Summary of educational and preventive activities at school. Summary of the educational event "I am among friends"

Summary of a consultative and educational event in the form of a parent meeting “Your child is a fifth grader”

Target: psychological education of parents; introducing them to the psychological characteristics of age; analysis of the main difficulties that arise during the transition of students to secondary education.

Participants: parents of 5th grade students.

Equipment and materials:

1. Memos for parents of fifth-graders.

2. Audio recording of calm instrumental music.

12. Toy “Heart”.

Speech by a psychologist

The transition from primary to secondary school is a turning point, a crisis period in the life of every student. Any teacher will tell you that the beginning of 5th grade is a difficult stage, and not only for the child, but also for teachers and parents. There are many problems, and they are not limited to the educational process, but are also related to the organization of life at school as a whole and to the psychological atmosphere in the family.

The age of 5th grade students can be called transitional from primary school to early adolescence. Psychologically, this age is associated with the gradual acquisition of a sense of adulthood - the main personal new formation of a younger teenager.

The path to self-awareness is complex; the desire to find oneself as an individual gives rise to the need for alienation from everyone who previously habitually influenced the child, and this is primarily the family, parents. Outwardly, this alienation manifests itself in negativism - the desire to resist any proposals, judgments, or feelings of adults. Hence the conflicts with adults. A child (younger teenager) is trying to find his own uniqueness, to know his own “I”. For the same reason, a teenager is focused on establishing trusting relationships with peers. In friendship, modeling of social relationships occurs, skills of reflection on the consequences of one’s own or someone else’s behavior, social norms of interaction between people, and moral values ​​are acquired.

It is precisely in view of the psychological value of relationships with peers that the leading educational activity (which was typical for younger schoolchildren) is gradually replaced by the leading activity of communication. Thus, the teenager’s priorities within the school walls gradually change.

The mental activity of younger adolescents is great, but their abilities develop only in activities that evoke positive emotions. Success (or failure) significantly influences learning motivation. Grades play an important role in this: a high score provides an opportunity to confirm your abilities. The congruence of assessment and self-esteem is important for the emotional well-being of a teenager. Otherwise, internal discomfort and even conflict are inevitable. Taking into account the physiological characteristics of age (mismatch in the rates of growth and development of various functional systems of the body), one can also understand the extreme emotional instability of adolescents.

Thus, moving from primary to secondary school, a child is subject to not only external, but also internal changes.

Exercise “Exam for Parents”

Let's try to compare how the life of a fourth grader differs from the life of a fifth grader.

Parents are asked to answer a series of questions. They can be issued on unique “tickets” - colored self-adhesive pieces of paper that can be attached to the board.

Some questions are paired: the answers of both parents must follow each other and then be compared. Other answers are single: the answer is given by one parent. Therefore, it is necessary to number each question on the tickets in advance:

#1: How many academic subjects did your child take in 4th grade?

#1: How many academic subjects does your child take in 5th grade?

#2: What was your child's weekly teaching load in 4th grade?

#2: What is your child's weekly teaching load in 5th grade?

#3: How many teachers did your child have in 4th grade?

#3: How many teachers does your child have in 5th grade?

No. 4. Who is “new” in class?

No. 5. Which school day of the week is the most difficult, stressful (with a lot of lessons)?

#6: How much time did your child spend on average preparing homework in 4th grade?

#6: How much time does your child spend on average preparing homework in 5th grade?

No. 7. What elective courses did the children have in 4th grade?

No. 7. What elective courses do children have in 5th grade?

Our experience shows that the vast majority of fifth-graders experience various difficulties during the period of adaptation to education at the secondary level.

What difficulties did your child have to face in 5th grade? Perhaps you felt some of them at the beginning of the school year, and some may have remained unresolved to this day.

Parents take turns passing a “heart” to each other - a symbol of frankness - and talk about the difficulties of their child.

In most cases, fifth graders indicate that school has become more difficult because:

There are a lot of different teachers (you need to remember them, get used to the requirements of each);

Unusual lesson schedule (new regime);

There are many new offices that are not known how they are located;

It is not uncommon for new children to join the class;

New class teacher;

There are problems with high school students (for example, in the cafeteria, during recess).

Speech by a psychologist

For a fifth-grader coming to school on September 1, everything is new. And therefore there is a need for adaptation - getting used to new learning conditions.

The success of a younger teenager’s adaptation depends not only on his intellectual readiness, but also on how well he knows how to establish relationships and communicate with classmates and teachers, follow school rules, and navigate new situations. Therefore, among the difficulties of children’s school life:

– increased pace of work: children who cannot write quickly do not have time;

– increased amount of work, both in class and at home;

– new requirements for the design of work;

– the need to independently find additional information (literature) and work with it.

