Conflict as a pedagogical problem. Methodology for resolving pedagogical conflict

Ways to resolve the conflict, especially if it has not gone far, are known and accessible to everyone - this is tenderness, humor and a joke. In more difficult situations, teachers resort to compromise, making concessions to each other, or they themselves conduct analysis, trying to understand themselves and their actions, and only in exceptional cases use coercion and temporary separation. The teacher does not have the right to create a conflict if he does not own the conflict resolution technology.

The conflict is created at the moment or brought to such a level when there is a mutual need for its resolution. Most of the conflict situations in which the teacher and the student are involved are characterized by a discrepancy, and sometimes even a direct opposite, of their positions regarding studies and the rules of behavior at school. Lack of discipline, laxity, a frivolous attitude to the study of one or another student and excessive authoritarianism, intolerance of the teacher are the main causes of acute interpersonal clashes. However, a timely revision of their positions by them can eliminate the conflict situation and prevent it from developing into an open interpersonal conflict.

The variety of possible conflict situations in the classroom and ways of conflict interaction requires the teacher to find the best ways to resolve the conflict. The timeliness and success of its resolution are a condition for the fact that a business conflict does not turn into a personal one.

A productive conflict resolution can only be possible if the teacher carries out a thorough analysis of the causes, motives that led to the situation, goals, probable outcomes of a particular interpersonal clash in which he was a participant. The ability of a teacher to be objective at the same time is an indicator not only of his professionalism, but also of a value attitude towards students.

Negotiation is the most effective way to resolve conflicts.

The constructive possibilities of negotiations and mediation are extremely high. One of the significant advantages of this method is that it can be used both in vertical conflicts (“vertical negotiations”: a teacher - a group of students; students - school administration), and in horizontal ones (“horizontal negotiations”: a group of students - a group of students) . In the event of a particularly acute conflict situation or the impossibility of negotiating on their own, mediation technology is used as an addition to the negotiation method.

The mediation process involves an independent, neutral third party, a mediator, who facilitates negotiations between the parties in an informal setting and helps them find and reach an acceptable agreement. The main principles of mediation are:

* neutrality (emotionally the mediator does not join any side);

* impartiality (no interest in winning one of the parties).

The mediator does not take responsibility for the decisions that the parties come to, his function is to organize the negotiation process.

However, there are also dysfunctional consequences of the negotiation process. The negotiation method is effective within a certain corridor, beyond which the negotiation process loses its effectiveness as a method of conflict resolution and becomes a way to maintain a conflict situation.

Negotiations have their own scope for positive action, but they are not always the best way to resolve a conflict. Dragging out negotiations, gaining time to concentrate resources, disguising destructive actions by negotiations, disinformation of the opponent in the negotiations - these are the negative aspects of the negotiation process.

Thus, we can conclude: an effective negotiation strategy is, first of all, a strategy of agreement, search and increase of common interests and the ability to combine them in a way that will not subsequently cause a desire to violate the agreement reached. AT real life teachers often simply lack the culture of the negotiation process, negotiation skills, and the desire to communicate with an opponent.

Considering the main methods of resolving conflict situations, we can say that they are divided into two groups:

1. negative, including all types of struggle, pursuing the goal of achieving victory for one side over the other;

2. positive, when using them, it is assumed that the basis of the relationship between the subjects of the conflict will be preserved - various types negotiations and constructive competition.

The difference between negative and positive methods is conditional, they often complement each other.

The choice of methods for resolving a conflict situation determines the strategy of behavior in a conflict. The teacher can choose the tactics of avoiding the conflict, smoothing it, a compromise solution, coercion or rejection of someone else's position. The main way to apply the rational-intuitive approach to conflict management is to view any conflict situation as a problem or potential problem that needs to be solved.

An appropriate problem-solving method is then selected, using an arsenal of possible strategic conflict control measures.

The main link in resolving the pedagogical situation is considered to be its psychological analysis. In this case, the teacher can reveal the causes of the situation, prevent it from turning into a long-term conflict, i.e. to some extent learn to control the situation, using its cognitive and educational functions.

However, it should not be assumed that psychological analysis resolve all relationship problems. Its implementation will only reduce the number of mistakes that teachers make, immediately applying measures to influence the student during the situation that has arisen. Such an analysis is only the basis for developing independent solutions.

The main goal of the psychological analysis of the situation is to create a sufficient information base for making a psychologically sound decision of the situation that has arisen. The hasty reaction of the teacher, as a rule, causes an impulsive response of the student, leads to the exchange of "verbal blows", and the situation becomes a conflict.

Another, no less significant goal of such an analysis is to switch attention from indignation at the student's act to his personality and its manifestation in activities, actions and relationships.

The analysis helps the teacher to avoid subjectivity in assessing the behavior of students. When analyzing an act, evaluating behavior, it is often the student who is less sympathetic to the teacher, and therefore teachers remember even minor violations of discipline by these students surprisingly well. Such a position of the teacher leads to the fact that he replaces the objective study of the student's personal qualities with a list of those misconduct in which he was noticed earlier: a good student remembers good deeds and attaches little importance to bad ones, and the "difficult" student remains guilty.

Psychological analysis makes it possible to see the positive in the actions of a "bad" student and the "dirty" in the behavior of an exemplary one, and thereby correctly resolve the situation.

A well-conducted psychological analysis will help the teacher find not only options for resolving, but also possible ways to prevent or extinguish the conflict.

There are also game methods for resolving conflicts.

1. The method of introspection is that a person puts himself in the place of another, and then in his imagination reproduces the thoughts and feelings that, in his opinion, this other is experiencing in this situation.

2. The method of empathy is based on the technique of understanding the experience of another person. If he is emotional, prone to intuitive thinking, then this method will be useful. It is important to remember that the method makes it possible to achieve high results.

3. The method of logical analysis is suitable for those who are rational, who rely on thinking. To understand the interaction partner.

Although conflict resolution skills do not guarantee complete resolution in all cases, they can provide new opportunities to increase knowledge about oneself and others.

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Introduction

1. Theory of conflict

1.1 Structure of conflicts

1.2 Types of conflicts

1.3 Ways to resolve conflicts

2. Pedagogical conflict as a separate branch of the conflict

2.1 Features, types and stages of development of the pedagogical conflict

2.2 Causes and ways to resolve pedagogical conflicts

Conclusion

Bibliography

Introduction

In our time, the role of school education is very great, and its quality is also not unimportant. The quality of education, in turn, depends on the creation comfortable conditions students. These include the availability of teaching material, well-equipped classrooms, and the most important thing, in my opinion, is a good relationship with the teacher.

In the life of every teacher there is a huge number of different situations that can be called conflict. It may not always be a pronounced conflict. This may be some kind of situation in which the teacher needs to behave correctly, to react to one or another behavior of the pupil. The atmosphere prevailing in the classroom in a regular lesson should have a positive effect on the psyche of students, disposing them to study this material. And since the leading role in the conduct of the lesson belongs to the teacher, then it is up to him to create this “warm” atmosphere.

Unfortunately, not all teachers succeed in building trusting and warm relationships with students, which negatively affects student performance. It is for this reason that it was decided to study the material on this topic, namely in the field of pedagogical conflict, in order to further prevent emerging conflicts.

The subject of this study is the ways of resolving conflicts that arise in a holistic pedagogical process, and the object is the pedagogical process in which pedagogical conflicts occur. The purpose of this work is to study the structure of pedagogical conflict and find ways to prevent and resolve them. Consider the prediction of pedagogical conflicts. Tasks: 1) To study the causes of pedagogical conflicts; 2) Reveal the structure and stages of development of the pedagogical conflict; 3) Highlight the features of pedagogical conflicts; 4) Find the most effective ways resolving pedagogical conflicts.

The research methods used in this course work are the study and analysis of pedagogical experience, scientific literature, as well as methods of abstraction, deduction and induction, observation.

1 . Conflict theory

1.1 Structure of conflicts

Where there are opinions that differ from each other, where people meet who have different ideas about goals and ways to achieve them, about plans and principles of life, conflict situations inevitably arise. As soon as a conflict situation arises, a person experiences discomfort and tension, which often lead to stressful situation from which it is sometimes not easy to get out.

Most people are characterized by the inability to find a worthy way out of the current conflict situation. The science that considers the structure of the conflict, its essence, ways of resolving conflict situations is conflictology. Conflictology- the science of the laws of the origin, emergence, development, completion of conflicts of any level, and according to Ozhegov's explanatory dictionary, a serious disagreement, dispute, clash is called a conflict.

Conflict- this is an interpersonal or intergroup confrontation based on a contradiction realized by each of the parties. This is a clash of principles, opinions, assessments, characters and standards of human behavior. Conflicts can be the result of lack of communication and understanding, wrong assumptions about someone's actions, differences in plans, interests and assessments.

Any conflict is based on a conflict situation, which includes either conflicting positions of the parties on any occasion, opposite goals and means of achieving them, or a mismatch of interests, desires, inclinations of opponents, etc. To distinguish between a conflict and a conflict situation, there is the following formula:

Conflict = participants + object + conflict situation + incident

Members(opposing sides, opponents) are subjects (individuals, groups, organizations, states) directly involved in all phases of the conflict, irreconcilably assessing the essence and course of the same events related to the activities of the other side.

Object of conflict- an object, a phenomenon, an event, a problem, a goal, actions that give rise to conflict situations or conflicts.

Conflict situation- a situation of hidden or open confrontation between two or more participants (sides), each of which has its own goals, motives, means and methods for solving a personally significant problem.

Incident- practical (conflict) actions of the participants (parties) of the conflict situation, which are characterized by uncompromising actions and are aimed at the obligatory mastery of the object of heightened mutual interest. The incident usually occurs after a sharp aggravation of the contradiction and provokes a clash between the parties to the conflict.

Despite their specificity and diversity, conflicts generally have common stages of flow:

1. potential formation of conflicting interests, values, norms;

2. the transition of a potential conflict into a real one or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests;

3. conflict actions;

4. removal or resolution of the conflict.

The dynamics of the conflict is changeable and can either intensify or fade. Strengthening the conflict - the process of aggravation of the contradiction and the struggle of its participants. The attenuation of the conflict is the process of attenuation of the struggle and the gradual harmonization of the relationship between the participants in the conflict.

In order for the conflict to grow, the conflict situation (cause) must develop into an incident (consequence), when one of the parties begins to act, infringing on the interests of the other side. The incident, in turn, is the reason (cause) for a sharp aggravation and deepening of the conflict (consequence).

1.2 Types of conflicts

There are several classifications of conflict.

According to the severity of the contradictions that arise, conflicts can be divided into the following types:

v dissatisfaction

v disagreement

v contradiction

v scandal

According to the problem-activity characteristic, the following can be distinguished:

v managerial

v pedagogical

v production

v economic

v political

v creative, etc.

