Pedagogical work in deontic terms, it has a certain specificity. The sense and consciousness of duty requires from the teacher full professional and personal dedication in solving the social problems facing him. However, since situational interests can give rise to conflicts. Conflict(from lat. conflictus - clash, sharp dispute) - this is an extreme case of exacerbation of contradictions, accompanied by acute emotional experiences.
Moral conflicts can be divided into axiological(clash of different values) and deontological(clash of different types of debt). There are constructive And destructive.
We can distinguish the following groups of conflicts that arise in the pedagogical space.
Conflicts due to various professional responsibilities, their diversity and uncertainty. No teacher is able to say when he has completed all his tasks.
Conflicts due to the clash of different roles played by the teacher.
The vast majority of teachers are women. They have to play the role of mother, wife, mistress of the house.
Conflicts arising from the low prestige of the teacher's role. This type of conflict concerns mainly a certain circle of teachers, whose subjects and role are assessed as “secondary” (music, labor, fine arts, physical education).
Conflicts related to the teacher's excessive administrative dependence on the education system as a social institution.
The teacher's work is rigidly programmed with directive prescriptions, instructions, plans and leaves little space for amateur performance. TO conflicts
, in which the teacher violates the norms of pedagogical ethics.
First level - interpersonal clashes, confrontation.
Second level - quarreling. Third level - scandal, crisis..
can be used to resolve a conflict five strategies:
1. Avoidance- this is the lack of desire for cooperation, but at the same time there is no desire to achieve their goals; participants (or one of them) pretend that there is no conflict at all, ignore it.
2. Compliance- sacrificing one's interests to another, agreeing to one's loss in order to maintain good relations.
3. Compromise– exchange of mutual partial concessions. Both participants partly win, but also partly are forced to abandon their goals, which maintains tension and may lead to a renewal of the conflict.
4. Rivalry- the desire to achieve one's own at the expense of another and at all costs.
5. Cooperation– joint search for solutions that fully satisfy the interests of both participants.
22. Ethical protection of the teacher from attacks on his dignity.
Ethical protection- these are the actions of a person performed in order to protect against encroachment on his dignity.
Ethical defense achieves its purpose thanks to three functions, for the implementation of which operational skills are required:
1) preservation of self-esteem by the teacher at the moment of rudeness directed at him;
2) adjusting the partner's behavior in order to demonstrate to him other, more cultural forms of communication;
3) preservation of the dignity of the student who committed offensive actions against the teacher.
There are several ways to be ethically protected.
Soft ways of protection. Question to play . Please reproduce the words that allegedly turned out to be incomprehensible. Paradigms are used: "I'm sorry, I didn't understand...?",
Question about the addressee- naive misunderstanding is instrumented. (Are you talking to me?) Justifying Behavior
– a way of hilariously ignoring what happened. Concentration of attention
Showing benevolence .
Rigid forms of protection. Generous Forgiveness
- visible humility with the rudeness of a partner who cannot yet behave differently. "If that's what you want..."
Comparison of the merits of a partner with his behavior- the hidden mechanism of influence of this form of protection is the elevation of the partner.
"You are so ... (smart, decent) ah, ...".
Leave alone- the method is hard and concise. Breaking the relationship "here and now."
Responsibility for the deed is shifted to the partner.
2. Conflicts of ethics
Let's move on to the most stressful conflict situations, which border on the facts of professional weakness and even unsuitability of a person to perform the functions of a teacher of younger schoolchildren in general. Classification of gross violations of the pedagogical and human ethics of teachers primary school gives grounds to single out, first of all, the types of manifestations of the lack of culture of the teacher, his tactlessness, insulting appeal to the kids. The extreme number of conflict situations are the facts of cruelty and criminal forms and actions of the teacher in dealing with students.
It is in this order that it will be possible to present the factual material taken from practice through an examination of the remote consequences of teacher arbitrariness in primary school. I would like to warn students against the mistake of transferring specific facts to the entire system of didactics of the junior school age. The fact is that the review of conflict situations includes real events without their statistical presentation. An undue expansion of their frequency may occur. And then the whole system of teaching younger students will appear in a gloomy light. Thinking through the facts of non-pedagogical behavior of primary school teachers, it should be remembered that the composition is given in enumerative form. Therefore, rare cases and, possibly, unique ones may fall into the general list. Nevertheless, the future teacher should also take into account isolated facts of anomalies.
One of the sources for the analysis of conflict events in elementary school can be the student's own memories of that time of his school childhood. In general, it can be conceived that the study of this student's data may stimulate the student's recollection and search for similar or close encounters that he witnessed or participated in as a primary school student.
Let us turn to specific episodes of teacher's tactlessness in dealing with younger students and plunge into the real events of school reality.
1. A teacher with a wide range of manifestations of tactlessness: intemperance, rudeness, lack of flexibility; the slightest violation of order causes her a storm of anger, for any reason causes parents, absolute inattention to the feelings of the student, never thanks even if the student picked up her glasses from the floor, disrespect for children. And at the same time - fawning over the director.
2. Episodes of manifestation of tactlessness and rudeness:
They get excited because of unfinished homework and call students names with offensive words;
They are interested in dysfunctional family affairs in the classroom, ask about the divorce of parents, their use of alcoholic beverages;
They exaggerate the severity of the students' act: the girl forgot her tie at home and received a remark from the teacher in front of everyone in the form: “these are the students that dishonor our school.” The student cried the whole lesson;
To find out who was running on the painted floor, everyone took off their shoes and offered to put their shoes upside down next to them;
They are removed from the class, accompanied by strong shouts;
The teacher, noticing the perfume given to the girl by a classmate, ridiculed him in front of everyone. He ran out of the classroom in tears;
The teacher gathered all the girls in the class and explained how indecent it was to go to the cinema at the invitation of a boy who bought a ticket at his own expense;
The third-graders were told about how bad their parents are: they get drunk, they don't watch their children. The girl, whose mother was referred to such bad parents, wept and objected, saying that her mother was good;
After discovering an error in the student's notebook, the teacher said: "nothing good will come of you";
Commenting on the essay “My Mom”, the teacher, who was on bad terms with the girl’s mother, said: “Your mother is not worthy of such a good mark”;
In response to an unfulfilled task by a student whose father drank and left the family, the teacher said: “Well, of course, your father provides you with everything. Why do you need to study.";
Discuss with all the problems in the family of individual students;
They speak rudely about the build of the student;
On the first of September, at the third lesson, the girl under the desk eats a pie. The teacher ridiculed her in front of everyone and put her in a corner;
The teacher, having discovered the notes “Lyuda + Vitya”, “Olya + Kolya” in two girls at the lesson, investigated who these Vitya and Kolya were. The authors of the notes, bursting into tears, could not answer the questions, since Vitya and Kolya were invented by them;
The teacher at the lesson, having found two students with bangs covering their foreheads, puts them in front of the class, shames them and kicks them out with a proposal to clean their foreheads from bangs;
The student accidentally soiled an excellent student's notebook, for which the teacher accused him of envy, as if he would never keep such a clean notebook;
In response to a minor violation of discipline, the teacher said that this boy would never "shine" to be a real person, but to be a drunkard like his father;
The second-grader did not have a father, and therefore he could not answer the teacher's question as his middle name. She began to ask why her father left the family;
The teacher mimicked the students' pronunciation;
The student did not prepare for the lesson and told the teacher about it in private, referring to the unfavorable situation in the family. Later, when this student weakly answered the question, the teacher said, “What is at your house again…?” for everyone;
On the eve of the holiday on February 23, the teacher instructed the students (Grade 3) to congratulate their fathers on the holiday, adding “as long as they are not drunk”;
The teacher, notice that the second-grader escorts the girl home and carries her briefcase, asked if they got an apartment, since the boy goes to the other side of his house; - a poorly performing boy, thanks to the help of a girl, began to study better, to which the teacher reacted with the words that they were still small for love ...
Let us interrupt the episodes of teacher's tactlessness and turn to its interpretation from the point of view of the psychological consequences that remain in the memory of children throughout their lives. Let me remind you that without exception, all the facts cited above and below are stored in the memory of adults who, being university and college students, restore in the biographical past that which left scratches on their souls. The ways of getting out of conflicts are not forgotten, the instructiveness of which is beyond doubt.
Several typical ways out of the conflict and the changes that these clashes lead to in one or both directions are revealed. Most often, conflict events affect the consciousness, behavior, well-being of students. Only a small place is occupied by positive consequences, which are mainly expressed in improving academic success, normalizing behavior, the disappearance of bad deeds and strengthening diligence in response to generally accepted requirements that are made by a primary school teacher. The negative consequences of conflicts for kids, their school and post-school future are more diverse. The facts of post-conflict deterioration in academic performance, behavior, loss of trust in the teacher, resentment for a long time, awareness of injustice on the part of the teacher, the fall in the eyes of the child of the authority of the teacher, the development of a double style of behavior were recorded: diligence is ostentatious with internal disagreement and actions in order to "get rid" of the teacher, to avoid trouble. Among the fateful consequences of conflicts for students are transfer to another school, sending to a special school and a correctional children's institution.