In case of adaptation difficulties, the following signs may indicate them:

1. Tired, tired appearance of the child.

2. The child’s reluctance to share his impressions of the day.

3. The desire to distract an adult from school events and switch attention to other topics.

4. Reluctance to do homework.

5. Negative characteristics about the school, teachers, classmates.

6. Complaints about certain events related to the school.

7. Restless sleep.

8. Difficulty waking up in the morning, lethargy.

9. Constant complaints about feeling unwell.

In case of incomplete adaptation process, unsuccessful adaptation, they speak of disadaptation - a reaction to the inability to solve problems posed by life itself. Its types:

1) Intelligent- violation of intellectual activity. Developmental lag from peers.

2) Behavioral- inconsistency of the child’s behavior with legal and moral norms (aggression, antisocial behavior).

3) Communicative- difficulties in communicating with peers and adults.

4) Somatic- deviations in the child’s health.

5) Emotional- emotional difficulties, anxiety, worries about problems at school.

Thus, our single task is to create conditions for the successful training of primary school graduates in the secondary level. The most important thing is to help the child in the situation of adaptation to secondary school, to ensure his further progressive development, his psychological well-being.

In order to understand what kind of help a child needs, it is important to know what difficulties he faces and what problems exist in his current situation. To do this, let's turn to the diagnostic results.

Comparative analysis of the level of mastery of the curriculum
in the first half of the academic year

The psychologist performs a brief analysis of the data, reflecting the number of children who increased and decreased their average grade point. Attention is drawn to the fact that a significant decrease in academic performance may indicate the presence of certain difficulties in the adaptation period.

Psychologist

It is known that a high level of educational motivation largely depends on the formation of cognitive interests and a positive emotional mood.

In a situation of educational activity, it is obvious that children not only have a different style of work in the lesson, a different manner of answering, but also an unequal degree of activity in the lessons and the level of fatigue. According to psychologists, the adaptation situation causes increased anxiety, both school and personal, and often fears. For example, the fear of not meeting the expectations of others increases, which at this age is stronger than the fear of self-expression. The constant fear of not meeting the expectations of others leads to the fact that even a capable child does not demonstrate his capabilities to the proper extent.

As can be seen from the analysis, most fifth-graders experience difficulties and fears in relationships with teachers.

One of the reasons for these fears may be that parents, aiming their children to “work for grades,” increasingly provoke school fears associated with lack of self-confidence and anxiety about negative grades.

(Each parent is given individual information based on the results of the child’s diagnosis.)

Many people have a completely natural question: how to help a child?

First of all, parents need to be able to see the first signs of maladjusted behavior in a fifth-grader child. Actually, we have already talked about them today, and all of them are reflected in the reminders that we have prepared for you. And, of course, it is very important that the child feels the support of his parents in difficult situations.

We, adults, must help children as much as possible in solving very specific problems: accepting and understanding a new system of requirements, establishing relationships with teachers, finding their place in the classroom and at school.

And in most cases, this turns out to be possible if certain “golden rules of upbringing” are followed. Your children will bring you only joy and will certainly strive for the best.

Parents are given reminders.

The psychologist thanks the parents for their work, wishes them success in raising their children and expresses hope for further cooperation.

Approximate outline of a cultural and educational event held with parents of students

1. Form for organizing interaction with parents: page in the corner for parents (Appendix 4).

2. Topic: gender education in the family

3. Goal: to consolidate the gender role; create a personal culture;

develop an understanding and willingness to play one’s role in different situations; to arouse a desire for understanding in relations between the sexes;

Educational: Increase the activity of parents in joint activities on gender education of children. Expand parents' knowledge about the peculiarities of raising children of different sexes. Convey to parents the importance and depth of upbringing in the family.

Educational: develop methods of interaction characteristic of male and female types of behavior through introducing children to traditions in family education; Enrich knowledge about your family, clan, family heirlooms, traditions, introduce the main functions of the family as a psychological group and social institution;

Educational: to cultivate interest in playing together between girls and boys. Raising children taking into account their gender characteristics is intended to help the child recognize himself as a representative of one gender or another. As a result of this, children should develop gender stability: “I am a girl and will always be one, I am a boy and will always be one.”

5.Preliminary work: diagnostic work; survey;

6. Provision: pens, sheets for notes, presentation, library of children's literature for girls and boys, toys.

7. Approximate move (text):

Consultation for parents

“Gender education of girls and boys in the family.”

How we raise our children, what personal qualities we can develop in them, taking into account their individual and gender characteristics, directly determines what kind of women and men they will become in the future, what kind of parents they will be for their children. Often, parents forget that girls and boys see, hear, touch differently, perceive space differently and navigate in it, and most importantly, they interpret everything they encounter in this world differently.