According to the degree of involvement of people in the conflict:

v intrapersonal

v interpersonal

v between individual and group

v intergroup

v intercollective

v inter-party

v interstate.

According to the severity of contradictions

v disagreement- lack of unity in opinions, views, disagreement between someone, something, due to dissimilarity of opinions, interests.

v Contradiction- the logical situation of the simultaneous truth of two mutually exclusive definitions or statements (judgments) about the same thing; this position, in which one (statement, thought, deed) excludes the other, is incompatible with it.

v Argument- a sharp deterioration in relations between people, a state of enmity

v Scandal- quarrel with shouting, swearing or fighting

v War is a fight between two rivals, not necessarily armed. A war can simply be called a hostile relationship with someone.

On the basis of problem activity

political conflict is always an organized, institutional conflict.

All political conflicts in society can be divided into two main types: horizontal and vertical. In horizontal political conflicts, the struggle for power and authority is carried out within the framework of the existing regime. For example, between the government and parliament, various political groups in the ruling elite, the state and individual political subjects (individual, group, institution), etc.

In vertical political conflicts, confrontation takes place along the “power-society” line. Social political structure society is very heterogeneous. Different social strata, classes and ethnic groups in this structure occupy different positions (statuses) and play different roles. Hierarchy of the status-role structure, unequal access to resources and power give rise to political conflicts at all levels of the “power-society” vertical.

The conflict in the economic sphere manifests itself, first of all, as competition for resources, production conditions, new technologies and sales of products. This is competition for jobs, competition for the opportunity to work. The social aspects of the economic conflict affect the most important parties public life. This is a struggle for economic dominance, for a fair distribution of national wealth, for maintaining the required level of employment, conflicts over conditions and wages. The economic conflict is constantly reproduced in almost any modern society in various forms of the struggle between capital and labor and is regulated at the level of a purely economic compromise, or through state intervention. Economic conflict rests directly or indirectly on the dominant property relations of a particular society. Property is nothing but the distribution of economic dominance and power in society. The conflict of interests of owners and non-owners creates a field of social tension, therefore, mechanisms are being formed in society to preserve the legitimate nature of property both as property and as its inherent socio-economic functions.

An industrial conflict is a hidden or open clash of individual and / or group interests in the field of business and professional relations that develop in the process of joint production activities.

There are constructive and destructive conflicts. Constructive ones are characterized by disagreements that affect fundamental problems. Their resolution brings the organization to a new, higher level of development. Destructive - lead to negative (even destructive) actions, accompanied by destruction interpersonal relationships, which leads to a sharp decrease in the efficiency of the group and even the entire organization. Conflict resolution is understood as the joint development of a solution, in maximum degree taking into account the interests of all parties involved.

According to the degree of people's involvement

Interpersonal conflict - Most often manifested between the heads of neighboring departments. For example, the struggle of managers for limited resources, capital or labor, time to use equipment or project approval. Interpersonal conflict can also manifest itself as a clash of personalities. People with different personality traits, attitudes and values ​​are sometimes just not able to get along with each other; as a rule, the views of such people differ radically.

Conflict between the individual and the group. Conflict can arise between an individual and a group if that individual takes a position that differs from that of the group. For example, when discussing at a meeting the possibility of increasing sales, the majority will believe that this can be achieved by lowering the price. And one will firmly believe that such tactics will lead to a decrease in profits, and will create the opinion that their products are inferior in quality to those of competitors. Although this person, whose opinion differs from that of the group, may take the interests of the company to heart, he can be seen as a source of conflict because he opposes the opinion of the group.

Intergroup conflict. An organization is made up of many groups, both formal and informal. Even in the best organizations, conflicts can arise between such groups. A striking example of intergroup conflict is the ongoing conflict between trade unions and management. Disagreements between line managers and administrative staff are also a frequent example of intergroup conflict.

Interstate conflict. Every small conflict is part of a larger, and sometimes global, conflict. For example, a war on a single section of the front in the Great Patriotic War is like a small part of the war of two opposing sides: the USSR and Nazi Germany. And the war between the USSR and Nazi Germany is part of the war of all those who fought on the side of the USSR and those who supported Nazi Germany. Whenever analyzing this or that fact, one should keep in mind what part of the big conflict it is. Therefore, to look for cause-and-effect relationships of a conflict is, first of all, to search for the causes of a large conflict, which, as a rule, gives rise to a series of small conflicts.

Conflicts can also be divided into:

- "genuine" - when a conflict of interest exists objectively, is realized by the participants and does not depend on any sl. easily changing factor;

- "accidental or conditional" - when conflict relations arise due to random, easily changeable circumstances that are not recognized by their participants. Such relationships can be terminated if real alternatives are realized;

- "displaced" - when the perceived causes of the conflict are only indirectly related to the objective causes underlying it. Such a conflict may be an expression of a true conflict relationship, but in some way. symbolic form;

- "incorrectly attributed" - when conflict relations are attributed not to those parties between which the actual conflict is played out. This is done either deliberately with the aim of provoking a clash in the enemy group, thereby "obscuring" the conflict between its true participants, or unintentionally, due to the lack of really true information about the existing conflict;

- "hidden" - when conflict relations due to objective reasons should take place, but are not updated;

- "false" - a conflict that does not have objective grounds and arises as a result of false ideas or misunderstandings.

1.3 Ways to resolve conflicts

Depending on the behavior of the participants in the conflict, including those who solve it, the following methods of conflict resolution are distinguished:

1. evasion - a person, anticipating the emergence of a conflict, chooses a style of behavior that will not lead to conflict. At the same time, a person carefully considers his behavior, and the organization pursues a policy that has a preventive goal, that is, the personnel department monitors the causes of conflicts that arise, as well as emerging tensions and takes measures to resolve them;

2. conflict smoothing - various arguments are used, including persuading the other side of the need for cooperation. In particular, when a lot of remarks are made during the discussion of the program, they can be neutralized using some methods, including, for example, such as referring to authorities, conditional consent, rephrasing comments, warning them, etc. The disadvantage of this style is that usually the conflict is silenced but not resolved;

3. compulsion - the opponent is forced to take a different point of view. This type of behavior is most characteristic of a leader when he has disagreements with a subordinate. Coercion almost always causes indignation of the subordinate, antipathy. Such decisions usually hamper the initiative of subordinates, which is irrational for the organization;

4. encouragement - giving an advantage to a person in exchange for his agreement with the proposed decision.

While this kind of behavior can be seen as a compromise, there is a good chance that the conflict will remain;

5. compromise - one side accepts the point of view of the other, but only partially.

The ability to compromise is the most important trait that, if desired, every person can cultivate in himself. However, compromise is inappropriate in the early stages of the development of the conflict, as it stops the search for the most effective solution. Suppose the strategy of a furniture factory is being refined. The dispute over the choice of alternatives is between the marketing department, the personnel department and production department. If the administrative director tasked with reconciling the positions of the departments accepts one of the proposals as the main one too early, he will not consider and consider other options and, possibly, The best decision will not be accepted. Having stopped the discussion, having determined the solution at this stage, he will stop searching and analyzing other alternatives.

The task of the manager is to notice the moment when the proposals begin to be repeated, and only then stop at a compromise solution;

6. conflict prevention - a set of activities, mainly of an organizational and explanatory nature. We can talk about improving working conditions, a more equitable distribution of remuneration, ensuring strict adherence to the rules of internal life, work ethics, etc.

The resolution of the conflict largely depends on the level of professional competence of the manager, his ability to interact with employees, which is not least determined by his general culture.

2 . Pedagogical conflict as a separate branch of the conflict

2.1 Features, types and stages of development of the pedagogical conflict

There are several classifications of conflicts.

According to the direction, conflicts are divided into "horizontal" (between employees of the same level), "vertical" (between the leader and subordinates) and "mixed", as well as:

1) conflicts of activity arising from the failure of the student to complete educational tasks, poor progress, outside of educational activities;

2) conflicts of behavior arising from a student's violation of the rules of conduct at school, more often in the classroom, and outside the school;

3) conflicts of relations that arise in the sphere of emotional and personal relations of students and teachers, in the sphere of their communication in the process pedagogical activity.

AT first group- Motivational conflicts. They arise between teachers and students, due to the fact that students either do not want to learn, or study without interest, under duress. Based on the motivational factor, the conflicts of this group grow, and eventually hostility, confrontation, even struggle arise between teachers and children.

In second group- conflicts associated with poor organization of schooling. There are four periods of conflict that students go through while studying at school. The first period is the first grade: there is a change in the leading activity, from playing to learning, new requirements and responsibilities appear, adaptation can last from 3 months to 1.5 years. The second conflict period is the transition from 4th to 5th grade. Instead of one teacher, the guys study with different subject teachers, new school subjects appear. At the beginning of the 9th grade, a new painful problem arises: it is necessary to decide what to do after the 9th grade - to go to a secondary specialized educational institution or continue studying in the 10-11th grade. For many young people, the 9th grade becomes the line beyond which they are forced to begin their adult life. The fourth conflict period: graduation from school, choice of a future profession, competitive exams in a university, the beginning of a personal and intimate life.

The third group of pedagogical conflicts- conflicts in the interactions of students among themselves, teachers and schoolchildren, teachers with each other, teachers and school administration. These conflicts occur due to the subjective nature, personal characteristics of the conflicting parties, their goals and value orientations. Leadership conflicts are the most common among “student-student”, in the middle classes there are conflicts between groups of boys and girls. Conflicts in the interactions "teacher-student" in addition to motivational, conflicts of a moral and ethical nature can flare up. Conflicts between teachers can arise for various reasons: from school timetable problems to intimate-personal clashes. In the interaction "teacher-administration" there are conflicts caused by problems of power and subordination.

Features of conflict situations in three age categories :

In the lower grades: experiences are short-lived; the child needs the protection and support of the teacher; conflicts are often associated with the style and tactics of the teacher on the actions of students.

In adolescence: there is a loss of interest in learning; student indiscipline is manifested; conflicts often arise when teachers make mistakes in the methodology for assessing knowledge and skills.

In the senior classes: overstating the requirements for adults with a condescending attitude towards oneself; characterized by emotional instability; defending one's point of view in response to the dominant position of the teacher leads to conflicts.

For girls, verbal forms of conflict resolution are more typical. Boys are prone to pronounced bodily aggressiveness in resolving conflicts.

All conflicts, despite their diversity, develop according to a certain pattern:

1. Conflict situation (dispute between interested parties). At this stage, the conflicting parties discuss the specific subject of disagreement.

2. Conflict (clash of interests of participants, active confrontation). At this stage specific question fades into the background, there is a clash at the level of approaches and opinions. Other evidence and arguments are involved.

