Seminars for class teachers on educational work. Seminar of class teachers "education of a healthy person". Analysis of the seminar - workshop

Workshop for class teachers.

The hardest part of working with children is working with their parents.

Purpose: To remind teachers about the rules of interaction with parents.

The progress of the speech

Good afternoon dear colleagues. I am glad to welcome you to the seminar - workshop, which I called - The most difficult thing in working with children is working with their parents. Why is there a need to talk about this topic?

Some parents willingly and regularly go to school, attend parent-teacher meetings, lessons in the classroom where their children study, school holidays and events, i.e. know about successes, achievements, as well as emerging problems and difficulties. And others have to be persuaded, repeatedly make entries in diaries, etc. etc.

Why is this happening? What does it depend on?

Perhaps it depends on how much we teachers will be able to find contact with parents, we will captivate them with school life, and if necessary, we will give advice, recommendations on how to act in this or that situation.

Presenter's address to the audience.

Everyone has a card - a cloud. On one side of the card, please write the reason you came to the workshop.

Parable

“There was a wise man who knew everything. One person wanted to prove that the wise man does not know everything. Clutching a butterfly in his palm, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “The living woman will say - I will kill her,” the dead one will say - I will let her out. The sage, thinking, replied: "Everything is in your hands." I didn't pick up this story by accident. It is in our hands to create an atmosphere in the school in which parents and children will feel “at home”.

Related conversation

Talking with class teachers about the role of parent-teacher meetings. You understand that, for many, the parent meeting is associated with the work that needs to be done. Some see the parent meeting as waiting for help, joint problem solving.

Interaction with parents is hampered by the following qualities: a stressful state (mental stress that occurs in response to an adverse effect), hyper-responsibility, and emotionality.

Given that the family is a relatively closed institution of education, and the educational potential of parents is very different, it is important when interacting with parents to be able to provide high quality contact. Sometimes it is much more difficult to work with parents than with children. Evaluating the child, the teacher thereby gives an assessment to the parents. Parents of lagging and difficult students experience particular discomfort at meetings. It should not be allowed at public meetings to talk about the weaknesses of certain children. It is better to sort out general and relevant questions for everyone. In an individual conversation in a tactful manner, focusing on the positive characteristics of the student, reveal an exciting problem and, together with the parents, outline ways to solve it.

Unfortunately, “negative statements” are considered the norm. It is easier for us to criticize anything and everything, to complain than to praise, encourage and talk about the positive. Try to live at least one day in goodness and optimism. Include as much as possible in your speech nice words, accompanying them with a smile, and you will see a lot of glowing eyes, people who want to fulfill any of your orders.

It is necessary to encourage children and celebrate even minor successes.

Parents, in turn, must be sure that any confidential conversation with the teacher will not be used to the detriment of their child. The secrets entrusted to the teacher by the student should be kept with special care.

It is necessary to once again focus on the fact that in working with parents, the teacher must always and in everything observe pedagogical norms, ethics and tact.

Practical part

Now I propose to move on to the practical part and complete the exercises from parent meeting"The Warmth of the Family" (accompanied by presentation and musical accompaniment).

Game "Praise yourself" ». Before you is a small questionnaire "Which (th) am I?" it lists traits that are found in many people. Choose the ones that describe positive sides your personality. Praise yourself. Often we are embarrassed when we hear good words addressed to us. And praise is very important. If a person does not receive a positive assessment from the outside, this may be one of the reasons for an increase in nervousness and irritation. Find an opportunity to praise yourself during the working day 3-5 times. Maybe someone wants to read. Let's applaud the courage.

The game "Draw the figure." We all loved to fantasize, draw, invent, embellish as children ... .. so now I suggest you return to childhood.

You are offered six shapes (triangle, square, circle, oval, pentagon), which you need to finish and turn into finished images on the theme: "Family".

It is important to try to make the images look as unexpected and fantastic as possible.

Diagnostic exercise "House".

The exercise allows you to analyze family relationships.

Each draws on a sheet of A4 (or A5) a house with six windows. After that, resettle your family in this house.

Drawings are not discussed. There is self-analysis.

Exercise "Target of mood" (reflection).

Now I suggest you write your wishes to the host and express your mood as follows. You will be given stickers and a mood target. Your task is to write a wish on a piece of paper and stick it on the target by choosing a circle where the inscription will match your mood here and now.

