Introduction…………………………………………………………………………………..3
Chapter first.
1.1 Definition of conflict, content, types and methods of occurrence………………………………………………………………………………….4
1.2. Conflicts in the conditions of educational activities……………………………14
Chapter two.
Specifics of the settlement pedagogical conflicts……………………………………………………………………….17
Conclusion………………………………………………………………...…..24
References……………………………………………………………25
Introduction.
In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.
Aggression is an obstacle to the formation of relationships, morality, social activities of people. Administrative measures cannot solve this problem.
Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.
To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern school.
Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.
In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.
1.1. Definition of conflict, content, types and methods of occurrence.
In order to skillfully use conflict in pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.
Conflict- form social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in case of internal conflict), arising due to a divergence of desires, interests, values or perceptions.
Stated differently, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values or desires of one of them means a step back for the other or others.
We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.
Typological division of conflicts:
- "authentic" - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;
- "random or conditional" - When conflictual relationships arise due to random, easily changeable circumstances that are not realized 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 reasons underlying it. Such a conflict may be an expression of true conflict relations, but in some symbolic form;
- "misattributed" - when conflict relations are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally 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 truly true information about the existing conflict ;
- "hidden" - when conflict relations, due to objective reasons, should take place, but are not actualized;
- "false" - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.
It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.
Conflict situation- such a combination of human interests that creates the ground for real confrontation between social actors. Main feature- the emergence of a subject of conflict, but so far the absence of open active struggle.
That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.
There are four types of conflicts:
- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, and interests of the individual;
- interpersonal, characterized by the fact that actors strive to realize mutually exclusive goals in their life activities;
- intergroup, characterized in that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them;
- personal-group – occurs when an individual’s behavior does not conform to group norms and expectations.
To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed.
There are signals that warn of conflict. Among them:
· a crisis(during a crisis, usual norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);
· misunderstanding(caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);
· incidents(some little thing may cause temporary excitement or irritation, but this passes very quickly);
· voltage(a condition that distorts the perception of another person and his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);
· discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).
It is pedagogically important to monitor signals indicating the emergence of a conflict.
In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the functioning of the team.
Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.
Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds this concept is associated with the deterioration of relationships, violation of discipline, a phenomenon harmful to educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.
Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values and norms. This is a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students. as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a condition that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.
Based on the above, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very presence of conflicts was perceived as a negative phenomenon that interfered with normal functioning pedagogical system and the structural damage that causes it.
It has been established that contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.
There are two approaches to preparing for conflict resolution:
– study of existing advanced pedagogical experience;
– second – mastering knowledge of the patterns of development of conflicts and ways of preventing and overcoming them; (the path is more labor-intensive, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).
V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:
· position of neutrality - the teacher tries not to notice and not to interfere in the clashes that arise among students;
· conflict avoidance position – the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;
· position of expedient intervention in the conflict - the teacher, relying on a good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it to develop to a certain limit.
The actions of the teacher in the fourth position allow you to control and manage the conflict.
However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show teenagers the inappropriateness of some of the forms they use to resolve conflict (fighting, name-calling, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experience of the student.
Theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:
The basis of a conflict is often an understandable contradiction, and the conflict itself can be constructive or destructive;
Most teachers remain wary of conflicts among students;
Conflicts should not be “feared” because they are natural;
Conflicts among adolescents due to their age characteristics- a common and common phenomenon;
High emotional intensity in communication often leads to conflict;
The cause of the conflict can be the assertion of one’s “I”;
Intrapersonal conflict may cause interpersonal conflict;
It is advisable for teachers to intervene in the conflict not so much in order to eliminate it, but to help the teenager get to know himself, his friend, his educational team;
Before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;
A conflict situation and conflict, with the skillful use of management mechanisms, can become effective means of educational influence;
A social teacher needs deep specialized knowledge to successfully manage conflicts among adolescents.
Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process, and that create the potential for conflict. Subjective conditions include the level of education and development of children, awareness of the degree of conflict in the situation by its participants, and their moral and value orientations.
According to their direction, conflicts are divided into the following types:
Socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts—violations in the area of relationships. The reasons for the relationship may be the following: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or simultaneously in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, the support of others;
Psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;
Social conflict – situational conflicts from case to case;
Psychological conflict occurs outside of communication with people, occurs within the individual.
Conflicts are classified according to the degree of their reaction to what is happening:
Fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;
Acute long-term conflicts arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;
Weak, sluggish conflicts are typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.
Weakly expressed, fast-flowing conflicts are the most favorable form of clash of contradictions, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.
Conflict pedagogical situations are distinguished by time: permanent and temporary (discrete, one-time); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members in solving business problems, while others arise on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.
Most conflicts are subjective in nature and are based on one of the following psychological reasons:
Insufficient knowledge of a person;
Misunderstanding his intentions;
Misconception of what he really thinks;
Erroneous interpretation of the motives for committed actions;
An inaccurate assessment of a given person's relationship to another.
From a psychological point of view, the occurrence of any of these reasons, any combination of them, leads in practice to the humiliation of a person’s dignity, gives rise on his part to a fair reaction in the form of resentment, which causes the same reaction from the offender, while neither one nor the other person is able understand and realize the reasons for mutually hostile behavior.
All subjective factors influencing the conflict can be: characterological and situational. The first includes stable personality traits, the second includes overwork, dissatisfaction, bad mood, and a feeling of uselessness.
In conflict situations, their participants resort to various forms of defensive behavior:
- aggression(manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation, self-accusation);
- projection(the reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);
- fantasy(what cannot be accomplished in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);
- regression(the goal is replaced; the level of aspirations decreases; however, the motives of behavior remain the same);
- target replacement(psychological stress is directed to other areas of activity);
- avoiding an unpleasant situation(a person unconsciously avoids situations in which he failed or was unable to complete the intended tasks).
There are a number of stages in the dynamics of conflict development:
1. Presumptive stage– is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself to be on the right side, wronged unfairly, which gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital important information, prolonged absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a wide public scale provokes the emergence of rumors, speculation, and generates anxiety (among teenagers - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”; e) style of organizing life and managing a team.
2. Stage of conflict initiation– clash of interests of different groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) the idea of a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.
3. Stage of conflict maturation– a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences. People around you can guess about a ripening conflict faster than its participants; they have more independent observations, judgments freer from subjective assessments. The psychological atmosphere of a team or group can also indicate the maturation of a conflict.
4. Conflict Awareness Stage– the conflicting parties begin to realize, and not just feel, a conflict of interests. A number of options are possible here: a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.
Objective content of a conflict situation.
1. Participants in the conflict. In any conflict the main actors are people. They can act in a conflict as private individuals (for example, in a family conflict), as officials (vertical conflict) or as legal entities (representatives of institutions or organizations). In addition, they can form various factions and social groups.
The degree of participation in the conflict can be different: from direct opposition to indirect influence on the course of the conflict. Based on this, the following are identified: the main participants in the conflict; support groups; other participants.
The main participants in the conflict. They are often called parties or opposing forces. These are those subjects of the conflict who directly carry out active (offensive or defensive) actions against each other. The warring parties are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in interpersonal conflict one of the participants is replaced by a new one, then the conflict changes, and a new conflict begins.
2. Subject of the conflict . It reflects the conflict of interests and goals of the parties. The struggle that occurs in a conflict reflects the desire of the parties to resolve this contradiction, usually in their favor. During the course of a conflict, the struggle may escalate and subside. To the same extent, the contradiction subsides and intensifies.
The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.