Observing modern children, it can be noted that girls become aggressive and rude, and boys adopt a feminine type of behavior. Many girls lack modesty, tenderness, patience, and do not know how to peacefully resolve conflict situations. Boys, on the contrary, do not know how to stand up for themselves, are physically weak, lack stamina and emotional stability, and they lack a culture of behavior towards girls. There is a unification of the sexes: the “masculinization” of women and the “feminization” of men. Dulling or loss of sense of gender identity.

In addition, in the process of working, children find it difficult to independently distribute responsibilities taking into account the gender of their partner. Boys do not show a desire to come to the aid of girls when physical strength is needed, and girls are in no hurry to help boys where thoroughness and accuracy are needed, that is, failure to comply with the necessary redistribution of the social roles of men and women, taking into account the differences between the sexes.

To correct the situation of “mixing” of genders, parents need to adjust the process of raising girls and boys from a gender perspective.

What is gender?

The term “gender” indicates the social status and socio-psychological characteristics of an individual that are associated with gender and arise in interaction with other people within a certain culture.

Gender- social gender, psychological gender, gender-role relationships.

Municipal budgetary educational institution

secondary school No. 64

Summary of a consultative and educational event in the form of a seminar for teachers

"Teacher and Discipline Problems"

Developed by:

educational psychologist

Vlasova A. Yu.

Nizhny Tagil

2015

Target: Provide assistance to teachers in interacting with students with “bad behavior” in the classroom.

Tasks:

Provide information about possible motives (goals) of “bad behavior.”

Introduce the basic rules of teacher behavior in interaction with students with “bad behavior.”

Introduce methods of emergency pedagogical intervention in case of violations of discipline in the classroom.

Introduction

All teachers and educators, at school and in preschool institutions, in first and senior grades, young and experienced, are sure to face discipline problems in their work.

As teachers, we have certain expectations of our students and expect our students' behavior to live up to them. The fact that special demands will be placed on the child at school is instilled in him by both the parents and the kindergarten. But there is another side - what does the child expect from us, teachers? So, the interaction between teachers and students within the walls of the classroom and school is always a “street with oncoming traffic”: we treat students, expecting a certain attitude from them, and they treat us, expecting from us... But what? The answer to this question becomes simply intriguing when the student’s attitude towards the teacher is expressed in the form of conflict, “bad” behavior, an unpleasant prank, or a serious offense.

To competently build constructive interaction with a disciplinary violator, you must:

Recognize the true motive for the offense.

In accordance with it, choose a way to immediately intervene in the situation and stop the prank.

Develop a strategy for your behavior that would lead to a gradual reduction in the number of similar offenses in this student in the future.

In this workshop, we will look at all three types of skills that allow teachers to deal firmly but kindly with children who violate classroom rules, and we will also explore a variety of partnering techniques in situations of misconduct caused by different goals.

It is important for us teachers not only to correct (correct) behavior, but also to shape and build the student’s personality.

An important criterion for pedagogical communication is the preservation of the internal freedom of the communication partner. This is communication as a result of which the student and teacher do not lose their inner freedom. A free person is a responsible person. Some methods of communication simply destroy the child’s “freedom-responsibility.” Freedom-responsibility is the exact opposite of obedience. It consists of two factors: you need to make a choice yourself and bear responsibility for the consequences of this choice. Insisting on his own and threatening (“If you don’t stop, I’ll call dad to school!”), the teacher does not allow the student to make a choice. Submitting to force, the student emerges from such communication less free and... more irresponsible.

The behavior of your students, no matter who they are, is subject to three basic laws.

1st law Students choose certain behaviors in certain circumstances.

When we understand that behavior is based on choice, we can begin to influence our students' decisions about how to behave much more effectively. The teacher, influencing this choice, will be able to feel more confident. The right of choice must be recognized by the teacher for each student.

2nd law Any behavior of students is subordinated to a common goal - to feel like they belong to school life.

What does it mean to “feel important and significant.” This need is natural for every person. Every day for 10-11 years, schoolchildren spend half a day at school, so the desire to take their place in this community can be considered normal. This need is embodied in three specific goals:

Feel your worth in educational activities (intellectual worth),

Build and maintain acceptable relationships with the teacher and classmates and (communicative competence),

Contribute to the life of the class and school (competence in activities).

3rd law When a student violates discipline, he is aware that he is behaving incorrectly, but may not realize that the violation has one of four purposes behind it:

To attract attention

Power

Revenge

Avoiding Failure

Motives for “bad behavior”

Topic 1. Attracting attention

There are children who always strive to attract attention with their behavior, and are never satisfied with the attention they receive, demanding more and more of it. Such students come up with various pranks, the essence of which is demonstrativeness.

This behavior manifests itself in active and passive forms.

