavior should be opposite bad behavior of a child (teenager). Therefore, the following methods can be used here:

Pause (listen silently);

Time out (give the child the opportunity to calm down alone);

Inspire calmness with gestures, facial expressions;

Joke (“You look cooler than Schwarzenegger now).

The kids are pretty fast.adopt a non-aggressive behavior pattern.

But the main condition is the sincerity of the adult and the correspondence of the tone of his voice, gestures, facial expressions to the thought expressed by him.

We looked at a number of methods aimed at correcting deviant behavior. These include:

1. Consciousness formation methods:

Story;

Explanation;

ethical conversation;

Suggestion;

Dispute.

2. Methods of organizing activities and forming the experience of behavior:

An exercise;

accustoming;

Requirement;

Public opinion;

order;

Educational situations.

3. Methods of stimulation:

Competition;

promotion;

Punishment.

9 high school teachers took part in the study of the effectiveness of these methods.

The results are listed in a table, on the basis of which we can say the following.

Among the methods of group 1 (methods of consciousness formation), the mostcommonly used an explanation and an example are named, followed by ethical conversation and suggestion , slightly less commonly used story and very rarely dispute .

Efficiency of these methods is reflected in the diagram: the most effective is recognized example (14 points), followed by story, explanation and suggestion (13 points each), methodethical conversationranks third (8 points) and in last place dispute (4 points).

Among the methods of the 2nd group (methods of organizing activities and forming the experience of behavior), the mostcommonly used the assignment method is recognized, followed by the exercise and parenting situations, slightly less commonly usedaccusation, demand and public opinion.

Efficiency of these methods is also reflected in the diagram: the most effective methods are recognized assignments and training (12 points), followed by exercise, requirement and parenting situations(10 points) and in last place in this grouppublic opinion(9 points).

Among the methods of group 3 (stimulation methods)commonly used the method of competition is recognized , followed by rewards and further punishment .

Efficiency of these methods is as follows: the most effective methods competitions and promotions (11 points), further method punishment (7 points).

CONCLUSION. According to our teachers, the methods of forming consciousness can be considered the most frequently used and effective example, story and suggestion . Don't Underestimate Methods assignments and accustoming, as well as exercises, requirements and parenting situations.

Methods aimed at correcting deviant behavior
Methods	Frequently used methods	Method effectiveness (score)
Consciousness Formation Methods
story
explanation
ethical conversation
suggestion
dispute

The classification of methods is a system of methods built on a certain basis. Classification helps to discover in methods the general and specific, essential and accidental, theoretical and practical, and thus contributes to their conscious choice, the most effective application. Based on the classification, the teacher not only clearly imagines the system of methods, but also better understands the purpose, the characteristic features of various methods and their modifications.

Any scientific classification begins with the definition of common grounds and the selection of features for ranking objects that make up the subject of classification. There are many such signs, given that the method of education is a multidimensional phenomenon. Thus, the classification of upbringing methods is presented as follows:

By features of the development of the social experience of the individual ( S. A. Smirnov, I. B. Kotova, E. N. Shiyanov and others):

Methods of formation of social experience. Education is designed to streamline the influence of external factors of socialization and create favorable conditions for the self-development of the child's personality. These methods include: pedagogical requirement (introduces the child into activities), exercises (helps develop stable personality traits, skills and habits), assignment (assumes the child’s active action, carries out the performance of a certain role function); situations of free choice (simulates the moment of real life).

Methods of understanding social experience. A common feature of the methods is verbality: a story, a lecture, a conversation, a discussion.

Methods of self-determination of personality: methods of self-knowledge (aimed at studying one's own personality), methods of self-education.

By the nature of the impact on consciousness and behavior of students student(N.I. Boldyrev, N.G. Vyatkin, F.F. Korolev, P.I. Pidkasisty) education methods are divided:

methods of formation of ideological and moral consciousness (persuasion);

methods of forming social behavior and experience of relations (coercion);

methods of organizing activities (exercises);

methods of stimulating and correcting the behavior of pupils (encouragement and punishment);

method of concretization of principles, norms and rules of behavior (personal positive example).

At present, the classification of upbringing methods based on focus- an integrative characteristic, which includes in unity the target, content and procedural aspects of the methods of education (G.I. Shchukina, V.N. Slastenin). There are four groups of methods:

methods of formation of consciousness (story, explanation, explanation, lecture, conversation, exhortation, suggestion, briefing, dispute, report, example);

methods of organizing activities and forming the experience of behavior (exercise, accustoming, pedagogical requirement, public opinion, assignment, educating situations);

methods of stimulation and motivation of activity (competition, encouragement, punishment).

methods of control, self-control, assessment and self-assessment of activities and behavior.