Closing remarks by the moderator.

Thank you for being here with us today. They shared their thoughts and feelings. Appreciate and take care of your family, because it is you and your children who need it for peace of mind. This is your fortress from the storms and hardships of modern life, which, on the one hand, can protect against the negative effects of the environment, and on the other hand, adapt to life in society. And let the interaction with the parents of your students will always be only effective. I wish you success.

Thank you all for your work!

Literature:

family education/ comp. T.E.Zavodova, Yu.A.Lezhneva. - Minsk: Krasiko - Print, 2006.

Parent universities / comp. O.A. Zapotylok. - Minsk: Krasiko - Print, 2006.

Vopel K. Pause energy. Psychological games and exercises: A practical guide / Per. with him. – M.: Genesis, 2001.

Seminar for class teachers on the topic:

"Do we educate?"

Goals:

familiarization of teachers with the characteristics (signs) of the situation of education in order to designate the boundaries of the "educational field";

preparation of the teacher for the analysis (self-analysis) of his pedagogical activity in terms of its contribution to the education of the individual;

development of reflective qualities of a teacher's personality.

Training:

1) Preparation of a memo "Signs of an upbringing situation."

2) Preparation of sheets with signs of a situation of education.

3) Colored pencils (red and green) for each teacher.

4) A roll of brightly colored toilet paper for the demonstration exercise.

Holding

1. Opening speech of the moderator.

Is the activity of a teacher in teaching students different from the activity of educating them? How?

The teacher not only transmits knowledge, but also educates, performs some specific actions. What exactly?

2. What is education?

What is education from the point of view of a personal approach?

Educational activities are:

pedagogical activity, aimed at developing a child's subjective moral experience by including him in a situation of transforming his own life, gaining responsibility, independence, criticality, a system of meanings, the ability to moral choice, including in matters of their own education;

the teacher's assistance in creating the student's own subjective experience, experiences, developing and observing moral standards, as well as overcoming difficulties and removing contradictions;

organization of volitional, moral efforts of schoolchildren to work with their inner world - the value, semantic, moral sphere of the individual;

creating conditions for the manifestation and development personal qualities pupil;

“inclusion” of a student in a situation in which he could experience events, perform objective or mental actions, moral actions that will lead him to this experience; this is a kind of "inclusion" of the student in the chain of events and their pedagogical support in the event space;

the creation by the teacher of conditions for the search and acquisition by the student of the meanings of responsible, active creative attitude to education, as well as to transfer this experience into the field of designing one's own life.

The purpose of education is the formation of a moral cultural personality. Teach etiquette, convey cultural traditions easier for the teacher. But how to form a conscience, an internal moral position of a person?

Reading an excerpt from the book "Pedagogy for All" by Simon Soloveitchik

“If we proceed from the fact that the child who is next to us has no conscience, then education will become impossible.”

Everyone has a conscience. It is not our business to educate conscience, conscience itself arises in the soul of a child. Our job is to cultivate conscience. Conscience is the idea of ​​that general truth on which everything rests. Gradually, the child begins to obey not the highest morality, but the group morality of people close and respected by him, the morality of the “reference group”. In conscience, it is a shame to steal, but from the point of view of rural children, it can be a shame not to climb into someone else's garden - this is a sign of cowardice. Therefore, no matter how much we assure a boy or a girl that it is bad to get deuces, persuasion does not work if in the class they despise not the D students, but the excellent students.

Persuasion here has little effect, and punishment does not work at all, they only strengthen the child’s confidence in his rightness and make him proud - after all, each of us is proud if he suffers for his beliefs.

It is generally accepted that if a child constantly says “it’s impossible, it’s impossible”, then gradually this external - coming from the outside - “it’s impossible” will turn into a moral habit, into an internal “I can’t ... otherwise”. Is it so? Let's take a look at this situation...

Demonstration of the consequences of multiple bans.

One educator (who wants to participate in the demonstration) steps forward. A chair (standing in the center, near the blackboard, turned with a seat towards the audience) - symbolizes the position of the student - "sat down on the school bench." Sit down please. You are a student.