3. Object of conflict . The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, it is sometimes considered as a reason, a reason for conflict. The object of the conflict can be a material (resource), social (power) or spiritual (idea, norm, principle) value, which both opponents strive to possess or use. To become the object of a conflict, an element of the material, social or spiritual sphere must be at the intersection of personal, group, public or state interests of subjects who seek control over it. The condition for conflict is the claim of at least one of the parties to the indivisibility of the object, the desire to consider it indivisible, to fully own it. To resolve a conflict constructively, it is necessary to change not only its objective components, but also its subjective ones.
4. Micro and macro environment. When analyzing a conflict, it is necessary to highlight such an element as the conditions in which the participants in the conflict find themselves and act, that is, the micro- and macroenvironment in which the conflict arose.
Important psychological components of a conflict situation are the aspirations of the parties, strategies and tactics of their behavior, as well as their perception of the conflict situation, i.e. those information models of the conflict that each party has and in accordance with which the participants organize their behavior in the conflict.
Conflicts in educational activities
Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.
In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.
The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.
Great influence on conflict behavior schoolchildren are influenced by the personality of the teacher . Its impact can manifest itself in various aspects.
First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical tactics “cooperation” ” determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Teachers primary classes with pronounced functional style communication adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and at high school age.
Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or perhaps just good advice. Positive influence involves those in conflict in joint activities, participation in resolving the conflict of other students, especially class leaders, etc.
The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is common integral part reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:
Activities arising from the student’s academic performance and his/her performance of extracurricular assignments;
Behaviors (actions) arising from a student’s violation of the rules of conduct at school and outside of it;
Relationships arising in the sphere of emotional and personal relationships between students and teachers.
Activity conflicts arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. Such conflicts often occur with students experiencing difficulties in learning; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.
Conflicts of behavior in any mistake a teacher makes when resolving a conflict gives rise to new problems and conflicts that involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.
It is important that the teacher knows how to correctly determine your position in the conflict, since if the class collective is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).
Relationship conflicts often arise as a result of the teacher’s inept resolution of problem situations and are, as a rule, long-lasting in nature. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.
Features of pedagogical conflicts
Among them are the following:
The teacher is responsible for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;
Participants in conflicts have different social status(teacher - student), which determines their behavior in conflict;
Differences in the life experiences of participants give rise to different degrees of responsibility for mistakes in conflict resolution;
Different understandings of events and their causes (the conflict “through the eyes of the teacher” and “through 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 emotions and subordinate them to reason;
The presence of other students turns them from witnesses into participants, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;
The professional position of a teacher in a conflict obliges him to take the initiative in resolving it and be able to put the interests of the student as an emerging personality first;
By controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
Do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me,” but “I feel deceived”);
Do not insult the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensatory” actions cannot correct them);
Try not to kick the student out of class;
If possible, do not contact the administration;
do not respond to aggression with aggression, do not affect his personality,
evaluate only his specific actions;
Give yourself and your child the right to make mistakes, not forgetting that “only those who do nothing make no mistakes”;
Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);
Do not be afraid of conflicts with students, but take the initiative to resolve them constructively.
Specifics of resolving pedagogical conflicts.
There are few problems between people or groups of people that can be solved in an instant.
Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.
First of all, we need to find out what happened. What is the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values must be clearly separated from facts. And the leader must present the ideal solution from his side. facts.
Then we ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.
Once the conflict has been analyzed, we can begin to work together in a collaborative spirit to find steps to bring everyone to reconciliation.
Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc.
Constructive conflict - when an acute problem is revealed, it leads to a confrontation with a real problem and ways to solve it, and helps to improve. (You can compare: truth is born in a dispute.)
When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor
Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature.
As a rule, they arise due to the teenager’s sense of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to persistent personal mutual hostility and even enmity.
Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex.
Experienced teachers know what to say (selection of content in a dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it (confidence in the result).
In communication between teacher and students great importance have not only the content of speech, but also its tone, intonation, and facial expressions. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation.
The actual conflict between teacher and student can be analyzed at three levels:
From the point of view of objective features of the organization of the educational process at school;
From the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;
From the point of view of age, gender, individual psychological characteristics of its participants.