Also stands out system-structural approach to the classification of methods of education. It allows presenting an interconnected system of methods in a complex educational system and approaching methods as a multifaceted activity-mediated process of interaction between educators and the educatee (Z.I. Vasilyeva). In this classification, the following groups of upbringing methods are distinguished:

the method of setting educational goals, objectives and ways to achieve them (aimed at the formation of a conscious attitude to activities);

information and educational method (aimed at the formation of a worldview, beliefs, views);

orientation-activity method (contributes to the development of motives, skills, skills of practical activity);

method of communication (arms pupils with models of behavior and interaction);

assessment method (aimed at developing in students a scale of criteria for their behavior, activities, personal qualities).

The proposed classifications do not contradict each other, but to some extent complement each other.

The most common and generally accepted is the classification of methods of education on the main basic functions they do:

To methods of forming views, judgments, assessments, beliefs, ideals pupils include ways of influencing their consciousness, feelings and will - informing (narration, exposition), persuasion (as a method), suggestion, infection;

To methods of organizing the activities of pupils and the formation of the experience of their social behavior include goal-setting, assignment, requirement, example, accustoming, exercise, creating educational situations;

To methods , performing the functions regulation, correction, stimulation of behavior and activities pupils include - assessment, public opinion, encouragement, punishment, competition.

Methods for the formation of views, judgments, assessments, beliefs, ideals of pupils ( information, persuasion, suggestion, contagion ).

Essence informing is to familiarize pupils with facts, phenomena, processes of the surrounding reality, with social ideas that reflect the significance, value of phenomena and objects. Using this method can be in the form of a story, lecture, conversation.

At the core beliefs as a method of education lies proof as a logical action, in the process of which the truth of a thought is substantiated with the help of other thoughts.

Persuasion as an intellectual influence, appealing mainly to the knowledge and experience of the listener, is focused on the meaningful, critical acceptance by pupils of any information or ideas, on their analysis and evaluation.

The effectiveness of the teacher's use of persuasion as a method of pedagogical influence depends on following a number of requirements:

persuasion should be built taking into account the individual characteristics of the pupils;

persuasion must be consistent, logical, follow the laws of formal logic;

in convincing others, the educator himself must deeply believe in what he proves; passion, emotionality of the speech of the educator, causing adequate experiences in the pupils, make it possible to influence not only the mind, but also the feelings of the students.

As already noted, to convince means to prove the truth or falsity of a proposition. Every proof has three parts: thesis, arguments and demonstration.

Thesis- an idea or statement that needs to be proven true. Argument(ground, argument) - a thought, the truth of which has been verified and proven, and which therefore can be given to justify the truth or falsity of the stated thesis. Demonstration- logical reasoning, during which the truth or falsity of the thesis is derived from the arguments (reasons); a set of logical rules used in proof, the application of which provides a consistent connection of thoughts, which should convince that the thesis is necessarily justified by arguments, and therefore is true.

The rules of proof are determined by the laws of formal logic. These include:

identity law, expressing the requirement of certainty and identity of concepts to themselves in the process of reasoning;

law of contradiction, asserting that two opposing judgments (thoughts) about the same subject, taken at the same time in the same respect, cannot be true together;

law of the excluded middle: of two contradictory statements about the same subject, taken at the same time and in the same respect, one is certainly true, the other is false, the third is not given;

law of sufficient reason: every thought must be justified by other thoughts, the truth of which has been proven.

Proof as a method of persuasive influence is used in such organizational forms of the educational process, such as conversation, discussion, dispute, argument, lecture.

Suggestion as a way of educational influence, it is focused on a significant reduction in the critical perception of the information received by schoolchildren. Such an uncritical attitude is often based on the trust of schoolchildren in the words of a teacher whom they respect and know well for a long time. An increasing influence during suggestion, in addition, is exerted by confident manners, voice, and categorical speech. As a result of suggestion, the words of the educator evoke in the pupils the very ideas, images, sensations that the teacher has in mind.

Along with suggestion in education, it is also used infection . Basically, this is a way of influencing the emotional sphere of the personality of pupils. Emotional contagion involves relying on such a personality trait as empathy. Empathy is understanding the emotional states of another person. Shows empathy in the form empathy when the pupil, identifying himself with another, experiences emotions identical to his emotions; or in the form sympathy when the pupil is worried about the feelings of another (emotions are similar, but not identical).