The facilitator takes on the role of a teacher who educates with prohibitions. So…

1. In order for the student to get used to his new social position, it is important to keep him in his chair:

Where did you put your feet? Don't you dare go there! So that your feet are not there! If there is no rest for the legs, then something is wrong with the head! (the presenter bandages the "schoolboy" legs)

2. It is important that the student learns self-control:

Do not touch! Do not take! Put it on it's place! Keep calm! (the presenter bandages the "student" hands)

3. It is important that the student is focused on the educational material in the lessons:

Sit still! Turn to the board! Don't spin! (bandage shoulders).

Don't hang your ears! Did it go in one ear and out the other? Listen to me in class! (bandage ears)

Don't look around! Don't look into someone else's notebook! Eyes on the board! (Blindfold their eyes). Now the whole spectrum of external “impossible” is applied to the student.

Reflection after the demo:

discussion of questions:

What feelings, thoughts do you have when you look at a student in a system of prohibitions coming from outside?

How do you feel, what do you think about as a schoolboy limited by prohibitions? What do you want in this situation? Do what you want.

How strong are these restrictions? Has the external “no” become a system of internal values ​​and guidelines for action? And why? Imagine, what needs to be done in this exercise so that “no” becomes “I can’t”? (Strengthen the fetters - toughen the prohibitions and the system of punishments - twitches, twitches and reconciles). But then “I can’t” will become not “I can’t do it differently,” but “I can’t at all.” (Passivity, lack of will, facelessness).

Let's return to Soloveichik:

“Some children are told “it’s impossible, it’s impossible”, and it turns into “I can’t”, while in other cases this transformation for some reason does not occur ... You can see that the transformation of “it’s impossible” into “I can’t” almost always takes place in the sphere “ outward shame, the shame of exposure. Deep human shame in violation of the truth is not brought up by prohibitions "it is impossible, it is impossible." It has another root - conscience.

Shame cannot be instilled, the nature of shame does not allow it to be instilled. You can repeat to the boy a thousand times: “You should be ashamed!” - but he is not ashamed, and he cannot help himself, even if he feels guilty that he is not ashamed.

In order for a child to be tormented by conscience, so that he knows what shame is, he cannot be shamed. Shame - ease the conscience. The strength of shame does not depend on how often we shame, but on how respected we are by a teenager, how close and dear we are to him.

3. Group work

Task number 1.

Make a list of educational actions of the teacher, continuing the phrases:

- “In the course of preparing an extracurricular activity (lesson), the teacher is engaged in education, if ...”

- “In the process of conducting an extracurricular activity (lesson), the teacher is busy with education when ...”

- “Judging by the results of the event (lesson), it can be argued that the teacher carries out the process of education, if ...”

After 10 to 15 minutes of discussion, present the reflections from your group.

Task number 2.

Read the list of educational actions individually.

Check in green five parenting activities you use most often.

Mark in red five educational actions that you apply rarely or not at all to your pupils.

On the group sheet of educational influences, mark the matches with the list that the group has accumulated. What is left out of the attention of the group?

Compare your rarely used educational influences with those educational influences that were missed by the group?

What to pay attention to?!

If much coincides, then a general trend has been identified. And we need additional information, help to class teachers from the administration, a methodologist, a psychologist.

Does not match - the situation is local. You can work on it individually.

The list of actions of the teacher

"I am engaged in education" if:

I create situations for uniting and rallying the children's team;

I create a situation for the manifestation of responsibility and independence, tolerance;

I take into account age features and life situation pupil;

I stimulate the manifestation of their own initiative by the child;

I involve life facts and personal (and personal) experience in the content of education;

I create a situation of success;

I train the ability to make a choice” in the field “moral-immoral” in different life circumstances;

I help the child in overcoming difficulties and removing contradictions;

I involve my own life, personal experience in the process of communication with children, but I do not proclaim: do as I want;

I turn to the formation of reflexive qualities of the personality;

In communication with pupils, I constantly focus on what, why, why I, my inner circle, society do;

I trust the independence of children and hope for their responsibility;

I inspire to participate in a common cause for the benefit of myself and others;

I show and demonstrate personal interest;

I create and maintain a favorable psychological climate and an atmosphere of interest in living together;

I tune in for pleasure, joy (for myself and others) and success;

I support the situation of mutual support and assistance.

4. Reading the final passage

From the book of Simon Soloveitchik.

"Influence parenting is a passive pedagogy. We have charted a course in our head in the form of the Image of the Child, and now all our actions are determined by this. Slightly a real child deviates, we begin to react. If he followed a given trajectory of behavior, we would sleep. We we do not notice the child, we notice only his shortcomings.