Active behavior

Active mechanisms for attracting attention are a win-win. Such actions distract the entire class, and it becomes impossible to study and work. For example, a student enters the class when the lesson has already been going on for about 10 minutes, suddenly begins to comb his hair while explaining new material, passes notes throughout the class, asks the teacher questions that are not related to the topic, knocks on the desk with a pencil, makes faces, and much more. etc. If adequate emergency intervention methods are used, the behavior of demonstrative children can change significantly.

Passive behavior

Such students “rarely” lead the class. The danger comes when the class seems ready to go. And then the quiet saboteurs turn on. Everything they have to do is done slowly, then even slower, barely. They only manage to open the notebook by the time everyone has already solved three problems. At the same time, you know that outside the lesson situation, they react and act completely normally. It is more difficult to correct “passive” ones than “active” ones. They often say: “Why are you scolding me? I am not doing anything bad!".

Reasons for behavior aimed at attracting attention.

Parents and teachers pay more attention to children who misbehave.

Children are not taught to ask or demand attention in an acceptable way.

The less attention at home, the greater the likelihood of attention-seeking behavior at school, i.e. experiences a lack of personal attention to himself, feels like an “empty place.”

Topic 2. Power.

Power-hungry students constantly offend and challenge the teacher.

Active behavior

- Outbursts of indignation. They are needed to manipulate adults and achieve what they want. For example, elementary school students demonstrate their indignation by screaming, squealing, rolling on the floor and unwillingness to listen to anything.

- Verbal indignation.

Ioption. Older students are simply rude - they answer the teacher disrespectfully and defiantly when asked to do something.

IIoption. They give out the “Lawyer Syndrome” - they are not rude, but in a polite and friendly manner they offer an absolutely illogical explanation for their “bad” behavior: “Can I not do it myself, otherwise there is not enough time left. I’d rather repeat the formulas.”

Passive behavior

- Quiet disobedience . They avoid “scenes” and do not demonstrate obvious confrontation. Instead, they smile at us and tell us what we want to listen to. And then they do what they want.

- Excuse laziness. Laziness is a chosen behavior. And if you unravel it as a passive lust for power, then you can begin to work to change it.

- The excuse is bad attention. Although he can concentrate on playing computer games for hours.

- The excuse of forgetfulness. Children who constantly forget to do homework remember well the television program for several days in advance.

- Excuse by physical condition. If a student refers to poor hearing, vision, or a sudden deterioration in health only in situations when he needs to fulfill the teacher’s demands, but does not complain when he solves an even more complex task of his own choice, then most likely we are dealing with a passive power-hunger.

Reasons for power-hungry behavior

Social attitudes have changed: from relations of dominance and subordination in the role-playing society of the past to relations of emancipation and equal social rights.

The “strong personality” fashion teaches assertion of one’s strength rather than constructive submission.

Topic 3. Revenge.

Students whose antics are motivated by revenge often appear angry and sullen, even when they are inactive. This is the most difficult case for a teacher.

The student makes pranks with the aim of revenge, he takes revenge for the insults inflicted on him, real or imagined. This behavior is often the result of a child's lust for power, to which the teacher responded by using force. So, the seeds of deep resentment sprout into vindictiveness. Such an outburst may follow 2 minutes, 2 hours, 2 days, 2 weeks, or maybe 2 years after the offense was inflicted, but it will definitely follow.

Not only teachers, but also parents, other students, and school administration can provoke vindictiveness. But at the same time, taking revenge on many of these people is quite risky, and a teacher nearby is an excellent target to take revenge for the pain and insult inflicted by others.

Active behavior

- Direct physical acts of violence.

-Indirect physical acts of violence (not on the teacher, but on what is connected with him). For example: they damage the furniture in the office, they can steal personal items, cut flowers, etc.

- Psychological acts of violence- insults and rudeness (they know a thousand and one phrases, the meaning of which is “I hate you”).

- Insults by actions. The student tries to attack the values ​​that are important to the teacher. For example, a teacher highly values ​​​​politeness; such a student, upon seeing this teacher, will begin to push the kids away when entering the dining room, swear, etc.

Passive behavior

- Alienated avoidance. Such children are withdrawn, gloomy, and uncommunicative. They offend the teacher with their intractability. The teacher feels unable to do something.

Reasons for vindictive behavior

Violence within school walls exists because there is a lot of it in the world outside the school walls. There is especially a lot of violence on the TV screen and in computer games. Children rarely see acceptable ways to experience anger and resentment. The usual model is a retaliatory strike (for example, in action films).

Theme 4. Avoiding failure.

Such students try to be invisible and not violate school rules and requirements. Often they don’t do anything asked by the teacher, hoping that he won’t notice it.

Active behavior

- Seizure in a situation of complete despair (attack of anger). This is an explosion to let off steam and hide from obvious or possible failure (slamming the desk lid, muttering curses, etc.).

Passive behavior

- Procrastination (For example: “I could do it if I wanted to put in enough effort” - that’s their credo).