The conflict also affects the behavior of teachers. This is observed in cases where the teacher's tactlessness goes beyond, and parents fearlessly report their thoughts on this matter to the school management or directly to the teacher's face. The facts of the double harm of conflict events are noted: in the direction of the well-being of schoolchildren and their mentor. Finally, there are bilateral changes in attitudes, when the conflict entails the realization of mistakes, the apologies of students, the teacher, and the subsequent process of emotional replacement of the experienced by other competing positive events. In rare cases, the results of the conflict are driven deep, conflict factors remain without overcoming them.
Essential for the formation of the ethical position of the primary school teacher and met a number of ethical-pedagogical and introspective analytical and prescriptive truths. First of all, we note such a paradox as the conscious inclusion in one's methodological arsenal of forms of tactless behavior and actions on the part of the teacher. Not receiving signals from the kids about the inadmissibility of this or that act, the teacher gets used to them. Moreover, having no other pedagogical means and tools for managing the cognitive activity of students, and especially with their resistance to learning and upbringing, than those that hit the psyche, leading to a momentary result, he puts the anti-pedagogical on a par with the pedagogical.
Next to this kind of conflictogenic actions of teachers are their counterparts, which turn out to be products of affect, incontinence, a tendency to outbursts, and the absence of self-regulation mechanisms. Here, much depends on the professional pedagogical culture of the teacher. From the ability to foresee the possible causes of one's explosion and work out scenarios of controlled nervous experiences that can be included in the method of using emotions to solve pedagogical problems.
To form the skills of a teacher of pedagogical ethics in communicating with younger students one cannot discount such objective circumstances as the lack of rebuff on the part of the kids, the actual impunity for tactlessness, the rapture of power over students in the process of their cognitive activity. The situation is aggravated by the inability of students during their debut in school life to realize and defend their student-human rights. Moreover, the psychotraumas of children rarely result in protest, visible upheavals - in the object of careful observation, not to mention psychodiagnostics by teachers.
It is easy to see what value in the system of the professional image of the future teacher is knowledge in this area, working out the technique of painless overcoming of conflicts, which excludes traumatizing children. From practical psychology theoretical ideas of the concept of human perception by a human have a certain basis for developing an ethical culture of a teacher. This refers primarily to the so-called intrasubjective approach to the teacher's mutual perception of students and vice versa. The implementation of the subject-subject approach is possible when the teacher works out the mental situational perception of the students by him, and by them the teacher. Training scenarios with reincarnation in one or another role in practical classes or in the conditions of individually-independent rehearsals of the rules of observance of pedagogical ethics can contribute to the development of these skills.
OPM
Lecture 6
Conflicts in pedagogical activity
- The essence and causes of pedagogical conflict
Types of pedagogical conflicts
Ways to resolve pedagogical conflicts
Positive and negative aspects of conflicts
- The essence and causes of pedagogical conflict
In the context of the analysis of social relations conflict acts as a factor in social development, both positive (constructive) and negative (destructive), and reveals social contradictions, values, interests, needs, and the level of development of society.
In the context of the analysis of psychological aspects conflict is interpreted as an aggravation of interpersonal relations, intrapersonal contradictions, a clash of personal beliefs, positions, needs of different individuals, their ambitions, etc.
Conflictology- a science that considers conflict as a phenomenon of human life, its common features, as well as the behavior of people, their interaction, provided that their ideas and interests do not coincide (A.Ya. Antsupov, A.I. Shapilov).
Conflict(from lat. clash) - a clash of opposing goals, interests, positions, opinions or views, expressed in an aggravated, rigid form.
In order to understand the mechanisms of pedagogical conflict, let us define its formula. Since a conflict is a dispute leading to a struggle, it is quite natural to highlight the contradictions and the causes that give rise to the conflict. Each side is trying to express its opinion, to prove it in a conflict situation through an incident that actually provokes a conflict. In the deployment of the conflict, an important role is played by the participants in the conflict, their age characteristics, role functions and status, the degree of mastery of conflict resolution technology.
Solution strategy and tactics pedagogical conflict are directly dependent on features (specifics). They talk about such features of the conflict as:
- the professional responsibility of the teacher for the pedagogically correct solution of the conflict situation, since the college, like the school or Kindergarten, is a model of society;
- participants in the conflict have different social status, which determines the behavior of the parties to the conflict;
- the difference in age and life experience of the participants breeds their positions in the conflict, giving rise to different responsibilities for mistakes in its resolution;
- different understanding of events and their causes by the participants. The teacher does not always manage to understand the depth of the student's experiences, and the student does not always manage to cope with his emotions;
- the presence of witnesses gives pedagogical conflict an educational value, and the teacher must remember this;
- the professional position of the teacher in the conflict obliges him to take the initiative to resolve it;
- any teacher's mistake in resolving the conflict gives rise to new conflict situations in which other students are included.
Just as in a social conflict, in a pedagogical conflict its manifestation is based on contradictions in the created pedagogical situation.
In the methodology of pedagogy, there are two types of contradictions.
1. Dialectical contradictions, i.e., an objective property of interacting pedagogical structures as a condition for their development and progress. These are macro-level contradictions leading to vertical conflicts. The socio-pedagogical process is a purposeful activity for the socialization of the individual, including all aspects of upbringing, education and training of a person. The main contradictions and sources of conflicts in this process were and remain problems "what to teach and how to teach. The main goal of the socio-pedagogical process is to educate a person with certain socio-cultural qualities. The main customer in this process is society, and the executor is the entire system of education and upbringing Therefore, at the macro level, contradictions and conflicts in the socio-pedagogical process arise between the education system and society (GI Kozyrev).
At the middle level, lines of controversy run between administration and faculty; between administration and parents of students; between school administrators and students.
At the lower level, contradictions run along the lines "teacher - student" and "parent - student".
2. Casual contradictions, i.e. random, mostly caused by incompetence of decisions. There are also horizontal conflicts: "teacher - parent", "teacher - teacher", "parent - teacher", "teacher - student", "student - teacher", "student - student".
All the causes that arise in pedagogical conflicts can be divided into two categories: conflicts in the teaching environment and conflicts directly in educational activities.
Causes of pedagogical conflicts.
Traditional reasons include:
- a small ability of the teacher to predict the behavior of students in the classroom;
- the desire of the teacher in a conflict situation to maintain his social status by any means, since there are witnesses, other students, and it is unacceptable to drop the honor of the uniform;
- assessment by the teacher of the conflict action of the student, which is often based on the subjective perception of his act, low awareness of his motives, personality traits;
- the nature of the relationship between the teacher and individual students;
- an educational and disciplinary model of communication based on the slogan "Strictness does not hurt";
- personal qualities of the teacher (irritability, vindictiveness, a person of mood);
- low pedagogical level of communication.
The following are also called as causes of the conflict (E. E. Akimova):
- contradiction between theory and practice;
- clash of opposing opinions on the information presented;
- the existence of a negative statement, expressed in the influence of negative experience on the assimilation of information;
- distorted assimilation of information.
- 2. Types and structure of conflicts and pedagogical conflicts
- Types of conflicts (according to A.I. Bobro, A.M. Girnyk):
- intrapersonal, interpersonal, intergroup (depending on who is the party to the conflict)
short-term, protracted, hopelessly protracted (by duration)
explicit, hidden (latent); chronic, acute (according to the nature of the course)
spontaneous, planned (according to the nature of occurrence)
damp spontaneously due to the intervention of external forces (according to the nature of attenuation, resolution)
erroneous, displaced; conditional, real (according to the criterion of truth-falsehood)
constructive, destructive (by consequences and functions)
motivational, informational, organizational, conflicts of activity, conflicts of actions; conflicts of interest, conflicts of value systems, conflicts of relationships, conflicts of actions (for the main reason)\
- Pre-conflict situation - tension is growing in relations between potential subjects of the conflict; At this stage, latent conflict is born.
Incident(from lat. adventure, chance, event) - the first clash of conflictants, thanks to which the conflict comes out. It is considered as a formal occasion for the clash of the two sides.
Escalation(from English gradual expansion, strengthening) the process of deepening and expanding the conflict.
climax(from lat. peak) - the highest point of escalation. It can manifest itself as a strong explosion of negative emotions, the energy of the conflicting parties. It is the last point of escalation and at the same time the first point of de-escalation of the conflict.
De-escalation - reducing the severity and destructive consequences of the conflict. The process of de-escalation can end with the attenuation of the conflict, its resolution, or the transition to a new round of escalation. .