Moral and spiritual education is an active pedagogy. We evoke a feeling of sympathy, awaken goodness. We ourselves do not sleep with our souls and we do not let the soul of a child fall asleep.

Pedagogy of goals emphasizes what the child should know, should be able to, should understand. It tells us: it is necessary that ... It is necessary that ... Pedagogy of means emphasizes how to achieve these well-known “shoulds and shoulds”. She says: to, it is necessary ... To, it is necessary ...

In order for children to grow up as Moral people, it is necessary to achieve from the child only what we can achieve without encroaching on him. If there is morality, there will be everything; if there is no morality, there will be nothing."

At the end of the seminar, teachers are invited to use the signs of the educational situation when designing a lesson and its educational impact, as well as to conduct self-analysis of the educational potential of the lesson. Memos are distributed with a list of signs of a situation of upbringing.

Signs of a parenting situation

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Slides captions:

Are we educating?

Is the activity of a teacher in teaching students different from the activity of educating them? The teacher not only transmits knowledge, but also educates, performs some specific actions. What exactly?

What is education from the point of view of a personal approach?

Educational activity is: pedagogical activity aimed at developing a child's subjective moral experience by including him in the situation of transforming his own life; the teacher's help in creating the student's own subjective experience; organization of volitional, moral efforts to work with one's inner world; creation of conditions for the manifestation and development of the personal qualities of the pupil;

“inclusion” of a student in a situation in which he could experience events, perform objective or mental actions, moral actions that will lead him to this experience; this is a kind of "inclusion" of the student in the chain of events and their pedagogical support in the event space; the creation by the teacher of conditions for the student to search for and acquire the meanings of a responsible, active and creative attitude to education, as well as for transferring this experience to the field of designing his own life.

The purpose of education is the formation of a moral cultural personality.

"Children do not need to be educated - children need to be friends." S. S. Oloveychik

“In the course of preparing an extracurricular lesson, the teacher is engaged in education, if ...” “In the process of conducting an extracurricular lesson, the teacher is engaged in education when ...” “Judging by the results of the event, it can be argued that the teacher carries out the process of education, if ...”

Thank you for your work!

Preview:

REMINDER

Signs of a parenting situation(or educational actions of the teacher)

Support by the teacher-educator of the child's own efforts for moral self-change.

The formation of the child as an ally of the educator in overcoming his own insufficiency, in "effort on himself."

Focusing the teacher's attention on the sphere of values ​​and meanings of the child's actions, and not on the external attributes and regulation of his activities.

Encouragement of the pupil to the manifestation of attitude towards another person as a value in itself.

The formation by the teacher of the moral abilities of the pupil (to dedication, to a freely chosen moral act, to other-dominance, etc.).

The inclusion of the pupil in a creative (creative) life with constant reflection of its goals and meanings, every deed and deed,

Encouragement of the pupil to the manifestation of strong-willed effort, tension, desire to lead himself away from the “easy path”; live according to your individual plan; help in moving along your own trajectory.

Fixing by the teacher-educator of attention not on the process and result of objective activity, but on that change in behavior, consciousness, moral and semantic sphere of the personality (or its possibility), which is expected.

Formation of an active position of pupils in the process of acquiring knowledge, in social projects, as a result of which the features of voluntariness, motivation, self-organization are realized in their activities.

The inclusion of a student in situations-events that put him before the need to manifest personal functions (selectivity, reflection, meaning-creation, responsibility, will, creativity, arbitrariness, etc.) when solving existential issues.

Larina Galina
Methodological seminar for class teachers of grades 5-11 "Prevention of bullying in an educational organization"

In almost every there are students in the class who become the object of ridicule and open bullying. School bullying is not a thing of the past and transient: pain and humiliation often last for several years, and even until graduation. Most importantly, the problem is that almost anyone can be at risk.

bullying(from English Bullying)- persecution of one person by another, aggressive persecution of one child by other children. Appears in all ages and social groups. In difficult cases, it can take on some features of gang crime.

AT modern world school bullying is considered as a serious socio-pedagogical problem that needs to be recognized and measures taken to prevention. Bullying prevention(measures to prevent it or reduce the level of aggression, violence) will help reduce the scale of this negative phenomenon, reduce the number of "aggressors" and "victims" involved in it, improve relationships between children, taking into account individual characteristics everyone.