- Not following through (an undertaking that will never be completed cannot be evaluated, including a low rating).

- Temporary loss of ability to perform a required action (eg: a student does well in academic subjects, as soon as the time comes to go to physical education, he has attacks of headache or toothache, stomach cramps - anything that could be a reason not to go).

- Justification by official medical diagnoses.

Reasons for behavior aimed at avoiding failure.

1. Relationships of the “red pencil” type (the adult is mainly engaged in pointing out the child’s mistakes and failures, without paying attention to his successes and achievements). This style is useless because... The students themselves know very well that they make mistakes. There is a misconception that if you point out to a student his mistakes, he will be motivated not to repeat them. In fact, the opposite is happening.

2. Unreasonably high expectations.

3. Perfectionism (demanding perfection from oneself).

4. Emphasis on competition.

Selection of emergency pedagogical intervention technique

Basic Rules.

Rule #1.

Learn to focus on the student’s actions (behavior), and not on his personality.

- Describe your child's behavior without judgment. Avoid words like “bad, wrong, stupid, boorish.” Subjective, evaluative words only irritate the student, “wind up” ourselves and ultimately lead us away from solving the problem.

- When talking about an offense, limit yourself to discussing what happened. This is the “here and now” rule, i.e. talk about what just happened.

- Be firm but friendly. We must be firm with regard to a particular offense in order to stop it, and at the same time benevolent so that the student does not become defensive and does not lose interest in communicating with us.

Rule #2.

Deal with your negative emotions.

When a student exhibits “bad” behavior, the teacher experiences very unpleasant emotions: anger, resentment, fear or helplessness. What you feel is normal. But! Negative emotions can be controlled. When we are overwhelmed by anger and resentment, we can no longer think sensibly or act logically. Even worse, we demonstrate these negative emotions to our students through our tone, our facial expressions, and our entire appearance. And by this we seem to confirm the student’s decision to behave badly, giving him an obvious excuse. The teacher begins to get angry, but this is why the game was started by a power-hungry student.

To discharge, select:

physical exercise

housework

chat with friends

psychologically: find a place and imagine that your young offender is in front of you, and reprimand him for everything you didn’t say in class. Forget about everything for a while: about the emphasis on behavior, about the “don’t judge” principle, about politeness, etc. Shout whatever you want, evaluate, blame, scream as loud as possible.

Rule #3.

Don't increase the tension of the situation.

This rule is closely related to the previous one. Don't do or say anything that might increase the tension of the situation.

We make mistakes when, in response to an outburst in a tense situation:

we say a phrase like: “I’m still the teacher here,”

we leave the last word for ourselves,

we use postures and gestures that “press”: clenched jaws and clasped hands, talking “through clenched teeth”,

talking with sarcasm

we evaluate the student’s character,

act with superiority, use physical strength,

we involve other people who are not involved in the conflict,

we insist that we are right,

we read morals,

we put students in a corner,

making excuses, defending ourselves or “giving a bribe”,

we formulate generalizations like: “You are all the same,”

feign indignation

imitate students

compare one student with another,

we command, we demand, we press,

Rule #4.

Discuss the student's misbehavior later.

It is imperative to talk about the student’s ugly behavior, but not at the moment of the behavior itself, but perhaps in an hour, maybe tomorrow. When everyone calms down and can rationally discuss the incident. If you don’t act at a time when both are heated, constructive interaction will not work. (Example about Sasha p.84).

Rule #5.

Allow the student to “save face.”

Power-hungry students know that the teacher is stronger and has his own “trump cards” to force them to do the right thing. As a result, such students will still do what you ask them to do, but in their own way. They play a game that can be called “In their own way.” (Example about Marina p. 85). Before they submit, they can use some ways to play "Their Way":

Dissatisfied grumbling

- “pull” for a few seconds before agreeing,

They make faces, fulfilling your request,

They show you some kind of gesture that indicates disrespect,

Before submitting, they say something like “I won’t, I don’t want,” so that the last word remains with them.

But they obey after that! If you allow them to perform this harmless game of “In their own way”, the incident will be resolved sooner. At the same time, you, as a teacher, will get what you wanted and will not affect the honor and dignity of the student. Both are winners!

Rule #6.

Model non-aggressive behavior patterns.

Screaming, accusations, humiliation, swearing - all these are features of aggressive communication. The teacher is also a person and can be aggressive, but... only in his imagination. We must behave differently with students.

Remember! If we allow ourselves to behave aggressively, then they allow themselves to do so. As soon as the teacher changes the behavior pattern to a non-aggressive one, the children quickly adopt it.

Emergency pedagogical measures for behavior aimed at attracting attention

Strategies

Technicians

Minimizing attention

Ignore demonstrative behavior

Often the best way to stop this behavior is to stop reacting to it. “No answer” means that the goal is not achieved through this action.