3. Expanding conflict (other participants are drawn into the situation). At this moment, other members of the team are drawn into the conflict as referees and fans. The question takes on a universal character. Old sins and grievances are remembered.

4. General conflict (most employees are covered by the search for the guilty). At the final stage, it is impossible to understand the root cause. There is a real war of parties "to the last bullet."

The structure of a conflict situation is made up of the internal and external positions of the participants, their interactions and the object of the conflict. In the internal position of the participants, one can single out the goals, interests and motives of the participants. The external position is manifested in the speech behavior of the conflicting parties, it is reflected in their opinions, points of view, and wishes. The conflicting relationship between a teacher and a teenager can change in better side, if the teacher will focus not on his external behavior, but on his internal position, i.e. you can understand his goals, interests and motives. The sphere of conflict can be business or personal. Teachers and students often face conflict situations. However, we must strive to ensure that the conflict occurs in the business sphere and does not flow into the personal.

Pedagogical situations can be simple or complex. The first are resolved by the teacher without the counter resistance of the students through the organization of their behavior.

Features of pedagogical situations and conflicts

The pedagogical situation is defined by N.V. Kuzmina as “the real situation in the study group and in the complex system of relationships and relationships of students, which must be taken into account when deciding on how to influence them.”

In pedagogical situations, the teacher most clearly faces the task of managing the student's activities. When solving it, the teacher must be able to take the student's point of view, imitate his reasoning, understand how the student perceives the current situation, why he acted that way. In a pedagogical situation, the teacher comes into contact with the students about his specific act, actions at school.

During the school day, the teacher engages in a wide range of relationships with students on various occasions: stops a fight, prevents a quarrel between students, asks for help in preparing for the lesson, joins in a conversation between students, sometimes showing resourcefulness.

In difficult situations great importance have the emotional state of the teacher and the student, the nature of the existing relationship with the accomplices of the situation, the influence of the students present, and the result of the decision always has a certain degree of success due to the student’s difficult to predict behavior, depending on many factors that are almost impossible for the teacher to take into account.

When resolving pedagogical situations, actions are often determined by personal resentment towards students. The teacher then shows a desire to emerge victorious in the confrontation with the student, not caring about how the student will get out of the situation, what he will learn from communication with the teacher, how his attitude towards himself and adults will change. For a teacher and a student, various situations can be a school of knowledge of other people and oneself.

A conflict in psychology is defined as “a collision of oppositely directed, incompatible tendencies, a single episode in consciousness, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.” The conflict in pedagogical activity often manifests itself as the teacher's desire to assert his position and as a student's protest against unfair punishment, incorrect assessment of his activity, act. It is difficult for a student to follow the rules of behavior at school every day and the requirements of teachers during lessons and breaks, therefore minor violations of the general order are natural: after all, the life of children at school is not limited to study, quarrels, insults, mood changes, etc. are possible. By responding appropriately to the child's behavior, the teacher takes control of the situation and restores order. Haste in assessing an act often leads to errors, causes indignation in the student at the injustice on the part of the teacher, and then the pedagogical situation turns into a conflict. Conflicts in pedagogical activity for a long time disrupt the system of relationships between the teacher and students, cause the teacher to experience a deep stressful state, dissatisfaction with his work. This state is aggravated by the realization that success in pedagogical work depends on the behavior of students, a state of dependence of the teacher on the “mercy” of the students appears.

V.A. Sukhomlinsky writes about conflicts at school in the following way: “The conflict between the teacher and the child, between the teacher and parents, the teacher and the team is a big trouble for the school. Most often, conflict arises when the teacher thinks unfairly about the child. Think fair about the child - and there will be no conflicts. The ability to avoid conflict is one of the components of the teacher's pedagogical wisdom. Preventing conflict, the teacher not only protects, but also creates the educational force of the team.

Situations about learning activities often arise in the classroom between a teacher and a student, a teacher and a group of students, and manifest themselves in the refusal of the student to complete the lesson. This can happen for various reasons: fatigue, difficulty in assimilation educational material, failure to do homework, and often an unsuccessful remark from the teacher instead of specific help in case of difficulties in work.

Recently, there has been an increase in such conflicts due to the fact that teachers often make excessive demands on the assimilation of the subject, and grades are used as a means of punishing those who do not obey the teacher, violate discipline in the lesson. Thus, the true motive of learning activity is distorted, such situations often cause capable, independent students to leave school, and the rest of the students lose interest in learning in general.

The pedagogical situation can acquire the nature of a conflict if the teacher made mistakes in the analysis of the student's act, made an unreasonable conclusion, and did not find out the motives. It should be borne in mind that the same act can be caused by completely different motives.

The teacher has to correct the behavior of students by evaluating their actions with insufficient information about the circumstances and the real reasons. The teacher is not always a witness to a child's life, he only guesses about the motives of an act, he does not know the relationship between children well, therefore errors in assessing behavior are quite possible, and this causes quite justified indignation of students. Teachers, evaluating the actions of students, are not always responsible for the consequences of such evaluations for the student and do not care enough about how such evaluations will affect the subsequent relationship between the teacher and the student. Based on the external perception of an act and a simplified interpretation of its motives, the teacher often evaluates not only the act, but also the personality of the student, which causes reasonable indignation and protest among the students, and sometimes the desire to behave the way the teacher likes to justify his expectations. In adolescence, this leads to a conflict in behavior, blind imitation of the model, when the student does not bother himself with the desire to “look into himself”, to evaluate his act himself.

Relationship conflicts often arise as a result of the teacher's inept resolution of situations and, as a rule, are of a long-term nature. Relationship conflicts acquire personal meaning, give rise to long-term hostility or hatred of the student to the teacher, disrupt interaction with the teacher for a long time and create an urgent need for protection from injustice and misunderstanding of adults.

The relationship between the teacher and students becomes diverse and meaningful, goes beyond role-playing, if the teacher is interested in students, their living conditions, and activities outside of school. This makes it possible to realize the educational value of the situation or conflict. Otherwise, a break in relations is possible.

Features of pedagogical conflicts . Among them are the following:

The professional responsibility of the teacher for the pedagogically correct resolution of the situation: after all, the school is a model of society where students learn the social norms of relations between people;

Participants in conflicts have different social status (teacher - student), which determines the different behavior in the conflict;

The difference in age and life experience of the participants breeds their positions in the conflict, gives rise to a different degree of responsibility for mistakes in their solution;

Different understanding of events and their causes by the participants (the conflict “through the eyes of the teacher” and “the eyes of the student” is seen differently), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with his emotions, to subordinate to reason;

The presence of other students during the conflict makes them participants from witnesses, and the conflict acquires an educational meaning for them as well; the teacher always has to remember this;

The professional position of the teacher in the conflict obliges him to take the initiative in resolving it and to be able to put the interests of the student as an emerging personality in the first place;

Any teacher's mistake in resolving the conflict gives rise to new situations and conflicts, in which other students are included;

Conflict in pedagogical activity is easier to prevent than to successfully resolve.

2.2 Causes and ways to solve pedagogicalconflicts

Age periodization and the allocation of situations and conflicts characteristic of each age enable the teacher to navigate the causes that disrupt interaction with students. AT general plan such reasons may be the actions and communication of the teacher, the characteristics of the personality of the student and the teacher, the general situation in the school. This is:

The teacher's low ability to predict the behavior of students in the classroom; the unexpectedness of their actions often disrupts the planned course of the lesson, causes irritation in the teacher and the desire to remove “interference” by any means; lack of information about the causes of what happened makes it difficult to choose the optimal behavior and appropriate tone of treatment;

The situations are witnessed by other students, so the teacher seeks to maintain his social status by any means and thus often brings the situation to the point of conflict;

The teacher, as a rule, evaluates not a separate act of the student, but his personality, such an assessment often determines the attitude of other teachers and peers towards the student (especially in elementary school);

The assessment of a student is often based on the subjective perception of his act and little awareness of his motives, personality traits, living conditions in the family;

The teacher finds it difficult to analyze the situation that has arisen, is in a hurry to severely punish the student, motivating this by the fact that excessive severity in relation to the student will not hurt;

Of no small importance is the nature of the relationship that has developed between the teacher and individual students; personal qualities and non-standard behavior of the latter are the cause of constant conflicts with them;

The personal qualities of a teacher are also often the cause of conflicts (irritability, rudeness, vindictiveness, complacency, helplessness, etc.). Additional factors are the prevailing mood of the teacher when interacting with students, the lack of pedagogical abilities, interest in pedagogical work, the teacher's life problems, the general climate and organization of work in the teaching staff. It must be remembered that any teacher's mistake in resolving situations and conflicts is replicated in the perception of students, is stored in their memory and affects the nature of relationships for a long time.

When working with students, the teacher is not always sure that the lesson will go according to plan, he is ready for surprises in the behavior of students, but these “surprises” are not original: situations of the same type are often repeated. Many of these situations turn into protracted conflicts, ending with the departure of the student from the lesson, and the teacher to the principal.

Ways to help the teacher in resolving and preventing conflicts are currently defined:

The teacher must be able to organize the collective learning activities of students different ages, strengthening the business interdependence between them. Such conflicts are more likely to occur among teachers who are primarily interested only in the level of assimilation of the subject, therefore they are much less in the lessons taught by the class teacher and in the primary grades, when the teacher knows the students well and finds various forms of interaction with them;

The situation in the lesson comes to a conflict, as a rule, with a student who does poorly in the subject, “difficult” in behavior. Therefore, in the interests of the teacher himself, it is better to study just such students, to pay attention to them in order to provide timely assistance in completing the task;

It is impossible to punish behavior with bad grades in the subject - this will not lead to a positive result, but only to a protracted personal conflict with the teacher, which will certainly cause a decrease in interest in the subject.

School leaders believe that the reason for many conflicts is the low level of pedagogical communication of teachers who cannot stop in time, avoid harsh words, do not reproach for trouble in the family, do not emphasize negative qualities, and do not ridicule in front of their peers.

The main role in resolving the pedagogical situation is assigned to its psychological analysis. In this case, the teacher can reveal the causes of the situation, prevent it from turning into a prolonged conflict, i.e., to some extent, learn to control the situation, using its cognitive and educational functions. However, it should not be assumed that psychological analysis will solve all relationship problems. Its implementation will only reduce the number of mistakes that teachers make, immediately applying measures to influence the student during the situation that has arisen. Such an analysis is only the basis for developing independent solutions.

The main goal of the psychological analysis of the situation is to create a sufficient information base for making a psychologically sound decision of the situation that has arisen. The hasty reaction of the teacher, as a rule, causes an impulsive response of the student, leads to the exchange of “verbal blows”, and the situation becomes a conflict. Another, no less significant goal of such an analysis is to switch attention from indignation at the student's act to his personality and its manifestation in activities, actions and relationships.