End of the conflict comes after the climax and does not always coincide with its resolution. Theoretically, the following options can be distinguished:
- the conflict gradually subsides (the rivals are tired of hostility);
- the clear superiority of one side gives it the opportunity to impose its own conditions for ending the conflict on a weaker opponent;
the struggle goes on until the complete defeat of one of the parties or both sides;
the parties reach consensus on controversial issues and agree to reconciliation (compromise);
the parties have exhausted their resources, have not identified a clear winner and are making concessions;
both sides win
one side leaves the conflict (moving to another city, moving to another school, etc.);
the conflict stops due to the intervention of a “third party” (administration, team, parents).
- Post-conflict situation opens up a new objective reality as a result of the conflict (a new alignment of forces, a new level of interpersonal interaction, a new vision of the problem, changes not only in relationships, but also in their consciousness, behavior, attitude to the profession, learning activities etc.)
- spontaneous; they develop in the realm of relationships and are caused by personal or behavioral relationships;
- intentionally created; they are also provoked in the sphere of relations or are modeled for a specific purpose within the framework of a particular academic subject;
- specially studied; they are implemented in the educational and subject area, therefore, they are intentionally included in the content of curricula in the form of special subjects (for example, "Conflictology", "Pedagogical Technology", "Fundamentals of Pedagogical Excellence") and have an informational purpose. A variety are thematic conflicts that are intentionally used by the teacher within a particular discipline, stage of the lesson to realize the developmental or didactic goal of the lesson.
considered as a component of conflict. pedagogical situation - the real situation in the study group in a complex system of relationships and interactions between students, which must be taken into account when deciding how to influence students.
Kinds pedagogical situations . Let's name the main ones:
- activity situation arises about the student's performance of educational tasks;
- behavioral situation(deeds) arises as a result of a student's violation of the rules of conduct in college, at home, in a public place;
- relationship situation arises in the sphere of emotional-personal relations between the teacher and students or between students.
The conflict develops into incident due to misperceptions:
- illusion of self-nobility. A person believes that he is a victim of an evil enemy and behaves in an exemplary manner from the point of view of morality;
- looking for the straw in the other's eye. A teacher who is in conflict with a student, as a rule, tells in detail how he spoke rudely, kept his hands in his pockets, and smiled maliciously. He notices the slightest nuances in the behavior of the ward. And to the innocent question: “How did you behave?” - often indignantly answers: “What do I have to do with it? After all, we are not analyzing my behavior!” In a conflict, it is extremely important to control your every word, every deed;
- double ethics. It is human nature to embellish one's own behavior, even in front of oneself. We always try to present our own actions as reasonable, respectful towards the opponent, and others - as unacceptable, dishonest.
There are four types of teacher attitude to a conflict situation..
1. The desire to avoid suffering, trouble. The elder acts as if nothing happened. He doesn't noticeconflict, avoids resolving the issue, lets what happened take its course, without violating the apparent well-being, without complicating his own life. Unresolved disputes destroy the team, provoke students to more and more gross violations of discipline.
2. Realistic attitude to reality. The teacher is patient, sober about what is happening. He adapts to the requirements of those in conflict, that is, he follows their lead, trying to mitigate conflict relations with persuasion and exhortation. He behaves in such a way that, on the one hand, he does not disturb the teaching staff and administration, and, on the other hand, does not spoil relations with students. But persuasion, concessions lead to the fact that the elder is no longer respected and even laughed at.
3. Active attitude to what happened. The teacher recognizes the existence of a critical situation and does not hide the conflict from colleagues and supervisors. He does not ignore what happened, does not try to please both ours and yours, but acts in accordance with his own moral principles and beliefs, not taking into account the individual characteristics of the conflicting pupils, the situation in the team, the causes of the conflict. As a result, there is a situation of external well-being, cessation of quarrels, violations of discipline, but this does not always mean that the conflict has been settled.
4. Creative attitude to conflict. The senior behaves in accordance with the situation and resolves the conflict with the least losses. In this case, he consciously and purposefully, taking into account all the accompanying phenomena, finds a way out of the conflict situation. He takes into account the objective and subjective causes of the conflict, does not take a hasty decision.
A creative attitude, a thorough analysis of what happened is especially necessary when perceiving criticism.
Resolution of pedagogical conflict . This is the most difficult procedure for any teacher.
- 3. Ways and means of resolving pedagogical conflicts
1. To extinguish the conflict, i.e., to transfer the attitude of its participants to a level mutually acceptable to both parties, to switch attention from affective-tense relations to the sphere of business, educational.
2. Conflict in pedagogical activity It is easier to prevent than successfully resolve.
3. Conflicts must be resolved without delay, albeit on a partially acceptable platform, but opening the way for joint positive action.
In connection with the implementation of these rules, the question of pedagogical risk arises, which is the activity of a teacher to remove uncertainty in a situation of inevitable, i.e., mandatory choice to make a specific decision to achieve a pedagogical goal (I. G. Abramova). Risk arises when the problem of making a decision is particularly acute. The task of the teacher is to prevent the emergence of crisis, conflict situations based on the choice of alternatives and to accept a specific version of their resolution.
When approaching the conflict methodologically, two main provisions are central: violence (physical, mental, etc.) should be excluded as a possible way to resolve the conflict; resolution of a conflict situation should contribute to the personal growth of the subjects of the conflict. From these positions, conflict resolution can be seen as an integral part of the overall and professional culture teacher.
Principles of conflict resolution. Based on the general theory of conflicts, it is necessary to single out the basic principles of conflict resolution in the pedagogical process: tolerance, timeliness, efficiency, openness, interest in the psychological and pedagogical consequences of the conflict, a systematic analysis of its causes, the exclusion of unilateral responsibility for the emergence of a conflict - moral and communicative norms for overcoming it (S. V. Banykina).
The following are distinguished as principles for managing conflict situations in the pedagogical process (N. F. Vishnyakova):
1. The principle of interest in constructive consequences conflict means the need to see educationalthe significance of the conflict, its possible use for personal growth, moral development of the individual, the extraction of positive experience for each of the participants.
2. The principle of consistency and depth in the analysis of the causes of the conflict. It implies the use of the following levels of analysis: initial, culminating, final, as well as an understanding of the relationship between objective business and subjective personal factors in the emergence of a conflict.
3. The principle of exclusion of unilateral responsibility for the occurrence of a conflict. Two parties are involved, each makes its own “contribution” to the development of the conflict and therefore bears responsibility for its consequences.
4. Intermediary neutrality principle. A neutral position in relation to the warring parties is absolutely necessary for resolving (moreover, effectively) a conflict situation.
5. The principle of conflict prevention. The implementation of this principle is possible subject to the following recommendations:
- the conflict situation should be considered in the general context of the real educational process;
- indirectly or directly, any interpersonal conflict affects the moral and psychological climate of the study group, the college as a whole, and the destructive nature of such a conflict worsens the moral and psychological atmosphere;
- pedagogical conflict should not go beyond its own framework, i.e., take the form of another conflict.
There are several types of teacher response to conflicts.:
- repressive measures- teachers are ready to reflect the negative reactions of students: their accusations, attacks, reproaches - and therefore have a number of repressive measures against the offender in the arsenal of their pedagogical influences;
- ignoring the conflict- the desire to oust unpleasant information, the continuation of one's activities, which reflects the attitude "this cannot happen to me";
- role influence- the intention to resolve the conflict within the framework of the role impact;
- clarification of motives- a series of actions to clarify, understand the motives of the student's behavior;
- incentive to change- a reaction in the form of an emerging desire to change something in one's behavior, attitude, i.e. the conflict is perceived as the necessary information about the need to correct one's own behavior;
- reflection- statements about experienced feelings, arising reflections.
In the event of conflict situations between teachers and students, predominantly - in two cases out of three - they resort to external suppression, use of sanctions. Less often, but also quite often - in half of the situations - a conversation-suggestion is used. And in about every tenth case, there is no external reaction at all, and this is more often due to the fact that the teacher does not know how to respond to the current situation. In this regard, in the practice of conflict resolution, it is most often used arbitration model, the essence of which is expressed in the fact that in order to find ways to resolve the conflict, third party, which is given the right to the main vote. Depending on who is involved in the conflict, the arbitrator is often the director, the head teacher of the college, sometimes the class teacher, or the teacher himself. .
The quality of conflict resolution is affected by typical mistakes of the teacher:
- repayment of only external manifestations of the conflict situation;
- arbitration model;
- the inability of the teacher to go beyond the social role;
- lack of knowledge of algorithms and skills in the analysis of pedagogical conflicts, leading to a violation of the logical sequence in resolving a conflict situation;
- underestimation of how the conflict is resolved (in whole or in part), which leads to the inability to track its possible further manifestation.