Eye contact.

The stare (without discussion) is all the attention they “gained” for their prank.

Get close.

Physical proximity is another tool that can help minimize behavior. No eye contact and no words.

Mention the student's name.

This technique gives a minimum of attention and immediately recommends joining in with what you are explaining. For example: “Then, Igor, Peter the Great issued a decree on...”.

Send a "secret signal".

You can use some gestures, the meaning of which is known to children. For example, put your finger to your lips and say: “Shh.”

Make written comments.

Prepare a stack of identical notes in advance with the following content: “Please stop doing what you are doing now.” Just put a note on the desk when he's gone. There's no need to say anything.

Use the "I" statement.

There are situations when the teacher wants to shout: “Stop it immediately!” Instead, use the I-statement formula:

Part 1: An objective description of bad behavior that occurs here and now.

Part 2. Names the teacher’s feelings at this moment.

Part 3: Describes the effect of bad behavior.

For example: “Katya, when you whisper to Lena during my explanation, I feel very irritated because I’m losing my mind. Please stop!

If you are sincere, it affects many students.

Permissive behavior

Build a lesson around egregious behavior.

For example: children are obsessed with spitting tubes; no educational methods helped. You can make a target with different zones marked and allow children to spit from straws while carefully recording the results of their achievements. Pretty soon the kids won't even want to hear about spitting anymore.

Take a demonstrative prank to the point of absurdity.

This technique is suitable for many boorish pranks: make students who do not want to sit in their place stand for the entire lesson; the student knocks on the desk with a pen - ask the class to take the pens and knock all together for 3 minutes. Very quickly he will lose interest in this matter. A student spits from a straw - give him the task of spitting 500 times, soon he will never want to do it, etc.

"Allowed quota".

Some kind of behavior violation is allowed, but only to the extent that it is necessary. agreed in advance and with the condition that the volume will decrease daily.

For example: a student hiccups loudly in every lesson. Before the lesson, you can agree with him how many “hiccups” he will be allowed, but on the condition that every day he will hiccup less times than yesterday. You can make notes with chalk in the corner of the board. When the limit is exhausted, the teacher says: “Peter, that’s all for today!” This technique only works with those children. grab your attention!

Unexpected behavior

Turn off the lights.

When the class becomes unmanageable, simply turn off the lights for a few minutes. There is no need to give another lecture about bad behavior, they themselves know it very well.

Use a musical instrument.

A music teacher plays a chord on the piano during a behavior disorder. Instead of a piano, another musical instrument can be used, and not only in music lessons.

Teacher yelling does not reduce disorder in the classroom and greatly reduces the self-esteem and inner freedom of students. Instead, start speaking more quietly. This will attract their attention to you more.

Change the way you speak.

Use an unusual way of speaking, change your pronunciation, or suddenly start speaking a different language. Whisper or sing words, speak in a monotone, high or low voice. All this will attract attention to you.

Talk to the wall (or portrait).

This technique is good for 5-7 grades. When one or more students are misbehaving, turn to the wall and begin a monologue. Nr: “Dear wall, (Alexander Sergeevich) you won’t believe what’s happening in my class now. Some shout out answers without raising their hands, others sit with their backs to me. Would you like to see a student launching paper airplanes from the back desk? Here it is, a young, unfamiliar tribe!”

Stop teaching the lesson temporarily.

When you interrupt a lesson and “do nothing,” you are sending a powerful message to your students that it is time to stop the behavior. “Let me know when you are ready to continue the lesson,” is all you need to say.

Distracting the student's attention

Ask direct questions.

At a critical moment, it is useful to ask the question: “Roman, what task did I just give?”, or: “Misha, what do you think about...”. This way you distract from “bad” behavior and direct the student’s attention to the lesson. This technique is recommended to be used in combination with the techniques of Strategy 1, “Minimizing Attention.”

Ask for a favor.

For example: “Sasha, please collect your essays!”, “Grisha, go to Marya Ivanovna and ask if she could give us colored chalk?” But this technique can be used infrequently.

Change the activity.

If a lot of students are “running wild” to get your attention, change their activities dramatically. Ask to clear the desks for a new task, take out other books, listen to a new task, etc.

Rewarding good behavior

Thank your students.

It is much more useful to pay attention to one of the students who behaves well than to constantly point out the offender’s “bad” behavior. By doing this, you emphasize that it is good behavior that deserves the teacher’s attention, not “bad” behavior. Thank and celebrate those who do what you asked them to do, for example: “Thank you, Sasha, for finding the right page in the textbook and looking carefully at the board!”, “Thank you, Olya, for having your hands on the desk, and your feet are under the desk.” Such statements, addressed to the neighbor of a delinquent student, should accurately describe the very behavior we expect from a mischievous student. But general and non-specific statements like: “Thank you, Julia, for doing what I expected” are absolutely ineffective.