Main Components bullying:

1. This is aggressive and negative behavior.

2. It is carried out regularly.

3. It occurs in relationships in which the participants have unequal power.

4. This behavior is intentional.

There are the following types bullying:

1. Physical school bullying- the use of physical force in relation to the child, as a result of which bodily injury and physical injury are possible (beating, beating, pushing, slapping, hitting, cuffing, kicking).In extreme cases, a weapon is used, such as a knife. This behavior is more common among boys than girls.

2. Psychological school bullying violence associated with an effect on the psyche, causing psychological trauma through verbal abuse or threats that intentionally inflict emotional insecurity.

Psychological bullying has several subspecies:

Verbal bullying- an offensive name or nickname with which constantly apply

to the victim, name-calling, ridicule, the spread of offensive rumors, endless remarks, biased assessments, humiliation in the presence of other children. Name-calling may also take the form of hints about the student's alleged sexual orientation;

Non-verbal bullying- hurtful gestures or actions (spitting at the victim or in her direction, showing obscene gestures);

Intimidation - the use of constant threats, blackmail in order to cause fear, fear and force the victim to perform certain actions and deeds;

Isolation – the victim is deliberately isolated, kicked out, or ignored by some or all of the students class. They refuse to play, make friends, walk with the child, they don’t want to sit at the same desk with him, they don’t invite him to birthdays and other events. This may be accompanied by distributing notes, whispering insults that may be heard by the victim, or demeaning writing on blackboards or in public places;

Extortion - money, valuables and objects are demanded from the victim through threats, blackmail, intimidation;

Damage and other actions with property - theft, robbery, hiding personal belongings of the victim;

School cyberbullying is an insult, humiliation through the Internet, social networks, email, telephone or other electronic devices (forwarding ambiguous images and photos, anonymous phone calls, name calling, spreading rumors, victims bullying videotaped and posted online.

Usually physical and psychological abuse go hand in hand. The ridicule and bullying may continue long time causing a traumatic experience in the victim.

Potentially, any child can become a "victim" or a rapist under certain situational, life circumstances. However, young rapists are predominantly active, self-confident, dominating, mentally and physically strong children.

Always in a situation of bullying there is:

An "aggressor" is a person who harasses and intimidates the victim.

Types of aggressors:

The nihilist is more often a boy than a girl. This is a logician by type of thinking. Pathological unemotionality is his distinguishing feature. He hears only himself and takes into account only his own opinion. Invents sarcastic and derogatory nicknames for others

Compensator - the lack of knowledge and ability to learn makes up for the manifestation of power, lies, rudeness. Likes to bully the weak and defenseless. He remembers the grievances inflicted on him for a long time, he always tries to take revenge. The only way to deal with this buller- win the support of the team. As soon as he understands that the victim is supported by others, the intensity of his aggression decreases.

The combinator is a cruel teenager with a developed intellect. He enjoys manipulating others by cynically pushing classmates among themselves while remaining on the sidelines. sincere communication with such buller at any moment it can turn into a sudden and very painful blow.

"Victim" - a person who is subjected to aggression.

"Defender" - a person who is on the side of the victim and tries to protect her from aggression.

"Pursuers"- people involved in the persecution started by the aggressor.

"Supporters" - people who are on the side of the aggressor, not directly involved in bullying, but not preventing them.

"Observer" - a person who knows about the details of aggressive interaction, bullying, but maintains neutrality.

typical characteristics of students

prone to become "aggressors" bullying:

Have a strong need to dominate and subjugate others

students, thus achieving their goals;

Impulsive and easily enraged;

Often defiant and aggressive towards adults, including parents and teachers;

They have no sympathy for their victims;

If they are boys, they are usually physically stronger than other boys;

Children brought up in families with a low level of emotional warmth and

support (for example, orphans in foster families, etc.).

It is important to note that offenders do not always want to harm their victim by their behavior. They may have their own goals: to feel your strength, to influence the situation, to form character traits that are significant for yourself.

"Victim" bullying usually those children who are weaker or somehow different from others become. Most of the victims of violence are children, having:

Physical disabilities - wearing glasses, with reduced hearing or with motor impairments (for example, with cerebral palsy, that is, those who cannot protect themselves are physically weaker than their peers;

Behavioral characteristics - withdrawn, sensitive, shy, anxious or impulsive children. Hyperactive children are too annoying and sociable: get into other people's conversations, games, impose their opinion, impatient while waiting for their turn in the game. For these reasons, they often cause irritation and resentment among their peers;

Features of appearance - everything that makes a child stand out appearance out of the total mass, may become an object for ridicule: red hair, freckles, protruding ears, crooked legs, a special head shape, body weight (fullness or thinness);

Poor social skills - lack of experience in communication and self-expression.