The analysis helps the teacher to avoid subjectivity in assessing the behavior of students. When analyzing an act, evaluating behavior, it is often the student who is less sympathetic to the teacher (for female teachers, this criterion is more significant), and therefore teachers surprisingly well remember even minor violations of discipline by these students. Such a position of the teacher leads to the fact that he replaces the objective study of the student’s personal qualities with a list of those misconduct in which he was noticed earlier: a good student remembers good deeds and attaches little importance to bad ones, and the “difficult” student remains guilty.

Psychological analysis makes it possible to see the positive in the actions of a “bad” student and the “dirty” in the behavior of an exemplary one, and thereby correctly resolve the situation, find “points of growth” in the personality of even a very “difficult” student. A well-conducted psychological analysis will help the teacher find not only options for resolving, but also possible ways to prevent or extinguish the conflict. After all, to prevent the conflict, to resolve it at the level of the pedagogical situation is the most optimal, “bloodless” way out of the situation for both sides. The teacher at the same time determines the moment of a possible transition of the situation into a conflict, reduces tension by indirect methods and takes the situation under control.

To extinguish the conflict means to transfer the relations of its participants to the level mutually acceptable for both parties, to switch attention from affective-tense relations to the sphere of business relations of educational work.

There are several reference schemes for the analysis of pedagogical situations.

The first option includes the following main points of the situation analysis:

Description of the situation, conflict, act (participants, place of occurrence, activities of participants, etc.); what preceded the occurrence of the situation; what age and individual characteristics of the participants manifested themselves in their behavior, situation, act; the situation through the eyes of the student and teacher; the personal position of the teacher in the situation that has arisen (his attitude towards the student), the real goals of the teacher in interaction with the student (what does he want: get rid of the student, help him, or is he indifferent to the student); what did the teacher learn about students from the situation, act ( the cognitive value of the situation for the teacher); the main causes of the situation or conflict that has arisen and its content (conflict of activity, behavior or relationships);

Options for repayment, prevention and resolution of the situation, adjustment of the student's behavior; the choice of means and methods of pedagogical influence and the identification of specific participants in the implementation of the goals set at the present time and in the future.

The second option: a description of the situation and its participants; determination in a situation of the moment when the teacher could prevent its transition into a conflict; what prevented the teacher from doing this (emotional state, presence of witnesses, confusion, surprise, etc.); what methods of influence the teacher could use in the situation and how he used them; grade; what information the teacher received about his pedagogical successes and miscalculations; analysis of one's behavior in situations and mistakes;

Third option:

Description of the situation or conflict; the reasons for the situation that has arisen (internal and external conditions for its occurrence) and the reason for the transition to conflict; its dynamics;

The meaning of the conflict for each of its participants; psychological analysis of the relationship between the participants in the situation.

Perspective educational and cognitive goals in different options resolution of the situation. Of course, real situations from the life of the school, own experience teachers may not fit into the proposed schemes, however, the selected questions will help determine a significant moment in the situation, use psychological knowledge to comprehend it and build your own reasoning.

An example of an analysis of a frequently encountered situation regarding the educational work of a teenager.

At a literature lesson in the 7th grade, when checking homework, the teacher raised the same student three times to answer, but he was silent. At the end of the lesson, she announced that she was giving him a "two". At the next lesson, the teacher again began questioning this student and, when he refused to answer, removed him from the lesson. The student stopped going to the next classes in the subject, avoiding meetings with the teacher in every possible way, he continued to study successfully in other subjects. At the end of the quarter, the teacher gave him a “deuce”. Upon learning of this, the student completely stopped attending school.

Analysis of the situation:

At the first lesson, the student was silent, and the teacher needed to understand the reason for this after the lesson and eliminate the brewing conflict. In the next lesson, the silence of the student was already a manifestation of protest. The student, having experienced pressure from the teacher, showed teenage adherence to principles and pride, but in the future he could not control his actions (teenage negativism). In her actions, the teacher made very serious pedagogical mistakes: she did not understand the reason for the refusal to answer, she did not see a “person” in the student. The next day, the teacher showed her unfriendly attitude towards the student and thereby deepened the conflict, not taking into account the characteristics of age and showing subjectivity in relation to the student. The student regarded the position of the teacher in relation to himself as unfair, and normal pedagogical relations were violated through the fault of the teacher.

In this case, it was necessary to find out the reason for the unpreparedness: after all, the student studied well in other subjects. His questioning at the very next lesson was a gross violation of the relationship between teacher and student. The conflict through the fault of the teacher became protracted, emotionally intense.

Each pedagogical situation has an educational impact on its participants: the student enters the situation with some attitudes, and leaves it with a different assessment of his own act, the assessment of himself and the adult participants in the situation change.

When talking with children, the teacher needs to clearly know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of the speech addressed to the child (time and place), with whom to say and why to say ( confidence in the result).

As work with teachers has shown, many of them find it difficult to conduct a dialogue with students of different ages. The dialogue between the teacher and students is often conducted at the command-administrative level and contains a set of stereotyped expressions, reproaches, threats, and dissatisfaction with the student's behavior. This communication continues throughout many years of schooling, and by the senior school age, many of the students develop a reciprocal style of communication with teachers.

With some teachers this style has

Educational and business character: “She (the teacher) says - I listen”, “She asks - I answer what she expects from me, - and everything is in order with me. And what I live and what I think about - this is of little interest to adults, have you really not understood this? After all, everyone wants to live in peace!”;

Or indifferent. “She says - I listen and do it in my own way, she will still forget what they were talking about, only she needs to be seen less often”;

Or free-personal: “Talk about everything “for life” - not many teachers see the meaning in them” (from conversations with students).

Rapprochement of the positions of the teacher and the student, mutual understanding will be helped by some techniques that are not all used by teachers. Here are some of them.

It is necessary to call the student by name even when angry with him. This will give an appeal to him affectionately demanding character, unite the student. It should be borne in mind that it is teenagers who do not hear their name so often. At school, they are often referred to by their last names:

“Well, Kozlov, again you are outrageous!”, “Today Krylova will answer!”. Peers at this age prefer to call each other nicknames, half names, and parents often turn to teenagers in this form: “Listen, have you done your homework?”, “Shame on you, you always have to remind you of your duties!” etc.

But everyone considers his name to be the best word in his vocabulary, and, having heard it, the student “automatically” tunes in to a confidential communication with a person.

Non-verbal communication and listening skills. In communication between a teacher and students, not only the content of speech is of great importance, but also facial expressions, tone, intonation of speech, and if, according to experts, intonation can carry up to 40% of information when communicating with adults, then when communicating with a child, the impact of intonation increases. The child surprisingly accurately recognizes the attitude of adults towards him by intonation, he has “emotional hearing”, deciphers not only the content, the meaning of the words spoken, but also the attitude of adults towards him.

When perceiving words, he first reacts to intonation with a response action and only then assimilates the meaning of what was said. In intonation, those experiences are manifested that accompany the speech of adults addressed to the child, and he reacts to them. The teacher's shouting and monotonous speech lose their influencing power because the student's sensory inputs are either clogged (by shouting) or he does not catch the emotional accompaniment at all, and this generates indifference, no matter how clearly and correctly the words and phrases are pronounced. Such speech does not evoke feelings in the student, and the teacher loses a really reliable “bridge” to the consciousness of the student through his experiences.

The teacher also needs to be able to listen to the student and hear him. The effectiveness of the teacher's speech largely depends on his ability to listen, "tune in to the wave" of the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect a smooth and coherent speech from a student, which is why adults often interrupt him, which makes it even more difficult to say (“Okay, everything is clear, go!”), although he is so and did not say the main thing for him. Secondly, teachers often have no time to listen to the student when he needs to talk, and when the teacher needs to know something, the student has already lost interest in the conversation, and besides, he is not interested in talking to someone who does not hear him.

You should never reproach a child with his relatives. You should never reproach a student, especially a teenager, for trouble in the family, for the behavior of parents, brothers, sisters - students do not forgive teachers for this! The teacher makes a gross mistake, loses the status of both the teacher and the adult in the eyes of the student. But, unfortunately, cases of violation of this rule are not isolated. Sometimes teachers talk about it in a particularly evil way! This is unacceptable to the same extent that a teacher is unacceptable to use foul language. Everyone has a sacred feeling for their parents, whatever they may be.

An important means of preventing and successfully resolving conflicts can be the “return of emotions” technique.

Awareness of one's professional position, knowledge of the motives of the student's act help the teacher to get out of the captivity of his own emotions (which is not so easy and simple) and respond to the child's experiences.

The teacher, together with the students, “lives through” each age period of the formation of their personality, empathizes with their failures, rejoices at their successes, grieves for disruptions in behavior and work, generously forgives - all this does not reduce the authority of the teacher in the eyes of the students, but emotionally brings their positions closer, generates empathy and mutual understanding, helps to get rid of stereotypes in relations with students. Without this, pedagogical cooperation is unthinkable, when a teacher can see the good in an “inveterate” student and express hope for his correction.

Once a math teacher showed Tolya’s work (a very “difficult” child) in the teacher’s room with words of genuine joy and surprise: “Look, it’s Tolya who drew a graph in the lesson. And you know, she imperceptibly looked at his face: concentrated, even kind and beautiful. At this moment, he was different. Maybe early we “wrote” it into “difficult”, huh?

Students value good relationships with those teachers who can share their joys. In such relationships, there are also conflicts, but it is much easier to resolve them, the relationship does not reach a confrontation. In pedagogical conflicts, there are no “right” and “guilty”, winners and losers to the end - in every pedagogical failure, the difficult fate of a student, there is also the fault of a failed teacher.

When resolving conflicts, teachers are considered one of the main means of influence. They believe that this will achieve non-repetition of the act, that this will frighten the student. The whole question is what trace of experiences remains in the soul of a child after his punishment: repentance, anger, shame, fear, resentment, guilt, aggression?

A.S. Makarenko wrote: “No matter how severely the pupil is punished, the imposed punishment should always resolve the conflict to the end, without any residue. Already an hour after the imposition of a penalty, you need to be in a normal relationship with the pupil. “...Punishment should resolve and destroy a separate conflict and not create new conflicts”, since it will be more difficult to resolve them - after all, conflicts become protracted, long, wide.

One of the methods of punishment, often used in recent times, is calling the parents and reproaching them for all the misconduct of the student.