An analysis of the typical mistakes of teachers, as well as scientific papers, helped to develop basic rules for conflict resolution. They may be:
- perception of the conflict as a fait accompli;
- attitude to the conflict as a pedagogical problem that can be solved;
- considering the conflict as a valuable source of information about the individual;
- manifestation of initiative by the teacher;
- acceptance by the teacher of responsibility for what is happening in this situation;
- use of the effect of "three D": benevolence, conscientiousness, accessibility;
- competent conduct of confrontation in order to prevent antisocial behavior;
- determination and use of the optimal productive strategy of behavior in conflict.
In conflict, there are several strategies for interpersonal struggle. which implement the principle of "carrot and stick". The essence is expressed in "kicks" or "caresses", according to E. Berne.
Compulsion - a clearly directed psychological impact that suppresses the opponent's ability to resist. The main sign of this strategy is the open use of force: a promise to make the situation public, a hint of infringement of dignity ...
humiliation - “exchange of kicks”, occurs when the forces of the opponents in the conflict are equal. The main thing here is to "infringe" the enemy, even if this does not lead to the achievement of one's own goal (to expel from the office, from the house); weakened form - condemnation.
Manipulation - receiving unilateral advantages. Feature - a masked effect, the so-called camouflage. The opponent is offered a myth, a legend, in the fabric of which a bait is woven, which the addressee must swallow. Most often, the manipulator starts a conversation, as if from afar, about an outsider, gradually transferring the conversation in the direction he needs.
A positive solution to the pedagogical conflict is facilitated by the system of communication between the teacher and students. The actions of the teacher are divided into several stages.
1. Choice of communication style . At this stage, the teacher, as it were, determines for himself:
- what to say, i.e. clarifies the content of the dialogue with the student;
- how to say, i.e. thinks through the so-called emotional accompaniment of the conversation;
- when to say, i.e. determines the time and place of clarification of the conflict situation;
- with whom to say, i.e. analyzes the possible reaction of unwitting witnesses to the conflict;
- why say, i.e. builds a communication system to be sure of the final result.
2. Selection of non-verbal means of communication and active listening techniques . Youth, like preschoolers, often perceives an adult with the so-called emotional hearing, that is, not only deciphers the content, the meaning of the words spoken, but is guided by the attitude of adults towards him. Therefore, the teacher should consider ways of expressing his ability to listen, pay attention to facial expressions, tone, intonation of speech.
3. Return of emotions . The exit of the teacher from the captivity of his own emotions and the opportunity to respond to the experiences of the student.
4. Punishment. A teacher who strives for a constructive resolution of the conflict should be guided by the wise advice that punishment should destroy a separate conflict and not create new conflicts (A. S. Makarenko). The system of punishment in the student class must be thought out so as not to damage the personality of the student.
In any variant of the development of the conflict, the task of the teacher is to turn the opposition of the parties into interaction, a destructive conflict into a constructive one.To do this, you need to do a series of sequential operations.
Achieve an adequate perception of opponents of each other. Conflicting people (especially young people, children), as a rule, are unfriendly towards the opponent. Emotional arousal prevents them from adequately assessing the situation and the real attitude of the opponent towards them personally. The teacher needs to reduce his emotional stress in relations with the student, parent, colleague. You can use the following rules for this:
- do not respond to aggression with aggression;
- do not insult or humiliate the opponent with any word, gesture, or look;
- give an opportunity to the opponent to speak out, after carefully listening to his claims;
- try to express your understanding and complicity in connection with the opponent's difficulties;
- do not make hasty conclusions, do not give hasty advice, because the situation is much more complicated than it seems at first glance;
- invite the opponent to discuss the problems that have arisen in a calm atmosphere. If circumstances allow, then ask for time to better consider the information received. A pause will also help relieve emotional stress.
etc.................
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Option 2. Professional ethics about the moral qualities of a bachelor (specialist) in psychological and pedagogical activities
Task 4.
1. To reveal the structure and content of the concept of "children's world".
2. What are the special methods of studying the children's world?
3. Name the principles of professional communication with children.
4. Which principle is closer to you, justify why?
5. Expand the concept of "aesthetics of pedagogical professionalism."
Task 5.
1. What is included in the structure of the moral consciousness of a bachelor (specialist)?
2. List the conditions for the development of professional tact.
3. List the means of developing the skills of self-knowledge, self-government.
4. List the species moral conflicts and ways to resolve them.
5. Is it possible to bring up loving children teacher? If yes, what are the means of solving this problem?
6. Decision of pedagogical situations.
Option 3. Information technology system for the formation of professional ethicsTask 6.
1. Rank the leading moral feelings of a teacher, psychologist:
− love for children;
− responsibility for the life, health and development of children;
- tolerance and goodwill;
− trust and respect for children;
2. Try to extend this list.
3. Mark which of them are inherent in you, and which ones you want to develop in yourself.
4. Analyze the model features of a teacher-master (V. I. Zhuravlev): Inspirer. Friend. Master. Intellectual. Curator. Innovator. Organizer. Psychologist. Sociologist. Professional. Technologist. Citizen.
5. Try to continue this list.
Task 7.
1. Pedagogical tact is based on its elements:
- Demanding and respectful to the child.
− The ability to see and hear him.
- The ability to empathize with the child.
- The ability to self-control.
− Business tone in communication.
− Attentiveness and sensitivity without emphasizing it.
− Simplicity and friendliness without familiarity.
- Humor without malicious ridicule.
2. Analyze the indicated elements, try to continue this list.
3. Write an essay: "My ideal teacher-master."
Task 8.
1. Psychological and pedagogical skills and moral qualities of a teacher, psychologist, showing his professionalism:
− pedagogical observation;
− pedagogical intuition;
− pedagogical technique;
− pedagogical imagination;
− availability of ethical knowledge.
2. Think and write about how you develop these qualities.
3. Think and write "My Moral Code".
Methodological recommendations for the final certification of students
1. The quality of the teaching of the program is ensured by:
Compliance with the requirements of the Federal State Educational Standard in the areas of training 050400.62 "Psychological and pedagogical education";
Achieving the goals and objectives of the discipline "Professional ethics in psychological and pedagogical activity";
Interdisciplinary approach to the study of the discipline;
Compliance with the requirement of scientific character for the teaching of the discipline;
The use of innovative approaches in the educational process: problem lectures, research lectures, project method, trainings, business games, group discussions, video analysis, etc.;
By solving the following educational and developmental tasks:
- formation of a value attitude towards one's future profession and awareness of its social significance, on the basis of ethical requirements, the definition of attitudes and strategies of behavior in relation to one's professional duty and subjects of communication;
- development of communication skills, cooperation; conduct a harmonious dialogue and achieve success in the communication process; be prepared for a tolerant perception of social and cultural differences;
- development of skills to work in a team, constructively build relationships with students, colleagues, social partners;
− formation of responsibility for the results of their professional activity;
− formation of moral experience of cooperation in psychological and pedagogical activity;
- development of abilities and skills of value-ethical self-assessment, self-control, self-improvement, the ability to develop a system of personal norms-orientations of one's own professional activity and follow it.
2. The final control upon completion of the course of study at the end of the semester is carried out in the form of a test or an exam.
1) To be admitted to passing a test or exam, a student must:
− attend lectures and practical (seminar) classes in full;
− take an active part in the organization and conduct of practical (seminar) classes;
− perform written assignments and timely provide for current control all forms of reporting in preparation for practical (seminar) classes;
- prepare and submit abstracts for verification on one of the proposed topics or by choice.
2) Students are allowed to take a test or exam in accordance with the current Instruction high school about intermediate and final certification, if they have mastered the program in full, performed independent work in the given volume on the relevant topics of this section of pedagogy.
3) When conducting a test or exam, students' answers are heard individually at the information-commenting and partially operational-activity levels.
4) The range of questions submitted for a test or exam covers the entire scope of the work program and corresponds to the content of lectures and practical (seminar) classes, independent work students on the topics studied.
5) When answering the question, the student demonstrates the ability to consider it in close connection with the educational areas bordering on this discipline.
6) The student's answer is considered positive if he reveals the essence of the question, he correctly explains the theoretical provisions under consideration on specific examples of pedagogical reality.
The final credit or exam can be obtained "automatically" according to the final rating during the semester, completing tasks for 80–100 points: answers to problematic issues during a lecture - 2-3 points, speeches at seminars - 5-12 points, colloquium - 5-12 points, essay on a given topic - 5-10 points, abstracts - 5-10 points, presentation at a scientific and practical conference , abstracting of special literature - 10-20 points.