A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the whole educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.
The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.
IN social psychology and pedagogy, five types of relationships have been identified:
- diktat relationship – strict discipline, clear requirements for order and knowledge in official business communication;
- relations of neutrality – free communication with students on an intellectual and cognitive level, the teacher’s passion for his subject, erudition;
- guardianship relationship – caring to the point of obsession, fear of any independence, constant contact with parents;
- confrontational relationship – hidden hostility towards students, constant dissatisfaction with work on the subject; a dismissive business tone in communication;
- cooperative relationship – participation in all matters, interest in each other, optimism and mutual trust in communication.
Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word itself should lead the child to obedience and acceptance of their demands and guidelines.
To make the right decision, the teacher often lacks time and information; he sees the fact that the course of the lesson is being disrupted, but it is difficult for him to understand what caused it, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they usually remain silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.
Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible test; d) quarrel at recess, teacher’s mood; e) his ability or inability to organize work in the lesson; f) health status and personal qualities.
Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.
Conflict situations in the classroom, especially in teenage classes, are considered by the majority to be typical and natural. To resolve them, the teacher must be able to organize a collective educational activities teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher. In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.
Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.
Forecasting responses and actions of students in conflict situations can provide significant assistance to a social educator. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). Thus, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.
M.M. Rybakova suggests taking into account students’ responses in conflict situations as follows:
Description of the situation, conflict, action (participants, cause and place of occurrence, activities of participants, etc.);
Age and individual characteristics of participants in a conflict situation;
The situation through the eyes of the student and teacher;
The teacher’s personal position in the situation that has arisen, the teacher’s real goals when interacting with the student;
New information about the students who find themselves in the situation;
Options for repayment, warning and resolution of the situation, adjustment of student behavior;
The choice of means and techniques of pedagogical influence and the identification of specific participants in the implementation of the goals at present and in the future.
It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:
Analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;
Determining means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;
Planning the course of pedagogical intervention, taking into account possible response actions of students, parents, and other participants in the situation;
Analysis of results;
Adjustment of the results of pedagogical influence;
Self-esteem of the class teacher, mobilization of his spiritual and mental strength.
The main condition for permission constructive conflict psychologists consider open and effective communication between conflicting parties, which can take various forms:
- statements, conveying how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;
- open and personal statements relating to state, feelings and intentions;
information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;
- demonstration the fact that the partner is perceived as an individual despite criticism or resistance regarding his specific actions.
The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromising actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , make fun of, etc.). As we see, the choice of actions to change the course of the conflict situation has priority.
Here are a number of situations and the behavior of a social teacher when they arise:
Failure to fulfill educational assignments due to lack of skill, knowledge of the motive (change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);
Incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);
Emotional rejection of the teacher (change the style of communication with this student);
Emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).
In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.
The conflict resolution procedure is as follows:
Perceive the situation as it really is;
Do not make hasty conclusions;
When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;
Learn to put yourself in the other party's shoes;
Do not let the conflict grow;
Problems must be solved by those who created them;
Treat the people you interact with respectfully;
Always look for a compromise;
Conflict can be overcome general activities and constant communication between those communicating.
The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.
Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradiction and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:
Depletion of resources on both sides necessary for the fight;
Loss of motive to fight, reduction in the importance of the object of the conflict;
Reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict). Under elimination conflict understand such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive action on the conflict (threat of violence, loss of life, lack of time or material capabilities).
Resolving the conflict is possible using the following methods:
Removal of one of the participants from the conflict;
Exclusion of interaction between participants for a long time;
Eliminating the object of conflict.
Evolving into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. Outcome of the conflict is considered as a result of the struggle from the point of view of the state of the parties and their attitude towards the object of the conflict. The outcomes of the conflict can be:
Elimination of one or both parties;
Suspension of the conflict with the possibility of its resumption;
Victory of one of the parties (mastery of the object of the conflict);
Division of the conflict object (symmetrical or asymmetrical);
Agreement on the rules for sharing the object;
Equivalent compensation to one of the parties for possession of the object by the other party;
Refusal of both parties to encroach on this object.