Such children cannot defend themselves against violence, ridicule and insults, often do not have a single close friend and communicate more successfully with adults than with peers;

Fear of school - academic failure often forms in children

negative attitude towards school, fear of visiting individual items what is perceived by others as increased anxiety, uncertainty;

Lack of team experience (home children)- those who do not have experience of interaction in a children's team before school may not have the skills to cope with communication problems;

Features of health - there are a lot of disorders that cause ridicule and bullying peers: epilepsy, tics, stuttering, speech disorders and other painful conditions;

Low intelligence and learning difficulties - weak abilities can be the cause of a child's low learning ability. Poor performance creates low self-esteem: "I can't cope", "I'm worse than others", etc. Low self-esteem can contribute in one case to the formation of the role of the victim, and in the other - to violent behavior as a compensation option. Therefore, a child with a low level of intelligence and learning difficulties can become both a victim of school violence and a rapist.

The roles of abusers and victims are not permanent, they can change: Victims can become abusers and vice versa. Sometimes someone from classmates takes on the role of a rescuer, protecting the victim in front of the offender. However, quite often this role becomes heterogeneous, as the rescuer begins to experience the strength of the persecutor, he turns from a rescuer into a victim, and sometimes just a victim of this situation.

AT primary school violence can start with racketeering - when high school students take away money and mobile phones from the younger ones. Children aged 11–15 gossip, humiliating jokes, and boycott. Moreover, boys and girls use different forms. bullying. If boys are more likely to resort to physical bullying(kicks, pushes, etc., then girls are more likely to use indirect forms (spreading rumors, exclusion from social circle). Girls find it harder to deal with the problem bullying than boys.

Sexual (gender) differences bullying associated with the characteristics of the boyish normative (aggressive) a culture that changes markedly with age. Among young boys, physical aggression tends to lead to unpopularity and social rejection by peers. In 10-12 year old boys bullying most pronounced at the beginning school year when kids fight for their status in school life (leader, accepted, rejected, outcasts, outcasts). When this process is completed and the group hierarchy is formalized, bullying wanes. Numerous studies show that more assertive boys have more friends and are more successful with girls in establishing friendships. In those school classes, where there is a rigid hierarchy structure class, the child is forced to play the role of the victim allotted to him throughout his school life. If Class poorly structured, the child can get rid of this role. bullying exists not only among children, but also in the relationship between teachers and students. Some teachers abuse their power by insulting, humiliating and even beating their students, while other teachers may be subjected to bullying by students.

How should a teacher deal with buller? First, don't get hung up on confrontation with the student. In this case, the teenager wants to show that he is stronger than you. Secondly, you can ignore the trick of a difficult student or just stare into his eyes. It must be remembered that buller viewers are needed in order to maximize the demonstrative behavior. During the lesson, you can come close to the student and be next to him for a while, while calling his name. For example: "So way, Kolya, the square of the hypotenuse is…” Third, you can involve Buller in the educational process, stop the lesson and ask him to do something. You need to make the student understand that you cannot be manipulated.

Most often the victims bullying are silent about that they are bullied. You can recognize it by the behavior and mood of the child. The “victim”, as a rule, feels his defenselessness and oppression in front of the offender. This leads to a feeling of constant danger, fear of everything and everyone, insecurity and, as a result, to a loss of self-respect and faith in one's own strengths. In other words, the "victim" child becomes really defenseless against the attacks of bullies. Extremely cruel bullying can push"victim" to settle accounts with life. In this regard, the surrounding close people need to show utmost attention to even a slight change in the behavior of the child.

For teen victims bullying, characteristically following:

pretending to be sick to avoid going to school;

They are afraid to go to school and home alone, they ask to be taken to lessons, they are often late;

The behavior and character of the child is changing;

Obvious symptoms of fear, consisting in sleep and appetite disorders, night crying, enuresis, stuttering and nervous tics, unsociableness and secrecy;

Frequent requests for money, theft;

Decreased quality of study, loss of interest in favorite activities;

Permanent abrasions, bruises and other injuries;

Silence, unwillingness to talk;

Suicidal intentions and, as an extreme degree, suicide.