During a break in the teacher's room, the class teacher talked to the mother of a 7th grade student about his studies, behavior, etc. He stood with his head down. The mother wept, realizing both her guilt before the teachers and her helplessness in somehow correcting her son's behavior. The teachers, entering the teacher's room, saw this conversation, and everyone tried to complete the list of the student's misdeeds, to remember all his "sins". None of the teachers showed sympathy, did not say a kind word. The teenager lowered his head lower and lower, but there was no longer humility and remorse on his face, but rather bewilderment and anger. And when the class teacher asked: “I understand what you are going for, how teachers treat you, and what did you bring your mother to?! She is in tears, but what do you want!”, he angrily looked at the class teacher and ran out of the teacher's room. With such a “conversation” the teachers only embittered the teenager: after all, he will not forgive / his public “beating”, emotional torture.

To resolve the conflict, when the relationship between the teacher and the student takes on the character of confrontation, sometimes a "third" is invited.

When choosing a "third" one should take into account that he should be able to get involved in resolving the situation not out of official duty. He must have both a sincere desire to help the student and a deep understanding of the causes of the conflict.

This "third" can be parents, and one of the teachers or peers. The main thing is that the “third” should be a significant person for the conflicting student. Often, the director of the school or someone from the administration is forced to join in resolving the conflict.

“When a novice teacher experiences difficulties regarding the subject being taught or methodological techniques, we will help him,” school principals say, “the school always has an experienced subject teacher, there are methodological aids. But if he does not know how to establish the right relationship with his students, constantly conflicts with them, it is very difficult to help him: after all, it depends on him, his position, and we ourselves have little command of such techniques.

Similar Documents

The concept of conflict: its subjects, objects and objects, causes and stages of development. Methods of conflict resolution, possible ways out of conflict situations. Political conflicts and their features. Conflict management: prevention and stimulation.

abstract, added 08/27/2009


Classification and typology of conflicts. Subjects of the conflict. Types of conflicts. Causes of conflicts. Conflict functions. Forms of work with conflicts and methods of their resolution. Models of conflict development. Conflict Management.

abstract, added 03/18/2007


The main causes and features of the emergence of the main types of conflicts - interpersonal and intergroup, their classification, forms and ways of development. Research methods of intergroup conflicts, their characteristics. Mathematical modeling of the conflict.

control work, added 08/29/2012


The concept and types of conflict. Ways to resolve conflicts. Organizational overarching goals. Interpersonal conflict resolution styles. Conflict management methods. Personal behavior management methods. retaliatory aggressive action.

course work, added 03/24/2005


Disclosure of the nature of conflicts in the family. Unsatisfied needs of the individual as a factor in the emergence of family conflicts. Stages of flow and classification of conflicts in the family. Features of the behavior of spouses in interpersonal conflicts.

term paper, added 12/10/2015


Causes and functions of conflicts. The main stages of their course. The study of the method of cartography. Conduct of negotiations. Socio-psychological structure of the group. Types of business evaluation. Settlement of conflicts in the personal-emotional sphere.

presentation, added 03/18/2015


The concept of "interethnic tension". Causes of ethnic conflicts, stages of their course. Analysis of different types of ethnic conflicts and forms of their manifestation within the borders of the post-Soviet space. Exacerbation of situations during periods of economic downturns.

test, added 03/05/2015


The concept of conflict as a clash of parties, opinions, forces, for values ​​and claims for a certain status, power, resources. Basis for the classification of conflicts, their causes and phases of the flow. Ways to resolve conflict situations.

abstract, added 06/06/2014


term paper, added 10/14/2008


The concept, features and forms of manifestation of intrapersonal conflict, its typology and constructive functions. Ways to prevent and resolve intrapersonal conflicts. Groups of contradictions leading to the emergence of intrapersonal conflict.

Natalia Ekkel
Pedagogical conflicts and ways to resolve them

N. V. EKKEL

Pedagogical conflicts and ways to resolve them

The article deals with the problem conflicts in the pedagogical team. An experiment was conducted to identify the level conflict between teachers in one of the kindergartens, on the basis of which conclusions and recommendations were made to maintain the climate in the team.

In the development of domestic pedagogy At present, a qualitatively new stage is being observed. Update problem modern system education is associated with a change pedagogical paradigm aimed at humanizing pedagogical science and school practice. However, moving to new forms and methods of education and training, modern teacher should be aware of the value pedagogical ideas and experience accumulated in the past.

Conflicts characteristic of all areas of human life. They are an integral part human relations and therefore exist as long as man exists. Modern science considers conflicts as an inevitable phenomenon of social life, arising from the properties of human nature.

humanist direction in pedagogy, first of all, is to get rid of authoritarian forms of communication and find a way to relationships based on cooperation. During pedagogical interactions, there is often a lack of understanding and the emergence conflicts between all participants pedagogical process : students, teachers, parents, etc. For pedagogy the study of conflict is of particular importance. teacher it is necessary to create a favorable, benevolent atmosphere in the group, since an unfavorable climate makes it difficult, and sometimes impossible, to have a normal, satisfying life in educational institution. The atmosphere of interpersonal relationships is created by people themselves. By their actions, they can violate the optimal proportion of its constituent elements. But it is in the power of the teacher to change it so that a climate conducive to personal development and the equal existence of everything is established. teaching staff. To date, a significant amount of knowledge has been accumulated in science, which makes it possible to investigate the problem conflict in various aspects.

The relevance of the theory conflictology, including that in order to effectively solve emerging problems in pedagogical in a team, each of its members needs to acquire the necessary level of theoretical knowledge and practical skills of behavior in conflict situations, as well as knowledge about the causes and ways to resolve conflicts.

Empirical studies have been conducted to assess the level conflict and socio-psychological adaptation in a separate teaching staff.

The main tasks were:

1. Identification in the selected pedagogical the degree of adaptation of each member of the team to joint activities;

2. Determining the level of the socio-psychological climate in the selected teaching staff;

3. Level definitions conflicts in the selected teaching staff.

Research work was carried out in MDOU kindergarten "Birch" in the city of Slobodskaya Kirov region in October 2016. The experiment involved a group of workers kindergarten from among the administrative and pedagogical staff of 17 people (ages 25 to 69).

The survey used the following methods:

method of K. N. Thomas ( "Grade ways response in conflict");

methodology "Assessment of the psychological climate in teaching staff»;

"Test for assessing the level personality conflicts» .

As a result of carrying out the methodology of K. Thomas to determine the style of behavior in conflict situation clarified, which is the most common style of behavior in conflict situation is avoidance style (125 elections or 27%). In second place is the compromise style - 110 choices or 24%, in third - fixture- 90 elections or 20%, in the fourth place - cooperation - 88 elections or 19%, in the last place - rivalry - 44 elections or 10%.

The data obtained during the examination according to the method of K. are presented below in table 1.

Table 1.

Up to 30 years 30-50 Over 50 years

Number of elections % Number of elections % Number of elections %

Rivalry 15 26 20 9 9 5

Cooperation 10 16 49 21 29 17

Compromise 13 22 58 25 39 23

Avoidance 8 13 66 29 55 32

Tool 14 23 37 16 39 23

Comparative analysis of behavior styles in conflict situation between teachers depending on age is presented in the histogram shown in Figure 1.

Figure 1 - The structure of self-consciousness

The following conclusions are made: before 30 years of age rivalry predominates, from 30 to 50 years of age, and after 50 years of age avoidance predominates. Based on this, it can be judged that before the age of 30, the idea of teaching activities and ways of communication both with students and teaching staff. In the age range from 30 to 50 years, and after 50 years is characterized by the fact that the contradictions underlying conflict, teachers do not recognize at all as really existing. It can also be assumed that the majority of teachers in this school have low self-esteem and insufficiently developed social intelligence, which can lead to an increase in internal conflicts.

The following directions have been identified for solving interpersonal conflicts in the teaching staff:

1. Best way to resolve conflict is to prevent conflict. Therefore, below are the recommendations teachers and other employees who are an integral part pedagogical prevention team pedagogical conflicts.

2. "Two excited people can't agree" (Dale Carnegie). Try to make every effort to restrain yourself in an acute situation, in no case do not scold and do not get annoyed.

3. "Delay the reaction!" You should not immediately engage in polemics with your opponent, especially if his actions do not pose a threat to others. It is necessary to pretend that you do not seem to notice the violator, although at the same time you make it clear that you see his actions well. The essence of the reception is that it emphasizes the secondary importance of the defiant behavior of the offender and therefore teacher there is no time and no need to be distracted from the lesson. "The fact of not noticing" a clear violation allows you to introduce some confusion into the actions of the disorganizer and reduces its activity.

4. "Translate the reaction!" This technique also serves to debunk the significance of the act and the personality of the offender. This technique is implemented technically through the performance of everyday activities (greeting, working with documentation, looking out the window, etc.) despite the emergency situation, which seems to be urgent. Ultimately, the hero conflict stays alone. This reduces the "plan" of the struggle.

5. "Be an innovator!" It is known that everything that has become ridiculous and clumsy in the eyes of others loses its impact and ceases to be dangerous. Very important from conflict situations to come out with dignity.

6. "Be paradoxical!" Try, on occasion, to turn the opponent's insidious plan to your benefit and business. It is advisable to "decompose" the essence of the situation in such a way as to thank the violator for the help (with irony, of course).

Thus, the conducted empirical study to identify in the selected pedagogical the degree of adaptation of each member of the team to joint activities, the level of the socio-psychological climate and the level conflict, using the method of K. N. Thomas, showed that among respondents under 30 years old, rivalry prevails, from 30 to 50 years old, and after 50 years, avoidance prevails.

Understanding the causes conflicts and the successful use of mechanisms for managing them are possible only if future teachers knowledge and skills of relevant personal qualities, knowledge and skills.

Behavior style in a particular conflict, is also determined by the extent to which teacher wants to satisfy his own interests, while acting passively or actively, and the interests of the other party, acting jointly or individually.

It was stated that practical readiness teacher to resolve conflicts in the pedagogical collective is an integral personal formation, the structure of which includes motivational-value, cognitive and operational-performing components.

Main method of conflict-free pedagogical communication - formation high level pedagogical professionalism, mastery of the art of getting out conflict situations without loss of dignity.

Bibliography.

1. Abulkhanova-Slavskaya K. A. Development of personality in the process of life // Psychology of formation and development of personality. - M., 1981.

2. Aleshina Yu. E. Problems of the theory and practice of mediation of participants // Personality, communication, group processes: Sat. reviews. - M.: INION, 1991. - S. 90-100.

3. Andreev V. I. Fundamentals. - M., 1995.

4. Bern E. Games that people play. Psychology of human relationships; People who play games. Psychology of human destiny / Per. from English. - St. Petersburg, 1992.