Termination of conflict interaction - the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.
Search for common or similar points of contact for the purposes and interests of the participants is a two-way process and involves an analysis of both one’s own goals and interests and the goals and interests of the other party. If the parties want to resolve a conflict, they must focus on the interests, not the personality of the opponent. When resolving a conflict, a stable negative attitude of the parties towards each other remains. It is expressed in a negative opinion about the participant and in negative emotions towards him. To begin to resolve the conflict, it is necessary to soften this negative attitude.
It is important to understand that the problem that caused the conflict is best solved together by joining forces. This is facilitated, firstly, by critical analysis own position and actions. Identifying and admitting one's own mistakes reduces the participant's negative perceptions. Secondly, you must try to understand the interests of the other. To understand does not mean to accept or justify. However, this will expand your understanding of your opponent and make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. Everyone has something positive, and it is necessary to rely on it when resolving a conflict.
Conclusion.
Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality However, it gives rise to many contradictions and conflict situations, the way out of which requires special training for social educators.
It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.
Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities, knowledge and skills.
It has been stated that the practical readiness of a social teacher to resolve conflicts among students is an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.
It is shown that the process of developing the practical readiness of a social teacher to resolve conflicts among adolescents is individually creative, staged and systematically organized. The content and logic of this process is determined structural components readiness and appropriate educational technologies.
List of used literature.
consultation: Conflicts in preschool children.
Children's conflicts, their causes.
A particularly important period in upbringing, since it is the age of initial formation of the child’s personality. In it In a child’s communication with peers, rather complex relationships arise that significantly influence the development of his personality. the peculiarities of relationships between children in a kindergarten group and the difficulties that they encounter can provide serious assistance to adults when organizing educational work with preschoolers.At preschool age, the child’s world is already, as a rule, inextricably linked with other children. And the older a child gets, the more important contacts with peers become for him. It is obvious that a child’s communication with peers is a special area of his life, which differs significantly from communication with adults. Children are less attentive and friendly; they are usually not too eager to help each other, support and understand their peers. They can take away a toy or offend you, not paying attention to your tears. And yet, communication with other children brings a preschooler incomparable pleasure; children love to play together, but their play is not always peaceful. Conflicts, resentments and quarrels often arise in it. Two types of conflicts in preschoolers are considered:internal Andexternal. External conflicts arise in the sphere of business relations between children, however, , as a rule, they do not go out and capture deeper layers of relationships. Therefore, they have a transient, situational nature and are usually resolved by the children themselves by independently establishing the norm of justice. External conflicts useful because they provide the child with the right to , to creatively solve a difficult, problematic situation and act as a regulator of fair, full-fledged relationships between children.Internal conflict occurs in preschoolers in the context of their leading play activity and is mostly hidden from observation. In contrast to the external, it is caused by contradictions associated not with the organizational part of the activity, but with the child’s activity itself, contradictions between the demands of peers and the child’s objective capabilities in the game, or contradictions in the motives of the child’s play and peers. Such contradictions cannot be overcome by children without the help of adults. The causes of conflicts may be:- insufficient initiative of the child in establishing contacts with peers;- lack of emotional aspirations between the players;- various skills and capabilities. As a result, everyone meets the requirements of the teacher and peers in their own way and creates an attitude towards themselves. Interpersonal relationships, namely the ability to communicate, play a special role in the occurrence of conflicts.D.B. Elkonin writes that preschoolers younger age Conflicts more often arise over toys, among middle-aged preschoolers – over roles, and at older ages – over the rules of the game.Y.L. Kolomensky and B.P. Zhiznevsky complement the causes of conflicts in the game and highlight the following:- “destruction of the game” - destruction of game buildings, game environment, as well as an imaginary game situation;- “about the choice general theme games" - a dispute over what kind of joint game the children were going to play;- “because of roles” - disagreements between children about who will perform the most attractive, or, conversely, unattractive role;- “because of toys” - disputes over the possession of toys, game items and attributes;- “about the plot of the game” - disagreements over how the game should be played, what game situations, characters will be in it, and what the actions of certain characters will be;- “regarding the correctness of game actions” - disputes about whether this or that child acts correctly or incorrectly in the game.Conflict is a “situation of rupture” of relationships, therefore it confronts children with the need to understand the essence of these relationships and, therefore, before choosing means to restore them.Almost all children conflict with each other from time to time, but only with some this happens rarely, with others quite often. Some children, as a rule, react violently to misunderstandings that arise in joint activities with peers and initiate conflict themselves; for others it comes to conflict only in extreme circumstances; still others get involved in a conflict only when their partner gets involved in it and almost immediately try to get out of it.