Be careful to avoid thanking the same students too often!

Transferring students

Ask the student to sit in another seat.

When you move a student who is in need of attention, you are depriving them of their greatest reward—the audience. Example: “Igor, please move to an empty seat in the third row,” and continue teaching the lesson.

"Chair of Reflection"

Place the “reflection chair” away from the rest of the class (it should not be in sight of other students). This chair should be different from the rest, for example, paint it bright red. This chair is a place where the offender can think about how he will behave differently when he returns to his seat. Others should know not to disturb someone sitting in such a chair.

Cultural and educational event on the topic: “Filimonovskaya toy”

Goals: introduce students to the history of the emergence of the Filimonov toy;introduce the toy making process;to reveal to students the beauty and artistic value of toys, one of the most significant and outstanding manifestations of folk art; create conditions for the development of interest in folk art, culture and traditions; to expand students’ understanding of the nature of the master’s creative activity, to promote in them a caring attitude towards folk art and its creators.

Equipment: presentation, TV, laptop, video.

Progress of the cultural and educational event

I. Organizational moment. Creating an emotional mood

People say that you should not start anything in a bad mood. Therefore, in order for everything to work out for you and me, I propose to give each other a smile. Well, how much brighter it has become around! Now let's get down to business.

II. Together with students, determining the topic and goals of the lesson.

There is a village near Tula,
The name is Filimonovo.
And the craftswomen live there,
That they bring good things to homes.
And the good there is not simple,
And not gold, silver.
Filimonovskaya toy
It's called.
Necks are very elongated
And the cow is like a giraffe,
And the bear that is the Serpent Gorynych,
It's just like that.
So that animals, birds, horses,
Young ladies, soldiers,
Both cows and bears
The guys liked it.
So that goodness and beauty warm the heart
And so that the fairy tale never leaves us.

Guys, what do you think we will talk about today?

About the Filimonovskaya toy.

Yes, today we will talk about Filimonov toys.

III . Working on new material.

Please raise your hand, who has heard of such toys?

What do you know about Filimonovskaya toys.

1. View the presentation.

Slide 1.

Slide 2.

Slide 3.

Slide 4.

Slide 5.

Slide 6.

Slide 7.

Slide 8.

2. Watch the video “About the Filimonovskaya toy.”

Now, let's watch a short video about the Filimonovskaya toy.

After watching the video, students answer the following questions:

In which village did the toy originate?

Why do you think the toy was named “Filimonovskaya”?

What kind of land was there in the village of Filimonovo?

3. Creative moment. Painting of the Filimonovskaya toy.

Guys, now you have the opportunity to be masters of the Filimonov toy. There is a drawn Filimonovskaya toy on your tables, your task is to try to paint it.

4. Exhibition of student works. Students share their impressions.

IV . Reflection.

Slide 9. Students are asked to solve a crossword puzzle. After completing the crossword, there is a check and discussion.

Tell me, what did you learn today that was new and interesting to you?

What did you like most about our lesson?

What did you already know before?

“Features of the modern Internet space and its impact on the psychological well-being of children”

Teacher-psychologist Badykova A.G.

Issues of safety in the educational environment can be considered from different aspects. One of them is ensuring the safety and health of students, the other, no less important, is ensuring the psychological safety of participants in the educational process.

♦ - designation of changing the presentation slide.

♦ The topic of our meeting today is “Features of the modern Internet space and its impact on the psychological well-being of children”

♦ It’s no secret that the Internet has long been firmly established in our lives. Now it is difficult to imagine human communication, work, education, science, politics and entertainment without Internet technologies.

But, unfortunately, interaction with cyberspace not only gives positive effects, but also threatens the psychological, mental, and social well-being of users.

♦ The worst thing is that the most vulnerable to the negative influence of the World Wide Web are children and adolescents, who, according to statistics, spend much more time online than adults.

Now a little about our school and our students.

In May 2017, the Department of State Policy in the Sphere of Protection of Children's Rights of the Ministry of Education of the Russian Federation conducted an online survey among students of Russian schools and their parents to find out:

How well are modern children and adolescents informed about the threats and risks that await them on the Internet?

What information about Internet threats and ways to combat them would they like to know?

The questionnaire was posted on the official website, and we decided to conduct a similar survey at our school, slightly modifying the questions.

51 pupils of our school aged from 12 to 18 years took part in the survey.

The guys were asked to answer 12 questions, and here are the results we got:

(see attached files - Questionnaire “Internet environment”, “Questionnaire results”).

♦♦♦♦♦♦♦♦

Nowadays there is a lot of writing on the Internet about how the Blue Whale’s supposed popularity among teenagers has waned. But this deadly game is being replaced by others. So in news feeds you can find information that analogues of the “Blue Whale” have appeared - “Pink Pony” and “Red Fox”.