Methods for organizing the activities of pupils and forming the experience of their social behavior ( goal-setting, assignment, requirement, example, accustoming, exercise, creating educational situations) .

goal setting as a method of setting educational goals, objectives and ways to achieve them, it is aimed at forming a conscious attitude of pupils to activities. The goal setting process different levels team development has its own specifics. The lower the level, the more specific goal-setting should be, and vice versa, the higher the level of self-government in the group, the more general goal-setting is. However, regardless of the level, the main functions in the goal-setting process of any educator come down to two main points. Firstly, to the management of this process, that is, the definition of the goals of education in educational or sports teams, control over their implementation. Secondly, to direct personal participation in the implementation of the goals of education. For example, when developing a plan for educational work, it is necessary to take into account that the main educational activities are related to the educational and competitive activities of pupils.

Order helps to teach children and teenagers to do positive things. Assignments are of a diverse nature: to visit a sick comrade; collect books and toys for kindergarten; decorate a sports hall for the holiday, etc. Orders are also given in order to develop the necessary qualities: unorganized people are given the task to prepare and conduct an event that requires accuracy and punctuality, etc. Control can take various forms: checks in the process of implementation, progress report, etc. The check ends with an assessment of the quality of the completed assignment.

Requirement - a method of education, with the help of which the norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.

The form of presentation differs straight and indirect requirements. A direct requirement is characterized by imperativeness, certainty, concreteness, accuracy, formulations understandable to pupils that do not allow for various interpretations. An indirect requirement differs from a direct one in that it is not so much the requirement itself that becomes the stimulus for action, but the psychological factors caused by it: experiences, interests, aspirations of pupils.

demand-advice, demand-request;

impact-requirement;

demand-order, demand-threat.

It has long been noted that categorical demands suppress initiative, oppress the individual. The degree of categoricalness of the requirement does not at all determine the level of the teacher's motivation. The requests of a beloved democratic teacher may be carried out instantly, while the order of a person whom children do not respect may not be carried out at all. The main thing that prevents some educators from asking a pupil is a distorted idea of ​​their place in society, the belief that age or formal status gives them undeniable, and most importantly, permanent rights. Teachers, who never cease to doubt themselves and their right to demand from pupils or evaluate their actions, are characterized by real intelligence, with which authoritarian tendencies are incompatible.

By way of presentation distinguish:

direct request;

indirect requirement.

The requirement, with the help of which the educator himself achieves the desired behavior from the pupil, is called direct. The requirements of pupils to each other, "organized" by the educator, are indirect requirements. They cause not a simple action of an individual pupil, but a chain of actions - subsequent demands on comrades.

According to the reaction of the pupils stand out:

positive demands;

negative requirements.

Positive requirements activate the personal growth of pupils, create a platform for the formation of sustainable socially significant personality traits. Direct orders are mostly negative, as they almost always cause a negative reaction from the pupils. Negative indirect demands include judgments and threats.

Impact example as a method of education, it is based on a well-known pattern - phenomena perceived by sight are quickly and easily imprinted in the mind, because they do not require either decoding or recoding, which any speech impact needs. The example operates at the level of the first signal system, and the word - the second. The psychological basis of the example is imitation. .

The nature of imitative activity changes with age, as well as in connection with the expansion of the student's social experience, depending on his intellectual and moral development. A younger student usually chooses ready-made models for himself to follow, influencing him with an external example. Imitation in adolescents is accompanied by more or less independent judgments and is selective. In adolescence, imitation is significantly restructured. It becomes more conscious and critical, relies on the active internal processing of perceived patterns, is associated with an increase in the role of ideological, moral and civic motives.

There are three stages in the mechanism of imitation:

at the first stage, as a result of the perception of a specific action of another person, the student develops a subjective image of this action, a desire to do the same;

at the second stage, a connection arises between a role model and subsequent independent actions of the pupil;

at the third stage, there is a synthesis of imitative and independent actions, which is actively influenced by life and specially created educational situations.

An exercise is the main method of forming the necessary personality traits . Exercise is a practical method of education, the essence of which is the repeated performance of the required actions, brought to automatism. The result of the exercises are stable personality traits - skills and habits. In the practice of educational work, they are mainly used three types of exercises:

exercise in useful activities;

routine exercises;

special exercises.

Exercise in a variety of useful activities aim to develop habits in work, in communication of pupils with elders and with each other. The main thing in this type of exercise is that its benefits are realized by the pupil, so that he, experiencing joy and satisfaction from the result, gets used to asserting himself in work and through work.

Regime exercises- these are exercises, the main pedagogical effect of which is not the result, but a well-organized process - the regime. Compliance with the optimal regime in the family and educational institution leads to synchronization of the psycho-physiological reactions of the body with external requirements, which has a beneficial effect on the health, physical and intellectual abilities of the pupil and, as a result, on the results of his activity.