5. Zhuravlev V. I. Fundamentals pedagogical conflictology. Textbook. Moscow: Russian pedagogical agency, 1995. - 184 p.

Conflictin psychology, it is considered as a collision of oppositely directed goals, interests, positions, opinions and views of opponents or subjects of interaction. A conflict situation arises when there are conflicting positions of the parties. Therefore, it contains the subjects of the conflict (opponents) and its subject. For a conflict to arise, an incident is necessary when one of the parties begins to infringe on the other. If the opposite side begins to act, then the conflict from potential turns into actual. Conflict signals are a relationship crisis, communication tension, misunderstandings, incidents, and general discomfort. If the conflict is resolved destructively, its consequences will be anxiety, helplessness, confusion, collapse, denial, withdrawal, escalation, polarization. And vice versa, if the conflict is resolved constructively, the person feels that everything is going smoothly, experiences the joy of communication, a sense of success, efficiency, energy. Allocate different typologies of conflicts: a) intrapersonal, interpersonal, intergroup, social; b) values, personal potentials, resources, interests, means of achieving goals and norms; c) socio-political, interethnic, organizational and managerial, industrial, family, matrimonial, etc.

There is also a special group of conflicts - pedagogical.

N.V. Samoukina divides pedagogical conflicts into three large groups: 1. Motivational conflicts arising from the weak motivation of schoolchildren's learning activities. 2. Conflicts associated with shortcomings in the organization of education at school. 3. Conflicts of interaction between students, teachers and schoolchildren, teachers and administration.

IN AND. Zhuravlev classifies pedagogical conflicts according to the interaction of the teacher with the age groups of students. In the primary grades, these are conflicts of ethics and transcendental ethics associated with violations by the teacher of pedagogical tact and offenses; didactic, caused by discipline, discrimination of students, inadequate assessment of poor progress, and performance shortcomings of teachers. In working with adolescents, conflicts of student discipline, conflicts of didactic interaction, conflicts of the teacher's methodological errors and conflicts of violations of ethics by him are more common than others. In high school, these are conflicts associated with inadequate discipline and conflicting behavior of the teacher.

MM. Rybakova connects conflicts with various pedagogical situations: conflicts of activity, conflicts of behavior (actions), conflicts of relations.

Features of pedagogical conflicts:

1. The teacher's professional responsibility for the correct resolution of the conflict situation: the school is a model of society where students learn the social norms of relations between people.

2. Participants in conflicts have different social status (teacher - student), which determines their different behavior in the conflict.

3. The difference in age and life experience of the participants breeds their positions, gives rise to a different degree of responsibility for mistakes.

4. Different understanding of events and their causes by the participants (the conflict through the eyes of the teacher and the student is seen differently).

5. The presence of other students during the conflict makes them participants from the witnesses, and the conflict acquires an educational meaning.

6. The professional position of the teacher in the conflict obliges him to take the initiative to resolve the conflict and put the interests of the emerging personality in the first place.

7. The conflict of pedagogical activity is easier to prevent than to successfully resolve.

The dynamics of the conflict consists of three main stages: growth, implementation and attenuation. Successful blocking of the conflict (transferring it from the field of communicative interactions to the plane of subject-activity) is possible only at the first stage. Once the conflict has flared up, it is no longer possible to suppress it. Educational correction is effective at the third stage, when there was a discharge of tension and both sides "splashed out their emotions."

Insofar as the best way conflict resolution is their prevention, the psychologist needs to work with teachers to improve their socio-psychological competence. This is first the direction of the work of a psychologist with a teacher.

Socio-communicative competence - it is the ability of an individual to effectively interact with other people in the system of interpersonal relations. It includes: the ability to navigate in social situations; the ability to correctly determine the personal characteristics and emotional state of other people; the ability to choose adequate ways of communication and implement them in the process of interaction. Preventive methods that contribute to the formation of these skills that can be taught to teachers are the following methods.

Method of introspection It consists in the fact that the teacher puts himself in the place of the student, and then in his imagination reproduces the thoughts and feelings that, in his opinion, this student is experiencing in this situation. After such a dive into inner world another, a conclusion is made about the motives and external stimuli of his behavior, goals and aspirations. Based on the results of the analysis, interaction with a person is built. The effectiveness of this method is high, but not unlimited. There is a danger of mistaking one's own thoughts and feelings for the child's thoughts and feelings. Applying this method, it is necessary to compare your ideas and existing schemes with the real actions of the child and change them in case of inconsistency.

empathy methodbased on the technique of empathizing with the inner experiences of another person. If the teacher is an emotional person, prone to intuitive thinking, then this method will be useful for him. This type most often includes language teachers, teachers of art disciplines, belonging to the type of "artists". This method makes it possible to achieve high results if the teacher can trust his intuition and stop the emergence of intellectual interpretations in time.

Logical analysis method suitable for those who are dominated by the element of rationalization of mental life. To understand the interaction partner, such a person builds a system of intellectual ideas about him according to the situation. The type of "thinkers" includes teachers of physics, mathematics.

Creativity Method allows you to turn the problems of a conflict situation into new opportunities and get the most out of it. It consists in turning a problem into a task. Based on creative response, acceptance of the situation as it is, the desire to learn something in any situation, the use of positive statements.

Method of positive self-affirmation based on win/win strategy. It allows you to assert yourself not by attacking, searching for the culprit, formulating requirements, but by “I-statements” that reflect the essence of the event, needs, feelings, views of a person on the situation.

Joint Power Method is based on partnerships: "power with..." rather than "power over ...». Allows you to achieve the most desirable results for the individual, while creating value for another person.

Emotion management method based on respect for the feelings of other people, awareness of their own feelings, the ability to convey them to another. This becomes possible when developing the skills of self-concentration, the safe discharge of emotions and the development of a desire to improve relationships.

Method of analysis of conflict situations using a win/win strategy that allows you to find a variety of solutions to the problem in a reflexive way with the benefit of both parties.

The method of socio-psychological training, allowing to develop social and communicative competence in the conditions of group interaction.

intuition method,used in individual and group forms of work with teachers. It is based on decision-making in objectively difficult situations, which are based not so much on professional knowledge as on experience and intuition.

imagination method, helping to develop social reflection, predicting options for the behavior of a communication partner and one's own reactions, etc.

Conflict Prevention Methods

Imagination method.

Creativity method.

intuition method.

Method of pedagogical analysis of conflict situations.

introspection method.

empathy method.

Emotion management method

The method of optimal self-affirmation.

Joint power method.

Method of logical analysis.

Method of social psychological training.

Method of broadening one's horizons

Psychological games and exercises

Modalities of "I".

Unusual reaction.

Telepathy.

Who will behave?

Journey into yourself.

Switching to the interlocutor

Equilibrium.

Everyone must win.

Stop the monologue, start a dialogue.

Switching to the interlocutor.

All kinds of games and exercises.

"You can't see the forest because of the trees."

Training of professional and pedagogical communication is one of the methods of conflict prevention. Traditional in technique, it has a specific content. The developed communicative skills and abilities contribute to the formation of the teacher's professional competence in the field of communication.

Teacher Effectiveness Training

For training purposes, T. Gordon's training on the development of teacher effectiveness can be used. Its purpose is to switch the teacher to active listening (the student's problem) and "I-statement" (the teacher's problem). The training consistently works through conflict situations.

Training objectives:

Working with a window of acceptance, developing an empathic attitude towards students;

Development of active (empathic) listening skills;

Development of skills for identifying problem areas;

Working with "I-statements";

Expansion of the problem-free zone of that optimal space in which real learning takes place.

The training uses a six-step resolution model problem situations:

1. Determining the ownership of the problem.

2. Generation of possible solutions.

3. Evaluation of decisions in the form of "I-statements".

4. Determination of the best solution.

5. Determining the means of implementing the solution.

6. Assessing how well the given solution solves the problem.

Psychological criteria for the effectiveness of training.

1. If the decision is good, then there are no negative experiences. Decisions are judged negatively, not students.

2. No feelings of guilt and irritability.

3. Increased motivation.

4. There are no mutual antipathies.

5. Do not use force (pressure).

6. Not imaginary, but real problems are revealed.

At the end of the training, teachers are encouraged to:

1. Become an effective communication consultant.

2. Model your own values ​​in behavior.

3. News inner work above oneself:

Study additional literature

Develop the ability to learn from students

Attend personal growth groups.

The exercise system includes two cycles:

I . Exercises aimed at mastering the elements of pedagogical communication, contributing to the development of communication skills, the acquisition of communication management skills.

II . Exercises to master the entire system of communication in a given pedagogical situation.

I cycle

1. Developing the ability to act organically and consistently in a public setting (playing any stage, lesson element at a different pace with different introductory tasks: a late student, an unfulfilled task, a conflict with a student, etc.).

2. Formation of muscle freedom in the process of pedagogical activity (exercises to release and tighten muscles, retain and relieve tension during rest, walking and performing pedagogical activities).

3. Achieving the emotional well-being of the teacher in the classroom (trials to choose the optimal pace, rhythm, posture, movement).

4. Development of skills of voluntary attention, observation, concentration (selection and expansion of circles of attention - small, medium, large).

5. Development of the simplest communication skills (appeal and demonstration of attention to the interlocutor, attracting the attention of others by means of facial expressions and pantomimics, non-verbal expression of requirements, transmission of emotional states).

6. Mastering the technique of intonation, facial expressions, pantomimics: a) say with different intonations in the voice the words: “Hello”, “Let's get to work”, “Goodbye” - loudly, quietly; briefly, stretched; stammering, persuasively, affirmatively; enthusiastically, thoughtfully; defiantly, mournfully, gently, rudely; ironically, playfully, viciously; the tone of a responsible worker; disappointed, triumphant, etc.; b) enter as an inexperienced teacher in an unfamiliar class; self-confident master teacher; deep old man; ballet dancer; Hamlet; soldier; c) smile like a winner; defeated; toady; subordinate to his superiors; boss to his subordinate; mother to baby; d) frown, as a student frowns, who was undeservedly given a deuce; a teacher demanding student advice; angry teacher, father (mother), friend, etc.

7. Overcoming suggested characteristics according to the presented photographs (selection and characteristics of the people depicted in the photographs, of which only one is a positive person, cheerful, affectionate, smart, evil, etc.).

8. Studying the emotional reactions of children from photographs and emotional identification with them.

9. Verbal pedagogical influence (logic, expressiveness, emotionality of speech, figurative transmission of information in a pedagogical monologue) and forecasting its effectiveness.

II cycle

1. Identification of the emotional and psychological state of the teacher in the lesson and the ability to self-regulate (self-analysis of the lessons of colleagues based on observation, reflection of one's own state at various stages of the lesson based on self-observation and studying the video).

2. Identification and solution of the pedagogical task (the ability to highlight moments during the lesson that require the intervention of the teacher, evaluate one's actions, correlate their methods with specific tasks, predict actions in the expected circumstances and with the input requirements - trust, approval, advice, game, hint, condition, distrust, condemnation).