3. Requirements for the level of mastering the discipline (module), assessment of the quality of knowledge.
In order to identify the level of mastering the content of the discipline "Professional ethics in psychological and pedagogical activity" by a graduate, the formation of the following competencies is subject to verification, expressed:
− in knowledge: value bases of professional activity in the field of education; the conceptual and categorical apparatus and norms of professional ethics, the role and place of professional ethics in the system of sciences, the general and specifics of various types of professional ethics; systems of necessary personal and professional qualities of a teacher; basic ethical rules, norms and requirements of business and interpersonal etiquette, in accordance with which to build their behavior and relationships in professional activities; principles, functions, styles, methods of pedagogical communication and interaction with various age and social categories of communication subjects: students, parents, colleagues and social partners; means and methods of professional self-knowledge and self-development;
− skills: be aware of the social significance of their future profession, on the basis of ethical requirements, determine the attitude and strategy of behavior in relation to their professional duty and subjects of communication; understand contemporary issues professional ethics in psychological and pedagogical activity; put into practice theoretical and applied knowledge in the field of professional ethics, business and everyday etiquette; work in a team, constructively build relationships with students, colleagues, social partners; analyze the specifics, similarities and the need to combine ethical and administrative-legal norms in the practice of work; be responsible for the results of their professional activities; be guided in behavior by the principles of tolerance, dialogue and cooperation; address the problems of professional self-awareness, self-education, self-control; identify areas of value-ethical contradictions and conflicts in professional pedagogical activity, possess the skills to resolve them;
− skills: ethical and axiological analysis of processes, situations, relationships, actions, etc.; communication and interaction, various ways of organizing communicative activities in the professional sphere; etiquette behavior; preventing and ending conflicts; public speaking in the professional activities of a teacher, argumentation, discussion and controversy; compliance with the norms of professional ethics; value-ethical self-assessment, self-control, self-improvement, develop a system of personal norms-orientations of one's own professional activity and follow it.
Literature
Main literature
1. Balashov L. E. Ethics: textbook. allowance / L. E. Balashov. - 3rd ed., Rev. and additional – M.: Dashkov i K, 2010. – 216 p.
2. Belukhin D. A. Pedagogical ethics: desired and actual / D. A. Belukhin. - M., 2007.
3. Zimbuli A. E. Lectures on ethics: textbook. allowance Issue. 3 [Electronic resource] / A. E. Zimbuli. – M.: Direct-Media, 2013. – 238 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209328
4. Popkov V. A. Theory and practice of higher professional education: textbook. manual [Electronic resource] / V. A. Popkov, A. V. Korzhuev. M.: Academic project, 2010. - 343 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143192
5. Chernokozov I. I. Professional ethics of the teacher / I. I. Chernokozov. - Kyiv, 1988.
6. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko. - M.: Cathedral, 1997. – 506 p.
additional literature
1. Bgazhnokov B. Kh. Anthropology of morality / B. Kh. Bgazhnokov. - Nalchik: Publishing house. otd. KBIGI, 2009. - 128 p.
2. Bazhenova N. G. Student self-organization: given or given? / N. G. Bazhenova // Higher education in Russia. - 2012. - No. 3. - P. 81–85.
3. Boreiko V. E. Introduction to ecological ethics / V. E. Boreiko. - Kyiv. 1999.
4. Vlasova A. L. The problem of defining youth subculture in modern society/ A. L. Vlasova // Philosophy of Education. - 2013. - No. 1 (46). – S. 125–128.
5. Efremova O. N. Experience in organizing independent work of students] / O. N. Efremova // Higher education in Russia. – 2013. – No. 8–9. – P. 160–163.
6. Elkanov S. B. Fundamentals of professional self-education of the future teacher / S. B. Elkanov. - M., 1989.
7. Ilyin E. N. The art of communication / E. N. Ilyin. - M., 1982.
8. Korchak I. How to love children. / J. Korchak. – Minsk, 1980.
9. Kravchenko A. Z. Communicative support of pedagogical influence [Electronic resource] / A. Z. Kravchenko. – M.: Book laboratory, 2012. – 112 p. – Access mode: http://www.biblioclub.ru/index.php?page =book&id=140445
10. Maltsev V. S. Values and value orientations personality [Electronic resource] / V. S. Maltsev. – M.: Book laboratory, 2012. – 134 p. – Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000
11. Makarenko A. S. Pedagogical poem / A. S. Makarenko. - M.: ITRK, 2003. - 736 p.
12. New philosophical encyclopedia: in 4 volumes / scientific-ed. advice: V. S. Stepin [and others]. – M.: Thought, 2010.
13. Novikov S. G. Strategic guidelines for the education of Russian youth in the era of globalization / S. G. Novikov // Philosophy of education. - 2013. - No. 1 (46). – S. 106–109.
14. Nosova T. A. Organization of the educational work of the university in the context of the Federal State Educational Standard of Higher Professional Education / T. A. Nosova // Higher education in Russia. - 2012. - No. 7. - P. 92.
15. Psychology and ethics business communication: textbook [Electronic resource] / V. Yu. Doroshenko [and others]. – M.: Unity-Dana, 2012. – 420 p. – Access mode: http://www.biblioclub.ru/index.php?page=book&id=117118
16. Rean A. A. Psychology and Pedagogy / A. A. Rean, N. V. Bordovskaya, S. I. Rozum. - St. Petersburg: Peter, 2002. - 432 p.: ill.
17. Ruvinsky L. I. Self-education of feelings, intellect, will / L. I. Ruvinsky. - M., 1983.
18. Rybakova M. M. Conflict and interaction in the pedagogical process / M. M. Rybakova. - M., 1991.
19. Sukhomlinsky V. A. How to educate a real person: Tips for an educator / V. A. Sukhomlinsky. - Minsk. Nar. asveta, 1978.
20. Strategies of education in the modern university: monograph / ed. E. V. Bondarevskaya. - Rostov n / D: PI SFU, 2007. - 302 p.
21. Stanislavsky K. S. My life in art. The work of an actor on himself // Stanislavsky, K. S. Sobr. cit.: in 8 vols. T. 1. / K. S. Stanislavsky. – M.: Art, 1954.
22. Tushnova Yu. A. Research program psychological characteristics image of the world of students of different nationalities in the south of Russia [Electronic resource] / Yu. A. Tushnova // Education. The science. Innovation: Southern Dimension. - 2013. - No. 2 (28). – S. 152–158. – Access mode: http://www.biblioclub.ru/index.php?page=book&id=211511
23. Federal Law "On Education in the Russian Federation" of December 29, 2012 FZ N 273 // Consultant Plus. - M., 2014.
24. Fedorova M. A. Portfolio of the student's research activity [Electronic resource] / M. A. Fedorova // Higher education in Russia. – 2013. – No. 8–9. – P. 3–9.
25. Fromm E. Psychoanalysis and ethics / E. Fromm. - M.: Respublika, 1993. - 415 p.
26. Shmakov S. A. From the game to self-education / S. A. Shmakov, N. Ya. Bezborodova. - M., 1995.
27. Code of Ethics of the Adyghe state university. - Maykop: Publishing House of ASU, 2012. - 10 p.
Electronic information resources
1. On-lain library of the Google search engine: books.googl.comе.
2. Library of ethical literature. – Access mode: http://www.knigka.info/2009/09/03/jetika-delovykhotnosheniii-ucheb..html
3. Library and information center. – Access mode: http://biblioteka15.ru
4. Website of the magazine "Preschool education". – Access mode: https://docviewer.yandex.ru
5. Website of the journal "Ethical Education". – Access mode: http://etika.narod.ru/
7. Pedagogical library. Books and articles. – Access mode: http://www.pedlib.ru
8. A selection of works on ethics on the net: from ancient to modern authors. – Access mode: http://ethikscentr.ru./biblio.htm/
9. Learning resources (incl. study guides). – Access mode: http://ethicaentr.ru.
10. Electronic version of the yearbook "Ethical Thought" (published since 2000). – Access mode: http://ethics.iph.rar.ru/em.htmb
11. Website Scientific Library ASU. ELS "University Library Online". – Access mode: http://biblioklub.ru
GLOSSARY
Absolutism- the worldview principle of interpreting the nature of morality, according to which moral concepts are interpreted as eternal and unchanging principles (the laws of the universe, a priori truths or divine commandments) that are not related to the conditions of people's social life, their needs, or the historical laws of human development.
abiotic(gr. but- not, without- a prefix expressing the negation or absence of any sign, property; bios- life) environmental factors are a complex of components and phenomena of inanimate, inorganic nature that directly or indirectly affect living organisms.
Authoritarianism- one of the forms of dogmatism in morality, manifested in the way of substantiating moral requirements. The authoritarian understanding of morality proceeds from the fact that the highest or even the only justification for its requirements is an indication of an authoritative person from whom these requirements come. And to a greater extent it is characteristic of religious teachings of morality, in which the will of God is declared the highest criterion and foundation of morality.
Adaptation- the adaptability of living organisms to environmental conditions.
Axiology- ethical and philosophical doctrine of values.
Altruism- a moral principle that prescribes compassion for other people, selfless service to them and readiness for self-denial in the name of their good and happiness.
Algorithm- a plan for the exact sequence of actions required to complete the learning task.
anthropocentrism- the view that human needs and interests are of the highest or even exceptional value and importance. There are “egocentrism”, when a person is only interested in herself, “sociocentrism”, when the moral duty of a person extends to all members of the group to which she belongs, “pathocentrism” - when it is believed that a person must protect all rational beings.