These manifestations do not always indicate that the child has become a "victim" bullying. Meanwhile, if these symptoms are noted constantly, then it is worth suspecting something was wrong and conducting a small investigation to establish the causes that caused changes in the child's behavior.

What are the consequences for the victim bullying:

Bad relationship with classmates can lead to poor performance. The child loses the desire to go to school, he may develop various neurotic and even mental disorders. Suspicion, disbelief in the good intentions of other people is a natural state of the normal psyche, which has been attacked by rejection for a long time. The worst thing is that regular bullying can provoke a suicide attempt or an attempt on one of the persecutors. Bullying causes irreparable damage not only to the psyche of the victim. No less harmful is the situation of harassment for observers. They run the risk of remaining weak-willed pawns in the hands of the stronger and more enterprising. And the decision made under the influence of the majority, contrary to the voice of conscience, and the constant fear of being in the place of the victim contribute to a decrease in self-esteem, a loss of self-respect. Aggressors are corrupted by impunity, they learn that by such methods you can control the environment.

O classroom, in which bullying occurs, one cannot speak of a team. The unification did not happen due to mutual sympathy or common interests, but out of necessity - the children simply have nowhere to go. In such a group there is no dynamics, relations do not develop, but freeze, taking on an ugly form. The more likely it is that if the one who is being bullied leaves, classroom a new outcast will appear, as this is the only possible way building relationships, learned by the guys.

It is important to note that the situation of bullying itself leads to a distortion in the formation of the personality of children. It is a worthy position in the group of peers, which gives the child and adolescent moral satisfaction, is the main condition for normal mental development.

According to a study by Norwegian psychologist Dan Olvaeus, a child victim may have problems interacting with others, and these difficulties can manifest themselves in youth, and in youth, and even in adulthood. Most offenders often do not reach a high degree of realization of their abilities, as they get used to asserting themselves at the expense of others, and not as a result of their own efforts. Even the psyche of outside observers is subject to change - they can develop a position of non-intervention and ignoring the suffering of others.

signs bullying:

Someone is clamped in the corner of the room, and when an adult approaches a group of children, they fall silent, scatter, and abruptly change their activities. (may hug the "victim" as if everything is fine);

Child's school supplies (textbooks, notebooks, personal items) often

are scattered across class or hidden;

In the classroom, the student behaves secretly, timidly, when he answers, in classroom laughter, noise, interference, comments begin to spread;

The student is constantly insulted, teased, given offensive nicknames;

During the break, in the dining room, the child stays away from other students, hides, runs away from peers and older students, tries to be close to teachers and adults;

The student reacts to other children with a stupid smile, tries to laugh it off, to run away;

The child may be confused, tremble with fright, fear, cry;

Signs of violence on the body or face of the student (bruises, abrasions, cuts, pale or red face);

One of the students is not chosen by others during group games, classes, that is, to be in isolation;

Younger students are afraid to go to the toilet;

Children do not disperse after school, but they are waiting for someone near the school.

Binding Rules bullying prevention in an educational institution:

1. Don't ignore, don't downplay.

If the school came to a common understanding and agreement that bullying is a manifestation of violence, then even those who are not directly involved become more receptive to situations bullying and the ability to respond appropriately.

2. Be active in this situation.

If the teacher became aware of the case bullying, or he has witnessed such an event, he must take a clear and unambiguous position. The teacher may try to get at least the "observers", and if possible the "aggressor" himself, to change their position regarding bullying and also explain to them what are the psychological consequences for the victim in this situation.

3. Conversation with the "aggressor" bullying.

If the case became known bullying, it is necessary to have a conversation with the instigator, where, first of all, make it clear that the school will not tolerate bullying.

It must be taken into account that when working with bullies(aggressors) it is allowed to criticize, as well as correct behavior, but in no case go over to the individual. It should be borne in mind that such children and adolescents usually lose interest in committing violence if they find in their institution some meaningful and valuable activity for themselves in which they are able to show their potential, as well as experience a sense of success.

Sanctions are a great way to let a child know what his free choice can be. If an adult withstands such restrictions, it teaches a teenager to be responsible for his actions.