3. Development of pedagogical imagination, intuition, improvisation skills in communication (analysis of the pedagogical situation - forecasting interpersonal relationships, development of pedagogical invariants for solving the same problem).

In a generalized form, the teacher's self-improvement methods can be presented in the form of a table, highlighting the main problems of teachers and the pedagogical and psychological methods intended to solve them.

Seconddirection in the work of a psychologist with teachers - training in ways to resolve emerging pedagogical conflicts. We are talking about such well-known methods in conflictology and social psychology as conflict mapping, developing alternatives, mediation and negotiations.

Cartography process The conflict consists of three stages: defining the problem with a general statement, identifying the main participants in the conflict, clarifying the concerns and needs of each of them. This technique allows you to limit the discussion to certain formal frameworks (mapping the conflict), which helps to avoid excessive manifestation of emotions. As a result, a situation is created conducive to a joint discussion of the problem; opportunity to speak; it becomes possible to see the point of view of others; new solutions to the problem emerge.

Development of alternatives behavior is the next logical step after considering the conflict in general terms. The development of alternatives to conflict behavior includes their discussion, choice, analysis and implementation. When choosing, they usually use the criteria of feasibility, sufficiency and fairness. To implement alternatives, it is necessary to determine the essence of measures, their implementers and deadlines. Usually, when developing alternatives, the problem is broken into parts.

Negotiation.In a conflict, there is always an opportunity to reach an agreement, so negotiations are one of the forms of its resolution. The teacher can negotiate on his own, with the help of a psychologist or other authoritative person, and also act as an intermediary (arbitrator). Negotiations include several stages: preparation (gathering facts, studying the needs and requirements of opponents, setting goals for resolving the conflict), the process of negotiations and their completion. During negotiations, it is necessary to listen to the opinion of the other side; use a win/win strategy; to clarify with the help of questions the positions of the parties; separate the person from the problem; consider objections; be flexible; reduce your claims if they are not real; use feedback. At the conclusion of negotiations, clear agreements are needed that would prevent future conflicts.

Mediation.This is a way to resolve the conflict with the help of a third party - objective and not involved in the conflict. The rules of mediation imply three main functions of the mediator: bringing the parties to an agreement (solving the problem without accusations, excuses, lies, violations of ethics); listening to the participants (each story, each repeating what has already been said, each opponent expressing his attitude to the conflict) and conflict resolution (explaining by each side the conditions for reaching agreement). The mediator helps both parties achieve what they want.

In addition to the direct methods of conflict resolution listed above, a psychologist can use indirect ways of quenching conflicts. Their fund includes psychomuscular relaxation, dramatization of the conflict, role reversal, emotional response through the verbalization of one's own feelings, etc. Prevention of conflict behavior is the development of reflexivity of behavior; empathy; and creative approaches that serve as a means of overcoming stubbornness, rigidity; learning to cooperate with others, etc.

If we consider conflicts associated with the personal and professional incompetence of a teacher, then their prevention and correction are associated either with work on the personality or with an increase in professionalism, i.e. using methods and means that are non-specific for pedagogical conflictology.

Thus, working in an educational institution, a psychologist deals with collective and individual subjects in need of psychological support. He must be aware that his success in working with individual teachers and the teaching staff as a whole not only contributes to the professional satisfaction and psycho-emotional well-being of each employee, but also creates good foundation for the humanization of the pedagogical process as a whole, increasing its efficiency. Thus, the psychologist makes a significant contribution to the development of each individual in the school team.

test questions

1. What is an individual style of pedagogical activity? What kinds of styles can it include?

2. Is it possible to form the style of pedagogical activity? In what ways and methods?

3. What methods can a psychologist use in the prevention and resolution of pedagogical conflicts?

Topics for seminars

1. Style of pedagogical activity, its diagnostics and formation.

2. Pedagogical conflicts: prevention and resolution.

3. Teacher effectiveness training by T. Gordon.

Tasks for independent work

1. Describe individual style activities of a favorite teacher (teacher).

2. Make a bank of conflict situations for the workshop (kindergarten teacher - child).

3. Try using "I-statements" in a conflict situation, analyze their effects.

Literature

Vasilyeva E.Yu.Style of pedagogical activity. Arkhangelsk, 1997.

Zhuravlev V.I.Pedagogical conflictology. M., 1995.

Zimnyaya I.A.Pedagogical psychology. Rostov n / D., 1997.

Kan-Kalik V.A.Training of professional and pedagogical communication. M., 1990.

Krupenin A.L., Krokhina I.M. Effective teacher. Practical psychology for teachers. Rostov n / D., 1995.

Kuzmina N.V.The professionalism of the teacher. M., 1989.

Markova A.K.Psychology of teacher's work. M., 1993.

Section I.............................................. ................................................. ............................... 2
INTRODUCTION TO THE SPECIALTY OF PRACTICAL PSYCHOLOGIST .............................. 2
Chapter 2................................................... ................................................. ............................... 29
PSYCHODIAGNOSTICS AS THE BASIS OF PRACTICAL ACTIVITY OF A PSYCHOLOGIST ............................................................... ................................................. ...................... 29
Chapter 3.............................................. ................................................. ............................. 35
PSYCHOLOGICAL COUNSELING ............................................................. .......... 35
IN THE ACTIVITIES OF THE PSYCHOLOGIST ............................................... ................................. 35
EDUCATION................................................... ................................................. .............. 35
Chapter 4................................................... ................................................. ............................... 46
PSYCHO-CORRECTION AS A DIRECTION OF ACTIVITY OF AN EDUCATIONAL PSYCHOLOGIST ............................................................... ................................................. ................... 46
Chapter 2................................................... ................................................. ............................... 71
METHODOLOGY OF PSYCHOLOGIST'S WORK WITH YOUNGER SCHOOLCHILDREN ............... 71
Section III................................................... ................................................. ......................... 115
METHODOLOGY OF WORK OF A SCHOOL PSYCHOLOGIST WITH CHILDREN OF THE “Risk GROUP” AND CHILDREN SUFFERED FROM VIOLENCE........................................... .... 115
Section IV................................................... ................................................. ......................... 167
METHODOLOGY OF WORK OF A PSYCHOLOGIST WITH THE FAMILIES OF STUDENTS .............................. 167
Section V................................................... ................................................. ......................... 209
METHODOLOGY OF WORK OF A PSYCHOLOGIST WITH THE TEACHING TEAM OF AN EDUCATIONAL INSTITUTION........................................................... ............................. 209

Pedagogical conflicts and ways to resolve them

Conflicts are an integral part of modern life. Speaking of conflicts, we most often associate them with aggression, disputes, hostility. However, many conflicts contribute to the adoption of informed decisions, the development of relationships, and help to identify hidden problems. In any case, conflicts must be resolved. Insufficient attention to disagreements leads to the fact that children and teachers cease to trust each other, attribute responsibility for misunderstanding to the personal qualities of the opponent. This leads to mutual hostility and the consolidation of stereotypes of conflict behavior.

There are different ways to deal with conflict. In ordinary human life, the attitude towards him is negative. And this is psychologically understandable: people are too tired of endless conflicts, wars, problems and stress. A normal healthy person wants to live in a calm, cloudless world, in harmony with himself and others. However, conflicts have always existed and, unfortunately or fortunately, they exist and will continue to exist in the future.

Teaching children positive conflict resolution is the most important function of the school educational environment. It is extremely necessary to engage in timely diagnosis and prevention of conflicts in school groups.

First, conflict prevention will undoubtedly improve the quality educational process. Pupils and teachers will spend their intellectual and moral strength not on fighting opponents, but on their main activity.

Secondly, conflicts have a noticeable negative impact on the mental state and mood of those in conflict. Stress generated during conflicts can be the cause of dozens of serious illnesses. Therefore, timely preventive measures should have a positive effect on the psychological and physical health of students and teachers.

Thirdly, it is at school that a child or teenager develops the skills to resolve contradictions in interpersonal interaction that happen in the life of every person.

A conflict is a clash of divergent goals, interests, positions, opinions or views, expressed in an aggravated, rigid form.

It is necessary to distinguish between the concepts of "conflict" and "conflict situation", the difference between them is very significant.

According to a number of researchers, the conflict situation precedes the actual conflict, its components are the subjects and the object of the conflict with all their relations and characteristics.Thus, the conflict pedagogical situation can be taken as a set of objective and subjective conditions that arise in the school society and create a certain psychological tension, due to which the rational control of the subjects of communication is weakened and their emotional perception of the existing contradictions is activated. For a conflict situation to develop into a conflict, an incident is necessary. An incident is a cause for conflict, a specific circumstance that is a "trigger" that generates the development of events. An incident is not always a conscious fact. It often acts as a pretext for confrontation. It is the incident that contributes to the transition of the conflict situation into conflict interaction.

Consider the causes of school conflicts. With all their diversity, one can come to certain ideas about the most common causes.

According to experts, they are:

Insufficient ability of the teacher to predict the behavior of children in the classroom.

Indeed, when planning a lesson, a teacher, even with the richest intuition, cannot predict the situations that arise. Unexpected actions can not only interrupt the lesson plan, but generally lead to educational process to breakdown. This gives rise to irritation and a desire to solve the problem as soon as possible in order to return to the planned plan. With such a course of events, objectively, the teacher must react quickly, having a lack of information about the causes of what is happening. This cannot but lead to mistakes, the choice of inappropriate behavior and inappropriate pedagogical techniques; the teacher evaluates, as a rule, not a separate act of the child, but his personality. Such personal assessments also affect the child's self-esteem, forming the attitude of other people (teachers and peers) towards him.

The desire of the teacher to maintain social status, guided by his own idea of ​​what the teacher had to do, and what is not permissible or humiliating. Maintaining one's authority is sometimes more important for the teacher than the consequences of the conflict for the children.

Often the teacher's assessment of the child is based on the subjective perception of his act and insufficient understanding of his motives, individual typological characteristics, conditions and problems in the family.

Often the teacher finds it difficult to analyze the situation that has arisen, in a hurry to punish, believing that excessive severity will not hurt. Of course, such pedagogical attitudes are characteristic of teachers who adhere to an authoritarian style of communication with children.

Certain situations of conflict are generated by a measure of the incompatibility of various personal qualities (character, temperament) of students and teachers.

The extraordinary behavior of the student can also be the cause of a conflicting attitude on the part of the teacher.

Certain personality traits of a teacher can be a source of a number of conflicts (for example, general conflict in communicating with people, inadequate forms of response in problem situations: irritability, rivalry, inability to compromise and cooperate, etc.)

The cause of pedagogical conflicts may be the lack of professional suitability of the teacher, ignorance of the basics of conflictology, lack of the necessary communication skills, dependence on one's own problems and mood. Often, due to low professionalism, teachers find themselves in captivity of erroneous pedagogical delusions, they reproach children, use harsh words, become personal, and ridicule them in front of the class. Well-known recommendations on pedagogical tact are not always applied in practice.