Characteristics of conflict-ridden preschoolers.
Difficult or conflict-ridden children often provoke conflict situations in children's groups:
- Aggressive people bully others and get irritated if they are not listened to Complainers - always complaining about something Silent people are calm and laconic, but it is very difficult to find out what they want Super agreeable - agrees with everyone Know-it-alls - consider themselves superior and smarter than others Indecisive - they hesitate to make decisions, they are afraid to make mistakes Maximalists - want something right now Hidden - harbor grievances and unexpectedly attack the offender Innocent liars - mislead others with lies and deceit
There is also the following characteristic of conflict-ridden preschoolers:
- "I'm always right" these kids
- "I'm better than others" these kids
- “I’m an adult, these kids are in charge”
- "I stand up for myself" these kids
- "I'm good" these kids
Methods for resolving conflicts in children's relationships.
The task of adults is to teach children some rules of life among other people, which include the ability to express their desire, listen to the desire of another, and come to an agreement. At the same time, the child must be an equal participant in this process, and not just blindly obey the demands of an adult or stronger partner, find a way out of the current situation, and options for resolving the conflict.Conflict resolution is:
- minimization of problems separating the parties, carried out through the search for compromise, reaching agreement elimination in whole or in part of the causes that gave rise to the conflict changing the goals of the parties to the conflict reaching an agreement on a controversial issue between the participants
In resolving children's conflicts, the teacher ensures that a “common language” is found, which is the result of achieving understanding.
When becoming a mediator in resolving children's conflicts, the teacher must take them into account characteristics:
When resolving a conflict situation, the teacher bears professional responsibility for the correct resolution of the conflict situation.
Adults and children have different social status, which determines their different behavior in conflict and in its resolution
The difference in age and life experience separates the positions of an adult and a child, giving rise to different degrees of responsibility for mistakes
Different understandings of events and their causes by the participants, the conflict through the eyes of educators and children is seen differently
The presence of other children during a conflict turns them from witnesses into participants, and the conflict acquires an educational meaning
The professional position of the educator is to take the initiative to resolve the conflict and put the interests of the emerging personality first.
Children's conflicts are easier to prevent than to successfully resolve.
The teacher’s type of behavior when resolving conflicts can be
-
Authoritarian
– this teacher more often notes the need to cultivate emotional and volitional qualities in children: perseverance, discipline, initiative, obedience, independence, and hard work. What upsets them most about children is their lack of discipline, noisiness, loudness, inability to behave in class, restlessness, lack of concentration, and inability to listen. Most often, this teacher can hear the statements “Stop it!”, “Put it down!”, “Don’t run!”, “Don’t fight!”, “We must do this!”
- Democratic – this teacher believes that it is important to educate children moral qualities: responsiveness, kindness, justice, honesty, politeness. They are upset by the children's lack of friendliness and goodwill towards peers, inability to make friends, play together, inattention, unwillingness to come to the aid of a friend, dishonesty and cruelty. The teacher adheres to the position of equal partnership, ensures mutual trust and creates good conditions for discussing any problem
- Anarchist-permissive – this is a teacher who does not have special education; the choice of profession for him is random.