It should be borne in mind that the responsibility for normal relations between children and adults lies solely with the representatives of the older generation. It is also recommended to use different rules to regulate the life of the child at school, as well as at home, while such rules should not contradict each other.

4. Talking to the "victim" bullying.

It is very important to protect the student who has become a "victim" and stop hiding bullying. Have a confidential conversation with the offended child, try to understand him, support him, help eliminate negative emotions (feelings of fear, resentment, guilt).

5. Talk to class.

Discuss with the guys classroom case of bullying. Such a conversation will make the situation clear to everyone, help resolve conflict and disagreements, discuss together the existing rules against bullying or develop new ones. At the same time, those schoolchildren who behave positively are actively involved in the conversation and discussion.

6. Inform the teaching staff.

The teaching staff should be aware of the case bullying and take control of the situation.

7. Invite parents to talk.

If a bullying takes place in elementary school, it is especially important to involve parents as early as possible, discuss with him what are (or may be) signs indicating bullying and what response strategies can and should be.

8. The onset of consequences.

bullers must face the inevitable consequences of their actions. This includes, but is not limited to, apologizing to the “victim” and restoring property that has been damaged or selected.

Bullying prevention methods for class teachers:

Classroom hour

Can be used for conversations class hour . The impact will be maximum if the discussion of the topic becomes a natural continuation of the school day. Short but frequent conversations are much more effective than infrequent and long ones. Such a rhythm - a weekly brief discussion of the topic - is very effective. Students constantly feel that the teacher, parents and school will not tolerate bullying, and good deeds will not go unnoticed and will be appreciated. However, it is important that these conversations do not become a formal ritual, held only to be held. Then they will lose their power, and in the worst case, lead to backfire.

Intraclass rules

Usually the rules class developed and written down together with the students. It can be done different ways. The list of rules is posted in classroom.

Rules may be in place for a certain amount of time, but they need to be reinforced and enforced.

Watching films

Many teachers, after watching a film with class and discussing with students the topic bullying, with the help of the film they can illustrate what was discussed. Students will generally recognize the techniques shown in the film, and the discussion that follows gives them names and helps raise awareness. Most students become victimized bullying when they see what is happening on the screen. Then the teacher has the opportunity to let the students speak and he himself gives the necessary explanations.

This video material is also suitable for viewing in the teaching staff and at meetings with parents.

The writing

Students are given the task of writing a short essay about bullying. The assignment can be completed at school, or given at home. (in this case, the student, if desired, will be able to discuss the task with parents). The process of writing an essay gives a deeper understanding of the topic. Often in the essays, information that is important for the teacher emerges, about which the student cannot speak directly. In addition, the essay may reflect the inclinations of the author. It is possible that among the authors there is a victim bullying, a stalker or a popular student. This gives the teacher more options.

Combination of forms of work

Literature, films, writings and conversations contribute to bullying prevention. These forms of work can be used both individually and in combination with each other. This will not take much time, but it will demonstrate the position of the school, give students something to think about, and serve as a systematic reminder. If the teacher enjoys the trust of the students, then these preventive measures are very effective.

How a psychologist can help a "victim" bullying?

Reassure the child that he is not to blame for the situation bullying.

Make it clear to the child who has become a "victim" bullying that he is appreciated. Often

such children do not believe that they are able to please someone.

While looking in the mirror, teach your child to calmly and confidently say "no" or "leave me alone." So way, the "aggressor" looking for signs of weakness in the "victim" receives a decisive rebuff.

Help your child learn to walk with a straight, confident, determined attitude instead of hunched over, looking around fearfully, etc.

Teach your child to use humor. Respond to aggression with jokes, funny rhymes, anecdotes. It is very difficult to offend someone who does not want to take bullying seriously.

Help your child get rid of bad habits that cause bullying(for example, the habit of picking one's nose, snitching, throwing other children's things off the desk, etc.).

Support the student, relying on his positive personal qualities of character and abilities. You can, for example, give such a student some assignment in classroom, which he can handle well in order to increase his self-esteem and gain recognition from other guys.

To identify bullying in the classroom You can conduct anonymous surveys and surveys of students.

Bibliography

1. Kon I. S. What is bullying and how to deal with it? "Family and School". 2006. № 11

2. Ruhland E. How to stop bullying in school: Psychology of mobbing. M.: Genesis. 2012

3. Safronova M. V. Bullying in Education environment - myths and reality // World of Science, Culture, education. 2014. № 3