Asceticism- a moral principle that involves the suppression of sensual needs, the rejection of worldly goods and pleasures for the sake of any spiritual goals.
Analysis of pedagogical situations- a method of teaching decision-making skills, the purpose of which is to teach students to analyze information, identify key problems, generate alternative solutions, evaluate them, choose the best solution and form action programs.
Bioethics- fusing in environmental ethics, concerning the issues of biotechnology, genetic engineering.
Biosphere(Greek bios - life, sphaira - ball, sphere) - a complex outer shell of the Earth, inhabited by organisms, which together make up the living substance of the planet.
Biotic factors is the totality of the influences of the life activity of some organisms on others.
Voluntarism- a worldview principle based on the priority of the will, opposed to any kind of external determination of human life; a characteristic of a person's personal position, actions, views, distinguished by frank arbitrariness. In ethics, it denotes the position of extreme individualism.
Perception and understanding of the personality of the student by the teacher is the knowledge of it physical states and the spiritual world, age and individual, national, mental and other differences, manifestations of sensitivity and mental neoplasms.
Hedonism- a way of substantiating morality and interpreting its nature and goals, widely used in the history of ethical thought. Hedonism reduces the entire content of various moral requirements to a common goal - to obtain pleasure and avoid suffering. This goal is considered as the main driving principle in man, inherent in him by nature. As a principle of morality, which prescribes to people the desire for earthly joys, Hedonism is the opposite of asceticism.
Glossary- provides interpretation and definition of the basic concepts necessary for adequate understanding of the material. Unlike the general explanatory dictionary(Encyclopedia), which offers general definition concepts, the glossary takes into account the specifics of the current context.
State educational standard (SES) - the social norm of education and erudition, developed and introduced in accordance with the Constitution of the Russian Federation by the federal executive body in the field of education.
business games- a method of organizing the active work of students, aimed at developing effective skills and abilities of educational and professional activities based on the construction of problem situations of a professional orientation.
Population explosion- the process of an extremely sharp increase in the population of the Earth.
Deontology- a section of ethical knowledge, which deals with the problems of due, analyzes the imperative characteristics of morality, and the concept of "duty" acts as the central category.
Duty- the concept of morality, expressing the transformation of moral requirements and values into a personal task of a person, his awareness of his duties as a moral being.
Interpretation of children's behavior- the process of analyzing the received data and deriving a certain conclusion from them. This is a developed degree of observation, in which the teacher acquires the ability to draw conclusions about the causes and patterns of children's behavior, based on the knowledge of the children's world and the ability of sensory empathy for him. On this basis, the teacher, the psychologist draw conclusions about the internal properties of pedagogical phenomena in their significant relationships.
Conflict- this is the opposition of people, due to the contradictions that have arisen between them and accompanied by high tension and disharmony of emotional states.
the beauty- (a category of practical pedagogical ethics), one of the universal forms of being of the material and spiritual world, revealing the aesthetic meaning of phenomena, their external and internal qualities that cause moral and aesthetic satisfaction.
Competencies- the expected and measurable specific achievements of students (graduates), which determine what the student (graduate) will be able to do upon completion of all or part of educational program.
conformism- adaptation to the standards and canons of behavior and consciousness, the rejection of an independent moral position.
Cosmocentrism- an ethical view that considers that the world is valuable in itself and that a person does not decide how the world should be, on the contrary, the world decides how a person should be.
Skill and art of communication- this is the awakening of faith in the strengths and abilities of children, convincing them of the possibility of overcoming difficulties in achieving the goal.
mentality(mentality) - a certain way and type of thinking; mindset and feelings.
Misanthropy- misanthropy, dislike of people.
Teaching method- a didactic category that gives a theoretical understanding of the system of norms of interaction between the teacher and students, the organization and regulation of students' activities, ensuring the assimilation of the content and the achievement of learning goals.
Empathy Situation Method- assimilation emotional state subject to the state of another person (or social group).
Module- a relatively independent (logically complete) part of the educational program, responsible for the formation of a certain professional competence or a group of related competences. The main organizational and content unit of the module-rating system, part of the working curriculum of the discipline, which has a relatively independent value and includes several topics or sections of the course that are similar in content.
Modular-rating system of the organization educational process - a set of organizational measures that control the process of mastering the main educational program in the specialty (direction) of higher professional education, in which the structuring of the content of each academic discipline on disciplinary modules and regular assessment of students' knowledge and skills during the semester.
Morality(from Lat. moralis - moral) - a specific way of valuable knowledge and spiritual and practical development of the surrounding world by a person through the prism of good and evil, justice and injustice, etc., considering various models of interhuman relations and free, voluntary and disinterested following them.
Naturalism – methodological principle justification of morality, the essence of which is the desire: 1) firstly, to explain morality not from the social conditions of human existence, but from the eternal, unchanging nature of man, 2) to build ethical theories based on the data of the natural sciences.
Moral- one of the most important and essential factors of social life, social development and historical progress; morality. It consists in the voluntary independent coordination of the feelings, aspirations and actions of members of society with the feelings, aspirations and actions of fellow citizens, their interest and dignity, with the interest and dignity of the whole society as a whole.
moral consciousness- awareness of the norms of one's behavior, the nature of relationships in society and the value of the qualities of the human personality, which is fixed in views, feelings and habits.
moral feelings- part of moral consciousness, represent a subjective, personal attitude to the objects and subjects of the pedagogical process. Feelings are, figuratively speaking, life-giving soil for highly moral deeds.
Moral beliefs- ethical knowledge of the individual, which has become the norm of his behavior.
The moral world of childhood is the thoughts, feelings, actions of children, their dreams and plans, hopes and disappointments, children's joys and sorrows.
Nihilism- a principle that characterizes the attitude of a person to the moral values of society; means the denial of common to all moral standards, principles and ideals, non-recognition of any public authorities.
Optimism- belief in a better future (opposite to pessimism).
Patriotism is a moral principle that asserts respect and love for one's homeland, pride in the achievements of the people, their contribution to world culture.
the greenhouse effect- this is a gradual warming of the climate on our planet as a result of an increase in the concentration of anthropogenic impurities in the atmosphere, which, passing solar radiation, prevent long-wave radiation from the earth's surface.
Positivism- a philosophical trend that recognizes as authentic, positive knowledge that is given in direct experience.
Pragmatism- direction in the philosophy of morality, based on two basic principles: 1) good is something that meets a need; 2) each moral situation is unique and therefore each time requires a completely new solution.
Professional ethics in psychological and pedagogical activity- an integral part of ethics, reflecting the specifics of the functioning of morality in the conditions of the pedagogical process and developing moral norms that underlie the moral consciousness and relations of a specialist to students, to his work and to himself.
Pedagogical justice- the concept of moral consciousness, expressing the proper order of human relationships in pedagogical activity.
Professional duty - the transformation of the requirements of morality, which apply equally to all people, into the personal task of a particular teacher, formulated in relation to particular situations, but based on the general normative requirements of pedagogical activity.
professional honor- the concept of moral consciousness, prescribes normative requirements for his behavior and encourages him to behave in various situations in accordance with the social status of his profession.
professional conscience- a category of ethics, reflecting the awareness of the moral responsibility of a person for his behavior to himself and the inner need to act fairly. The main function of conscience is the implementation of moral self-control, expressing in feelings:
1) feeling of satisfaction or annoyance;
2) a sense of pride or shame;
3) "clear conscience" or pangs of conscience, etc.
conscience most perfect form self-control.
Pedagogical tact(from Latin taktikus - touch) - a sense of proportion in the choice of means of pedagogical interaction, the ability in each case to apply the most optimal methods of educational influence without crossing a certain line.
The work program of the discipline - the program of development educational material, corresponding to the requirements of the state educational standard of higher professional education, including all didactic units of the State Educational Standard of Higher Professional Education and taking into account the specifics of preparing students in the chosen direction (specialty).
Reflection- reflection, introspection, self-knowledge, introspection, a form of theoretical activity aimed at comprehending one's actions.
Role-playing games- a method used to assimilate new knowledge and develop certain skills in the field of communications. A role-playing game involves the participation of at least two "players", each of whom is invited to conduct targeted communication with each other in accordance with a given role.
self-control- this is a form of self-control, which is expressed in the teacher's ability and habit to control the sensual side of his psyche (feelings, emotions, desires, etc.). Mastering this form of self-control becomes possible with the help of methods of self-government and self-knowledge of the psychosomatic type.
Skepticism(ethical) - doubt about the reliability of moral truths.
Only a person's life, consciously oriented towards serving socially significant goals, aimed at helping people, acquires a high moral meaning.
Conscience- the ability of a person to formulate moral obligations for himself, demand their fulfillment, control and evaluate his behavior from a moral point of view.