IN pedagogical practice There are three main strategies for resolving .
Ignoring strategy. There is no doubt that preschoolers gain some experience of social conflict, but they hardly gain experience of social reconciliation. If you do not help the warring parties to hear and understand each other, they themselves, as a rule, do not learn to do so. - this is an extremely fierce point of conflict, and the vast majority of fighters themselves do not understand why they are drawn to fight. So if children's fights are ignored, they will recur again and again. And most importantly, children's souls will be corroded by a growing feeling of mutual hatred.
Strategy of suppression and punishment. The simplest and most common strategy: scold the fighters, send them to the corners, roughly punish them, call their parents. This strategy leads to the fact that obvious conflicts fade away, but some preschoolers conclude from this that they need to sort things out with their fists secretly, in a secluded place. A conflict that is not resolved within the group will continue abroad. And for some children will be a sign of additional heroism: this is not only a fight with each other, but also a fight in absentia with an adult punishing them.
Cooperation strategy . The most complex and most effective strategy consists in the fact that an adult helps children understand their internal experiences that led to the conflict, and together with them tries to invent and test various methods of reconciliation. It is possible, of course, to situationally reconcile quarreling children with some universal pedagogical move - for example, to captivate them with a game or some truly interesting joint activity. But only whennot with too deep. True, in any case, the experience of such reconciliation is obviously and only helps situationally. After all, conflict is just a marker of some kind of internal tension that preschoolers experience. Especially if conflicts are renewed again and again, if the child is characterized by increased conflict.
When resolving a conflict, the teacher must:
First, recognize the existence of opposing goals among the parties to the conflict and identify these participants themselves. In practice, these issues are quite easy to resolve based on external manifestations, since in a conflict, preschoolers react very emotionally to what is happening and themselves report the conflict.
Secondly, identify the range of issues that constitute the subject of the conflict. The main problem is to define in shared what is the subject of conflict and what is not. At this stage, approaches to the conflict are developed, the positions of the parties are identified, points of greatest disagreement and points of possible convergence of positions are determined.
When resolving a conflict, the teacher bears professional responsibility for the correct resolution of the conflict situation: kindergarten- a model of society where students learn social norms of relationships between people.
Various events and their causes by participants, through the eyes of the teacher and the children it is seen differently. The presence of other preschoolers during a conflict turns them from witnesses into participants, and the conflict acquires an educational meaning.
The professional position of the teacher is to take the initiative to resolve the conflict and put the interests of the emerging personality first. But still, children's conflicts are easier to prevent than to successfully resolve.Since the teacher is assigned the role of observer-intermediary, then his the main objective– targeted impact on eliminating the causes that gave rise to the conflict, preventing the behavior of the conflict participants, ensuring a normal exchange of predominantly verbal actions of the conflict participants, so that they listen and hear each other through whoever is between them. Therefore, for a teacher in a conflict, it is not the subject and material of the conflict that is important, but the formal side of the interaction, i.e. his organization.Conclusion:
So, as a result of a theoretical analysis of the literature on the problem of conflicts between preschool children in play activities, we come to the followingconclusions:
Conflict is understood as the most acute way of resolving significant contradictions that arise in the process of interaction, which consists in the opposition of the subjects of the conflict and is usually accompanied by negative emotions. A conflict has a certain structure: subject, object, subject, participants, conflict actions, conflict situation.
Among the reasons for the emergence of conflicts between preschoolers in the game, the following are noted: destruction of the game, regarding the choice of the general theme of the game, regarding the composition of the participants in the game, because of roles, because of toys, regarding the plot of the game, regarding the correctness of game actions.