♦ According to the description, the game “Pink Pony” is intended for children from 3 years old. It can be downloaded for free from the Play market application on your phone. The game seems safe at first glance. Its essence lies in the fact that a running pony, a pink pony, invites the child to perform various tasks. In the comments to the game, parents write that the game contains tasks like “Lock yourself in the room”, “Don’t tell your parents anything”, “Open the window”, “Sit on the windowsill”, etc. There was even a video about this game in the news feeds of federal channels.

♦According to information from the Government of the Kirov Region dated July 3, 2017 5480-26-03 “On measures to protect children from unlawful content on social networks,” a new form of spreading suicidal feelings through the social network “In Kontakte” - “RED FOX” has been identified.

♦The essence of this game of death is to complete tasks of the “curator” in exchange for stickers (graphic images used in correspondence) with the image of a red fox. In total, you can get 40 stickers in the game.

♦You can get only 4 stickers for free, all the rest are sent only after completing the task.

♦The first tasks are neutral in nature - take a photograph, write a story, etc. but the further you go, the more provocative and life-threatening the tasks become. As a result, the “player” receives a message with an offer to attempt suicide in exchange for the remaining stickers.

Watch video

♦The danger of the game is that receiving rewards for stickers is very exciting for children; the excitement and desire to get a new sticker makes their minds uncritical of incoming tasks.

It’s difficult to say how true this information is; on the Internet you can find a huge number of screenshots with tasks from the red fox.

But many journalists investigating the activities of such “death groups” on the Internet agree that the passions around them are deliberately inflamed. In particular, they write that mass hysteria with the “blue whale” and “red fox” is directed against the social network “VKontakte” in order to reduce its popularity.

They also write that the “red fox,” on the contrary, was created as a counterweight to the “blue whale.” The purpose of this community was to motivate users to share various stories about themselves and their lives.

Whether this is true or not is essentially not important to us. Our task is to be vigilant in order to prevent the spread of such games among our children and to teach our students to be critical of any information coming from various online communities.

In addition, there are other popular communities and “network” games that encourage children and adolescents to commit self-harmful acts that can lead to death.

♦♦I suggest you watch two more videos: “Run or Die” (from 1 to 35 seconds), “Puppy Delight”.

Auto-aggressive forms of behavior are very common among modern teenagers. In the videos you saw extreme forms of its manifestation. But there are other ways to harm yourself.

In traditional psychiatric practice, self-harm includes the following actions:

◄- nail biting;

◄- biting lips, cheeks;

◄- pinches, bites;

◄ - trichotillomania - pulling out hair, eyelashes or eyebrows.

◄- scratching parts of the body or cutting yourself with sharp objects;

◄ - picking at hangnails or other irregularities on the skin and preventing wound healing;

◄ - cauterization of the skin.

Intentional actions that contribute to the worsening of the disease;

Fasting to punish yourself, etc.

Previously, it was believed that self-injurious actions were causing bodily harm to oneself,has a low probability of death, is socially unacceptable in nature and is produced for the purpose of reducing or coping with psychological stress.

Today, due to the increase in the number of completed suicides, children who inflict various bodily injuries on themselves automatically fall into a group of special risk and close attention of psychiatrists. Therefore, dear colleagues, you and I must be very attentive to our students and pay attention to any changes in their usual behavior and appearance.

Conclusion

We can give many more examples of the dangers the Internet space is fraught with. The main thing remains unchanged - children's fragile psyche is not able to critically perceive and “filter” information coming from virtual reality.

The Internet is a kind of magnet for children, which allows them to forget about problems, feel more successful and needed, and receive attention, support and understanding, which they so lack in real life.

We will not be able to prohibit children from being on the Internet, so our tasks are as follows:

Contribute to the development of children’s interests and capabilities, organize their leisure time in such a way that live communication and any activity are more important for them than the Internet;

Teach children to navigate the Internet, be selective and critical of any information, tell them about the dangers they may encounter

Explain that you can always turn to adults for help.

To summarize, I would like to say that the various “death groups” that exist on the Internet are not the reason why children and adolescents commit self-harming and suicidal acts. This is just a way to solve the problems that children face in real life.

The true reasons for suicidal behavior most often lie in the child’s interpersonal relationships with family, peers, the opposite sex, or teachers.

This speech, presentation and videos can be used in preparing parent-teacher conferences. But it is important to remember that both teachers and parents must be warned that the information provided to them is intended for internal use, for reflection, so that teachers and parents are more attentive to their children and what is happening to them.

It is in no way intended for viewing or discussion with children!

In preparation, a collection of scientific articles was used / Ed. I.A. Baeva, O.V. Vikhristyuk, L.A. Gayazova, - M.: MGPPU, 2013. - 304 p. - Safety of the educational environment: psychological assessment and support