Justice- the concept of morality, expressing the idea of the correct, proper order of things in human relationships, which corresponds to ideas about the purpose of a person, his rights and duties.
Habitat is a part of nature that surrounds living organisms and has a direct or indirect effect on them.
Theology- the doctrine of the essence and action of God.
Tolerance- tolerance for other people's opinions and beliefs.
Training - training, in which, in the course of living or modeling specially given situations, students have the opportunity to develop and consolidate the necessary knowledge and skills, change their attitude to their own experience and approaches used in work.
Forms of study- the external side of the organization of the learning process, which determines when, where, who and how is trained (full-time, part-time, part-time).
Honor and dignity- the concepts of morality, expressing the idea of the value of a person as a moral person, requiring a respectful and benevolent attitude towards a person, recognition of his rights and freedoms.
straight-knowledge- the quality of comprehending the children's world on the basis of self-observation, external observation of children, followed by a theoretical understanding of the facts seen and felt - the events of children's lives.
Ecology- a science that studies the conditions for the existence of living organisms and the relationship between organisms and the environment 19
Vronsky V. A. Applied Ecology. - Rostov-on-Don: "Phoenix", 1996. TSB. – M.: Bolshaya Russian encyclopedia, 1998.
Ecology- the unifying principle of all human activity on Earth, contributing to finding rational decisions in the conduct of any human economic activity, and considering its achievements and successes not in a momentary consumer aspect, but in establishing their right to life only if they are based on soft influences human economic activity on natural and environment, and do not bring direct and indirect damage to the personality, health and well-being of present and future generations of people on earth 20
Kormilitsyn V.I., Tsinkishvili M.S., Yalmov Yu.I. Fundamentals of ecology. – M.: MPU, 1997. – 368 p.
The educational process is first and foremost human relations. The psychological, emotional climate that the teacher creates every minute may or may not contribute to the development of the personality of both the child and the teacher himself. In this regard, it is necessary to dwell briefly on the phenomenon of pedagogical conflict.
In the system of permanent and temporary connections of a person, the presence of conflict situations is a natural phenomenon. From a philosophical point of view, the prerequisites for the progress of an individual, groups, and collectives are hidden in conflicts. It is unnatural to assume that the pedagogical process of school or university reality would be conflict-free. Sometimes there is a need to deliberately create conflict situations, the purpose of which is to abandon traditions that hinder the development of a team or an individual. Such dialectical contradictions are a necessary condition for development.
However, there are contradictions of a casual nature, caused in the overwhelming majority by incompetent decisions of teachers or heads of educational institutions. Such conflicts, as a rule, have negative consequences for the normal work and well-being of all participants in the pedagogical process.
Studies by V.I. Zhuravlev, A.G. Dubrovsky, O.N. Lukashonok, V.V. Rybakova, V.N. Chernyshov, N.E. reality, the fact of confrontation, the erection of a barrier between the teacher, students and other subjects of the educational process.
Pedagogical conflict as a process develops in the same way as any social conflict, and has similar essential characteristics: it is ambiguous and gives tension to the process of communication. The negative perspective of the conflict makes people in general and teachers in particular get rid of difficult situations and protect children, striving for a "conflict-free" life.
As practice shows, greenhouse conditions, protecting the child from worries, from overcoming difficulties in asserting values do not ensure the improvement of the individual. The child is naturally disposed to activity. Preparing it for the future requires an indispensable inclusion in the realm of real concerns and actions, in the existing life. And she, as you know, is full of contradictions. Conflict in real life is an objective phenomenon, a way of interaction of complex systems, a mechanism for the development of life. Any social conflict subjective. It involves people who enter into special interpersonal relationships in order to defend a personal point of view, a position on a common issue. A person has the right to conflict, to consciously defend his "I". This right is given to the child. Another thing - what is the behavior, what is the degree of malice, goodwill, neutrality in the conflict? The attitude of the individual to the conflict characterizes its development, resolution and consequences for the formation of the personality of the subjects participating in it.
However, the pedagogical conflict is special; it arises in the system of formal relations between an adult and a child. According to O.N. Lukashonok and N.E. Shchurkova, initially in the pedagogical conflict there is an inequality of subjects (development level, life experience, upbringing, education, etc.). The collision of the teacher and the child in the course of joint activities is due to different interests. The child does not understand (due to the weak development of self-consciousness) that what the teacher offers him is necessary for his future. He lives now, and this situational interest of the child comes into conflict with the interest of his development, the bearer of which is an adult. One cannot but agree with the conclusions of the authors that the pedagogical conflict is not a conflict of subjects, but a conflict of interests. However, at the same time, it must be considered precisely as a conflict of subjects and the child's behavior must be interpreted with all seriousness.
Pedagogical conflict is a signal for help, about trouble in personal development, it is a challenge that a teacher cannot pass by. This is what distinguishes it from any other conflict. If this essence of the pedagogical conflict is clear to the teacher, then in his actions to manage the conflict there are no methods and techniques that degrade dignity, suppress the will and mind of the child, there are no pedagogical tricks that initiate his “wild willfulness”. The main task of the teacher is to competently use the developing potential of the pedagogical conflict and turn it into a powerful factor in the development of the child's essential forces.
Any conflict becomes apparent due to certain reasons, specific circumstances. Practice shows that "dead end" situations arise when the teacher reacts to the conflict with the sole purpose of "putting the child in his place". This desire pushes for the choice and use of an arsenal of traditional means: from elegant ridicule, sarcastic humiliation to assault. The teacher justifies his lack of professionalism with a strategic task - to help the child develop. However, as a result, there is a deterioration in relationships, resistance to pedagogical influences, a categorical refusal to help, and a decrease in the authority of the teacher.
characteristic feature any conflict is its many-sidedness. Conflicts have a different substantive basis, i.e. object of interest and object of collision. But it always revolves around a subject that is personally significant for the conflicting parties, affects the soul, makes the inner world of the individual work in search of truth, the right solution. As long as the inner world of the individual is indifferent to the general subject of the dispute, there is no conflict, there are only different points of view on the general issue.
According to the subject of interest, conflicts are divided into intergroup, interpersonal and intrapersonal. According to the object of the collision, they can be characterized as everyday, administrative, professional, ideological, psychological, ambitious, ethical.
For pedagogical activity, such a classification is also typical, although in practice there are often conflicts of a mixed type, consisting of different foundations. It is important for the teacher to know this for competent conflict resolution, choosing the right strategy and tactics of behavior in a conflict situation. If there are several grounds or their absence, it is generally more reasonable to refuse a momentary reaction, take a “time out” and focus on the nature of the content of what happened. The scheme of development of conflicts is well known.
The first stage is a precedent, a specific situation that causes a barely noticeable displeasure or resentment of the participants in the interaction. Tension can go unnoticed, so the conflict will either disappear altogether if the subject of the conflict has no value for one of its participants, or if the circumstances that caused displeasure change, it will go into the internal plane. Researchers argue that internal conflict does not disappear. He "acquires" cases, si-
situations that exacerbate tension, and at some point the internal conflict results in an incident. This is the second step.
An incident is a definite, pronounced image of a conflict. It cannot be overlooked. At this stage, the parties to the conflict see the revealed contradictions and begin to look for solutions.
Unlike the precedent, the incident is developing rapidly, requiring fundamental changes in the current situation. At this stage, the parties to the conflict do not give up their intentions. The struggle continues on an unconscious level, which increases tension and destroys relationships. Usually, there are various forms of an incident:
discontent is a subtle contradiction that may well go unnoticed. Undiscovered in time, it does not disappear, but accumulates and develops into a more intense form of disagreement. Mutual understanding is still preserved;
disagreement: each side defends its own position, thereby escalating tension, attention is focused on the search for actions that impede the action of the other, but mutual understanding is still preserved;
counteraction: each side has a clear goal, and each of the participants in the conflict strives for its own result. The increased emotional intensity destroys the mutual understanding of the participants. If none of the participants makes an attempt to find a way to resolve the contradiction that has arisen, then the phenomenon of the rigid position of the subjects, or confrontation, appears. It is difficult to get out of the confrontation. All attention is focused on the personal interest of the subjects. Relations and connections between people are absent. A confrontation not resolved in time increases the measure of tension, it reaches its climax and turns into a confrontation;
confrontation is such a conflict when forces are directed to find means of destroying obstacles: from moral humiliation to physical reprisal against an opponent. The confrontation leads the participants in the conflict to a crisis of relations, a decrease in the authority of individuals.
The third stage of the conflict is the nature of its resolution, the way to achieve mutual understanding, which can be constructive or destructive.
A constructive way of resolving a conflict is characterized by the ability to see and understand the interests of another, to recognize the right of another to realize them, and the ability to predict future relationships. This is the spiritual work of the subjects, "throwing the soul" in search of the right solution. As a result, each of the participants reaches a new level in their own development, gains life experience and skills of interaction in critical circumstances.