At school, we are faced with a wide variety of conflict situations, which, depending on the participants, can be divided into the following groups:

1. Conflicts between teacher and student.

2. Conflicts between a teacher and a group of children (sometimes a whole class).

3. Conflicts between teacher and parent(s).

4. Conflicts between children.

5. Conflicts in the teaching staff.

6. Intra-family conflicts in a student, the consequences of which are manifested in his school life.

At the same time, the content of all these conflicts can be business or personal. In conflictology, it is customary to divide pedagogical conflicts based on the content of the situation of their occurrence intoconflicts of activity, conflicts of behavior and conflicts of relations.

Activity conflicts arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or in case of poor performance. This can happen for various reasons: fatigue, difficulty in mastering the educational material, and sometimes an unsuccessful remark by the teacher instead of specific assistance to the student. Such conflicts often occur with students who have difficulty learning the material, and also when the teacher teaches in the classroom for a short time and the relationship between him and the students is limited to academic work. There are fewer such conflicts in the classroom class teachers and teachers primary school when communication in the classroom is determined by the nature of the existing relationship with students in a different setting. Recently, there has been an increase in school conflicts due to the fact that the teacher often makes excessive demands on students, and marks are used as a means of punishment for those who violate discipline.

Behavior conflict . The pedagogical situation can lead to conflict if the teacher made a mistake in analyzing the student's act, did not find out his motives, or made an unreasonable conclusion. After all, the same act can be dictated by different motives. The teacher tries to correct the behavior of students, sometimes evaluating their actions with insufficient information about the reasons that caused them. Sometimes he only guesses about the motives of actions, does not delve into the relationship between children - in such cases, errors in assessing behavior are possible. As a result, there is a completely justified disagreement of the students with such a situation.

Relationship conflicts often arise as a result of the inept resolution of problem situations by the teacher and are, as a rule, of a protracted nature. These conflicts acquire a personal coloring, give rise to a student's long-term dislike for the teacher, and disrupt interaction for a long time.

By type of behavior in conflict There are three fundamentally different approaches:

1) change the situation;

2) change the attitude to the situation;

3) change yourself.

These three types of interactions are carried out within the frameworkstyles behavior in conflict, identified by American scientists W. Thomas and H. Kilman.They distinguish the following strategies for the behavior of a teacher in a conflict situation:

1. Avoiding conflict. This strategy can be useful when the problem seems to the teacher to be insignificant, not worthy of attention, and he prefers to save time, effort and other resources for solving more important, in his opinion, tasks. On the other hand, it can also lead to a significant aggravation of the conflict situation. Even if the teacher moves away from the conflict, ignores it, most likely for fear of confrontation, the students' response is likely in the form of the same escape from the problem that has arisen, which excludes the possibility of the teacher's influence on the development of the situation, joint development of a solution. Sometimes the teacher's choice of such a strategy is an attempt to punish students or change their attitude towards the conflict, but such actions rarely lead to positive results. Exist various forms avoiding conflict:

silence;

demonstrative removal of a student from the class;

refusal to conduct a lesson (as a variation - “offended leaving”);

hidden anger;

depression;

ignoring conflictogens on the part of students (words, gestures, actions);

transition to purely formal relations, ostentatious indifference; conducting a lesson “through the gnashing of teeth”, etc.

This strategy is quite common, including among teachers. It is based on the mechanism of "repression" described in psychoanalysis. Just as a person tries to force out of consciousness everything disturbing, incomprehensible, frightening, causing sharply negative emotions, so in his real life he tries to get away from the need to solve a complex problem with unpredictable consequences, from risk, tension, anxiety.

2. Confrontation ("win/lose"). This strategy is aimed at satisfying only one's own goals and interests without taking into account the goals and interests of the other side. The use of such a strategy can give positive results when the teacher organizes various competitions, competitions, or in the event of any acute situation when the teacher must clean up for the sake of general well-being. However, when resolving interpersonal conflicts, the confrontation strategy usually leads to negative consequences, and then the confrontation becomes destructive (“victory at any cost”). The preference for this strategy is explained by the subconscious desire of many teachers to protect themselves (fear of losing authority, power over students, showing weakness, etc.). In accordance with this strategy, teachers use the following tactics: threats, intimidation with punishments that will be canceled if the students agree with the teacher's demand; persistent beliefs; putting a negative mark; delaying a student after class, making fun of a student in front of others, etc. Of particular interest is the tactic of alternating techniques on the principle of “bad and good cop”. In this case, one school employee (teacher, head teacher, principal) uses threats, harsh criticism, and various kinds of punishment in relation to a particular student, and the other, on the contrary, uses personal charm, begs, persuades him to accept the conditions put forward. These two roles can be combined in one person.

When implementing the second strategy, it should be taken into account that its effectiveness is extremely low, the most likely result of its application is the escalation of the conflict. In psychoanalysis, the confrontation strategy corresponds to the mechanism of regression, in which a person moves to more primitive levels of thinking and behavior (thirst for revenge, aggression, desire for superiority, for power over people, selfishness, etc.).

3. Strategy of concessions. When resolving a conflict, teachers can use the following tactics within the framework of this strategy: adaptation, compromise, achievement of the “status quo”, involvement of an intermediary (a representative of the administration, a parent, another teacher or student, etc.).

Adaptation is characterized by concessions to the interests of the other side, up to complete submission to its requirements. Concessions can be perceived in different ways: as a demonstration of goodwill (in this case, tensions in relations can be eased and the situation turned around for the better) or as a sign of weakness (may lead to an escalation of the conflict). This strategy is usually used when teachers are either unsure about own forces, are either indifferent to students and the results of their work (the so-called conniving style of leadership), or in an extremely acute situation they seek to reduce the intensity of passions.

Compromise requires certain negotiating skills to take into account the interests of the parties involved in the conflict, their mutual concessions. Ideally, a compromise is the satisfaction of the interests of each of the parties, as they say, "in fairness." However, in a real situation, one of the opponents, as a rule, has to make big concessions, which in the future can lead to a new aggravation of relations. Therefore, often a compromise is only a temporary measure, since almost no one of the parties can be fully satisfied. Most often, the so-called zero option, or “status quo,” is used as a compromise, when the conflicting parties return to their original positions. Involving a representative of the administration as an intermediary in rare cases brings positive results in resolving school conflicts. Teachers who have resorted to this tactic, for the most part, lose their credibility in the eyes of students, appear to them as incompetent, weak, unable to solve problems on their own. However, in a teacher-parent-student system, mediation can be fruitful.

4. Cooperation. Cooperation is the satisfaction of the interests of both parties. This strategy is characterized by the desire to converge positions, goals and interests, finding the most acceptable solution for the teacher and students, the development of which strengthens and improves relationships with students, requires intellectual and emotional efforts of the parties, time and other resources. To implement this strategy, you should:

identify the interests and needs of all participants;

take possible actions to meet them;

recognize the values ​​of others as well as your own;

strive for objectivity, separating the problem from the individual;

look for creative extraordinary solutions;

not spare the problem, spare the people.

The cooperation strategy is more in line with the mechanism of sublimation in psychoanalytic theory (in the broadest sense). If a person can direct the energy of his negative emotions and instinctive aspirations (indignation, anger, resentment, thirst for revenge, superiority, aggression, etc.) to the search and implementation of common ideas, interests, values, then he will achieve the maximum effect on this path.

Mainrecommendations teachers for managing conflicts with students can be reduced to the following psychological rules:

Rule 1

Learn to focus on the actions (behavior), and not on the personality of the student. When characterizing a student's behavior, use a specific description of the act that he did, instead of evaluative remarks addressed to him.

For example:

“What are you, stupid at all, behaving like that?” - an evaluative statement that poses a threat to the student's self-esteem, does not contain information about what exactly he is doing wrong, and, therefore, does not know what needs to be changed.

“I don’t like that you threw the notebook on the floor” - the statement contains a description of behavior, informs the student what exactly the teacher does not like and what the student needs to change in his behavior.

Rule 2

take care of your negative emotions. If you feel like you can't handle your anger, take the time it takes to deal with it.

Humor is an effective way to deal with your anger. Look at the situation from the other side, note for yourself its absurdity. Laugh at her.

Rule 3

Don't heighten the tension of the situation. The following actions of the teacher can lead to an increase in tension:

- overgeneralization, labeling: "You always ...";

- sharp criticism: “You are not listening to me again”;

- repeated reproaches: "If not for you ...";

- decisively setting the boundaries of the conversation: “Enough is enough. Now stop it!”

- threats: "If you don't shut up right now...".

Rule 4

Discuss the offense later. For example, you can discuss what happened after class. This will eliminate the presence of "spectators" in the face of other students, which, for example, in the case of demonstrative behavior is important, since it deprives the violator of discipline of the public's attention to his misconduct: "Come to me after the lesson, we can discuss everything in detail."

Rule 5

Let the student save face. You should not demand public repentance from the student in his act. Even if he understands his wrong, admitting it publicly is difficult even for an adult. The task of the teacher is not to prove “Who is in charge here!”, but to find a way to resolve the situation that has arisen. Therefore, the teacher’s statement would be appropriate: “Now sit down and complete the task, and we will discuss what happened later.”

Rule 6

Demonstrate positive behavior patterns. Calm, balanced behavior and a friendly attitude of the teacher, regardless of the situation, is the best remedy teaching students how to behave in conflict situations.

The first thing that will be helpful when the problem is ripe is calmness.

The second moment - the analysis of a situation without vicissitudes.

The third important point is an open dialogue between the conflicting parties, the ability to listen to the interlocutor, to calmly state one's view on the problem of the conflict.

The fourth thing that will help to come to the desired constructive result is to identify a common goal, ways to solve the problem, allowing to achieve this goal.

The last, fifth point will be the conclusions that will help to avoid communication and interaction errors in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way you deal with stressful situations. The absence of conflicts at school is practically impossible. And they still need to be addressed. A constructive decision brings along trusting relationships and peace in the classroom, a destructive one accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surged is an important point in choosing your own way of resolving conflict situations..

That's whyfrom the pedagogical tact of the teacher , the ability to discern the problem in time (in study, education, communication, etc.), to find the right word, to see the personality in each student, the psychological climate of the class team and establishing contact with the children and parents of students depends. The magic key to resolving any, the most complex and most confusing conflict, is the statement:"Understanding is the beginning of consent."

In conflicts between students and teachers, the latter are most often wrong. The everyday experience of the student, the amount of his knowledge, worldview, communication skills with the outside world is much less than that of the teacher. The teacher must remain above conflict and resolve natural and inevitable problems in the relationship with students without negative emotions.