Special exercises- these are exercises of a training nature, aimed at developing and consolidating skills and abilities. In the educational process, these exercises are represented by accustoming to the implementation of the rules of conduct associated with the external culture of the individual.

The effectiveness of the exercise depends on the following conditions:

accessibility and feasibility of exercise;

volume and frequency of repetitions;

control and correction during the exercise;

personal characteristics of pupils;

place and time of the exercise;

combinations of individual, group and collective forms of exercises;

motivation and stimulation exercises;

the adequacy of the exercises to the projected behavior.

Education should develop vital, important, useful skills and habits. Therefore, educational exercises are not invented, but are taken from life, given by real situations. The use of the exercise is recognized as successful when the pupil shows a stable quality in all conflicting life situations.

accustoming is an intense exercise. As a method, it is used when it is necessary to quickly and at a high level form the required quality.

Teaching reveals the greatest effectiveness in the early stages of the upbringing and development of children. The application of this method requires compliance with certain pedagogical conditions:

learning is impossible without a clear idea of ​​what should be learned, therefore, when prescribing a particular course of action to pupils, it is necessary to express it in the shortest and clearest possible rule;

for each period of time, a minimum of individual actions should be allocated, which form the desired form of behavior;

great importance is attached to showing a model of the form of behavior being brought up and creating positive attitude To her;

it takes time to develop a positive habit;

control over the implementation of the action requires a benevolent, interested attitude of the teacher to the pupils, the identification and analysis of emerging difficulties, and the discussion of ways to further work. when using the method, it is important to organize self-control of students.

Methods for organizing the activities and behavior of pupils in specially created conditions are abbreviated as methods nurturing situations . These are situations in which the child is confronted with the need to solve a problem. This may be the problem of moral choice, the problem of how to organize activities, the problem of choosing a social role, and others. The educator specifically creates only the conditions for the situation to arise. When a problem arises for a child in a situation, and there are conditions for its independent solution, the possibility of a social test (test) as a method of self-education is created. Social trials cover all spheres of a person's life and most of his social connections. In the process of inclusion in these situations, children form a certain social position and social responsibility, which are the basis for their further entry into the social environment.

Punishment is a method of pedagogical influence, which should prevent undesirable actions, slow them down, and cause a feeling of guilt in front of oneself and other people. Punishment is a method of resolving conflicts that may arise on the basis of contradictions between the requirements of teachers and the team, on the one hand, and the behavior of individual children, on the other. Punishment is a measure of influence against the perpetrator of a crime, misconduct. Punishment is a method of pedagogical influence used in a conflict situation and aimed at inhibiting undesirable phenomena in the behavior of children, as well as stimulating their socially useful activities by imposing additional duties, depriving certain rights or moral censure. Punishment is a means of pedagogical influence used in cases where the child has not fulfilled the established requirements and violated the norms of behavior.

Slide 12 from the presentation "Reward and Punishment" to the lessons of pedagogy on the topic "Rights and duties"

Dimensions: 960 x 720 pixels, format: jpg. To download a slide for free for use in a pedagogy lesson, right-click on the image and click "Save Image As...". You can download the entire presentation "Reward and Punishment.ppt" in a 157 KB zip file.

Download presentation

Rights and obligations

"Education of junior schoolchildren" - The object of the study is the spiritual and moral education of junior schoolchildren. 25%. Consideration of the idea of ​​spiritual and moral education of children in the historical and pedagogical aspect; Summary table of levels of culture of behavior of children of primary school age. Stages of the experiment: ascertaining; formative; - control.

"Children's school uniform" - - Smoothes out social differences. For the school uniform. - Allows you to track the "chu-zhakov" in the school. 1834 - a law introducing a gymnasium uniform for boys. 78%. 1992 - the abolition of school uniforms in Russian schools. Class in school uniform. 1949 - a unified school uniform. Poll results.

"Fifth graders" - Reluctance to do homework. Possible reactions: The desire to distract an adult from school events, switch attention to other topics. "Adaptation of fifth-graders to new conditions of study". Don't make excessive demands on your child. Communicative - difficulties in communicating with peers and adults.

"Features of children of primary school age" - Unstable and character traits elementary school student. The back muscles are not able to maintain the body in the correct position for a long time. Age groups of school children. The mass of the heart approaches the norm of an adult. The bones of the skeleton, especially the spine, are highly pliable to external influences.

"Adaptation of first graders" - A first grader needs: Analysis of the course of adaptation of first graders. Love and care of family members; attention of adults and peers; the approval of others; Lots of drawing and coloring; run, swim, dance a lot; play; The influence of the educational process on the body of a first grader: Adaptation of a first grader Prepared by a psychologist 2010/2011 academic year.