The destructive method is a dead end, leading subjects to collapse, to the destruction of the existing structure, their own personality.
All responsibility for the course and resolution of the conflict lies with the teacher. To master the conflict means to understand its basis (the subject and object of the collision), determine the stage of development, highlight the essential features, content and constructively resolve it, creating a field of common interest.
It is pedagogically expedient to teach a child to get out of a conflict situation, drawing a perspective when it will be even more difficult for him: “I understand what you want (think) now ... but then you ...”.
For example. The student in the hearts throws the pen and refuses to solve a difficult problem. To the teacher's question: "What happened?" - replies: “I don’t want to, I’m tired!” Then the teacher says: “I understand that it is difficult for you, you missed a lot. But if you don’t understand this topic now, if you don’t learn how to solve these problems yourself, it will be difficult for me to help you when studying the next topic.
In this case, the responsibility for getting out of the conflict situation is, as it were, shifted onto the shoulders of the child himself. The conflict from interpersonal turns into intrapersonal, there is a spiritual struggle between "necessary" and "I want - I do not want." The decision made by the child is an indicator of the level of his maturity at a particular stage of development. The apparent self-elimination of the teacher from resolving the conflict is a pedagogical technique that allows preventing destructiveness.
As practice shows, in the pedagogical process, well-known in everyday life methods of resolving a conflict situation can also be used. This is primarily humor and recognition of the merits of the other. These methods will be productive when the conflict still has forms that preserve relations and ties between people (at the stage of discontent or disagreement), when at least one of the subjects is able to assess the situation and see its ridiculousness or see more good in a person than bad. Both humor and recognition of the merits of the other will be effective ways, provided that the person is treated with respect, sincerity, and in the absence of sarcasm and malicious irony.
Methods such as compromise (an agreement based on mutual concessions) and arbitration (inviting an intermediary, a person who is necessarily authoritative for both parties) are possible if the parties are ready to make concessions or understand that they themselves are not able to cope with the situation.
Analysis is usually used if other methods do not achieve results or do not correspond to the socio-psychological nature of the conflict. Analysis allows you to return to the origins of the conflict and find a way out of the current situation. One of the conditions for the effectiveness of this method is the neutral territory on which the analysis is carried out.
Tough, extreme ways to resolve the conflict - an ultimatum and a break. In the first case, decisive requirements-threats are applied that do not allow failures, and in the other case, the moral or physical destruction of the obstacle. For pedagogical activity, these methods are unacceptable due to the specifics of professional activity and the requirements of pedagogical ethics.
Thus, the pedagogical conflict is a complex socio-pedagogical phenomenon that requires the maximum concentration of forces and spiritual work from the participants.
It should be borne in mind that pedagogical tact is designed to prevent the emergence of a conflict situation.
To do this, it is important for the teacher to learn to control himself, restrain the manifestation of negative emotions, be able to understand the state of another person, be critical of his own personality, be observant and attentive, understand the motives of the student's behavior, take into account the age, experience and individual characteristics of the pupil, predict the consequences of his behavior, and also make the necessary changes in their pedagogical activities in a timely manner. The main thing is to constantly improve intonation, facial expressions, pantomime, gestures. For you can show your tactlessness not only with a word, but to a greater extent by non-verbal means (for example, public remarks about the appearance of a student or arrogant, degrading comments when grading a response or test; indifferent look or increased nervousness; injustice; unfriendly facial expression, aggressiveness, etc.). Extreme forms of tactlessness, turning into pedagogical offenses, deserve special attention. The scale is small, but the damage is huge. We are talking about physical punishment of children, about various forms of assault.
According to V. I. Zhuravlev, only two reasons make the teacher commit tactless actions that are detrimental to relationships and destroy the integrity of the pedagogical process, humiliate the personality: the negative behavior of children, provoking immoral behavior, and the low ethical and pedagogical culture of the teacher. An analysis of these reasons leads to the conclusion that the exclusion of the second reason (ie, the increase in the level of ethical and pedagogical culture of an adult) significantly reduces the effect of the first. The first reason is clear. It is explained by the imperfection of the developing personality, which is the child. He has the right to make a mistake and commits it either intentionally or thoughtlessly. Causing pain, he may not be aware of it, but only copy his favorite phrase or someone's behavior. The second reason for tactlessness is incompatible with the activities of the teacher and has no justification.
Undoubtedly, it is necessary to resist negative behavioral manifestations on the part of the child, but at the same time maintaining one's own authority and using the opportunity to transfer children's experience of behavior in such situations. In this regard, we are talking about the teacher's almost virtuoso mastery of methods of ethical protection. They are developed by scientists and tested in real practice. The works of N.E. Shchurkova, V.Yu. Pityukov, L.L. Shevchenko and others are widely known in this regard.
According to N.E. Shchurkova, "ethical protection is the preservation of the moral level of communication in the event of an infringement on the dignity of a person, protection from immoral behavior that provokes other people to immorality."
In real life, there are various ways to protect yourself and your dignity. In some cases, it is provided by the physical capabilities of a person, in others - by legal ones, and in still others - by ethical ones.
Individual people in this regard are helped by their appearance, the ability to present themselves, to present themselves in such a way that others begin to respect and sympathize with a person at the first meeting with him. But there are people who are deprived of this and often become the object of various provocations from people with a low general level of development. When the ethics of relationships are violated, a paradoxical situation arises every time: the one who is not to blame for anything suffers, and the offender is in a favorable situation. Ethical protection corrects this situation, making it possible not only to maintain one's own dignity, but also to correct the behavior of a partner, to deepen relationships with him.
For a teacher, the ability to defend oneself ethically is extremely important, since this is a way to maintain one's own status, authority and the ability to transfer students the experience of behavior in such situations.
Let's consider individual methods of the teacher in response to provocations or misbehavior of the child, which are proposed in separate works: "I do not hear, I emphatically do not allow the possibility of such communication", technologically this can be expressed: ask the offender to repeat what was said, referring to the fact that he did not hear or was very passionate about something; “naive surprise: “Is this you for me?””; adjustment of the partner's behavior, logically it continues the development of the first function. You can’t start with it, it can cause aggression and an even greater flow of insults. Operationally, this can be expressed: “You wanted to say...”, “You think that...”, etc. For example, a student shouts out: “Read slowly!” The teacher replies: “If I understood you correctly, then you wanted to say: “Dear Maria Ivanovna! Could you repeat this sentence again, otherwise I can’t manage to write it down”? Can I refuse such a request? substitution of a motive by announcing the good, probable intention of the child, which was clothed in a tactless form, affirming a positive direction. For example: “You probably didn’t think that this could offend a person.”; justification of behavior, regarding the act of the child in a benevolent sense. Such speech formulas are used: "In your place, anyone who has a delicate taste, like yours, would not be able to resist admiring such beauty."
In addition to the listed operations, for ethical protection, harsh forms can also be used, the use of which requires great mental expenditure on both sides: leaving a person alone with his own act. This form implies a demonstrative cessation (for a while) of relations with him, having previously puzzled him with an assessment of his own act or words: “You probably don’t even realize what you are saying” or “If you can ever understand something, what you say, you will probably feel embarrassed (ashamed)”; contrasting the virtues of a partner with his behavior: "I have always considered you a kind (smart, responsible, etc.) person." or "I always get lost when educated, beautiful person allows himself to do so." When using such a technique, one should not discuss for a long time and in detail what was done or said, the reasons that prompted him to such an act or negative actions. It is necessary to interrupt the discussion after what has been said and transfer the conversation to another topic. This technique has the strongest indirect effect on condition of respectful intonation and great disposition towards the child (person); projection of the future situation with the opposite decision: "Another time, please control your words"; magnanimous forgiveness or a “royal gift” looks like allowing such treatment of oneself, but in fact severely suppresses such a practice: “If you want me to be to blame, then so be it”; generosity relieves stress, makes you do good. This technique is often used by parents. For example, a child breaks a cup by accident, and the parents say, "Don't worry, it was too much."
The listed methods of ethical protection do not cover the entire existing variety of pedagogical tact. Some of them are individual in nature, some are more general.
Attentive attitude to life, literature, cinema will allow the teacher to constantly replenish the stock of protective forms that allow you to always be on top and adequately get out of numerous situations.
WE RECOMMEND READING!
Comenius. Anthology of humane pedagogy. - M.: Ed. house of Shalva Amonashvili, 1996.
More than three centuries separate us from the era of Comenius, but his modernity is undeniable. He saw the school as an institution full of beauty, as a laboratory for the preparation of people imbued with humanism, trained to act effectively "in the field of labor."
Pestalozzi. Anthology of humane pedagogy. - M.: Ed. house of Shalva Amonashvili, 1998.
Pedagogical experience of I.G. Pestalozzi, a humanist and educator, made it possible to rethink the purpose of a teacher: teaching everyone, teaching everyone well.