A conflict situation develops into a conflict only when the child and peers play together. A similar situation arises in cases where there is a contradiction: between the demands of peers and the child’s objective capabilities in the game (the latter are below the requirements) or between the leading needs of the child and peers (needs are outside the boundaries of the game).
Having analyzed in more detail the emergence and development of types of conflict in preschoolers, delving more deeply into their essence, we can judge what methods can be more effectively used to resolve this phenomenon and what game methods can be most effectively used for this purpose in educational psychology.
Games
SWAN, PIKE AND CANCER
Purpose of the game
: develop attention, physical endurance, coordination of movements, determination.
Necessary materials and visual aids: long and strong rope, 2 toys, funny music.
Progress of the game
This game can be played by 2 players. It is a variation on a famous fable. Participants are tied to each other with a rope at the waist. In this case, they are located back to back. You need to place a toy or any other object at a distance of a meter from them. At the leader’s command, the participants must take out the toy. Each of them needs to win over their opponent to their side. The game ends when one of the participants takes out their toy.
INVESTIGATION
Purpose of the game
: develop attention, memory, communication and analytical skills, observation.
Materials and visual aids needed: a slightly transparent curtain.
Progress of the game
All participants close their eyes, and the presenter chooses one of them and puts him behind the curtain. Then everyone opens their eyes and the leader explains the task. The guys must find out who is behind the curtain (or simply analyze who is missing among them). Then they must remember as many of his features as possible (eye color, what he is wearing, what kind of hair he has, etc.), i.e., they must give as accurate a portrait of him as possible. When the guys have expressed all their guesses, the player hidden behind the curtain can come out, and everyone else will see how languid their description was.
If the participants in the game are very young, then the rules of the game can be explained before they close their eyes. This way, they will be able to purposefully analyze each other’s appearance and remember much more distinctive qualities.Merry centipede
Purpose of the game
: develop communication skills, coordination, attention, observation.
Necessary materials and visual aids: cheerful music.
Progress of the game
This game involves at least 6 people. More players are welcome.
All participants must stand one after another and place their hands on the shoulders of the person in front. The player who ends up first will be the guide and driver. The guys must watch the driver and follow strictly in his footsteps. With the help of music you can speed up and slow down the movement. If the guys cope with this task, it can be complicated. The presenter can show not only the direction, but also some intricate movements. For example, moving on one leg, moving in the rhythm of a lambada (music will help with this), some kind of manipulation with the hands, etc. Those participants who did not cope with the task are eliminated from the chain.
CHANGE PLACES
Purpose of the game
: develop communication skills, attention, coordination, analytical skills.
Materials and visual aids needed: chairs for each participant except one.
Progress of the game
This game is suitable for initial acquaintance. It helps to establish contact between children and promotes an informal atmosphere.
All participants, except one (he will be the first driver), must sit on chairs. At this time, the presenter must name some characteristic common to all (or some) participants. This could be hair color, gender, wardrobe details, etc. After he names it, those participants to whom the said definition applies must change places. In this case, the goal of the presenter is to have time to take the chair himself. The participant who did not have time to sit on the chair becomes the new driver. He must name a new quality that can unite several participants. Now on command they must change places.
It is important for the presenter to make the announcement suddenly in order to have time to take his place.
Wax stick
Goal: To consolidate the ability to act together with other children, to develop skills of empathy and trust in others.Progress of the game: All group members stand close to each other, feeling each other. One of the participants becomes the center of the circle. The one who stands in the center (wax stick) closes his eyes and relaxes as much as possible; he is rocked by the rest of the band. It is advisable that every child in the group visit the place of the “wax stick”.
Literature:
- Galiguzova L.N. Stages of communication: from one to seven years. - M, 1992 Mukhina V.S. Age-related psychology. – M., 1998 Nifontova O.V. We teach children to resolve conflict. – M, 2011 Smirnova E.O. Features of communication with preschoolers.-M, 2000. D.V.No.1 2003 T. Pavlenko, A. Ruzskaya Why do they conflict?
Consultation for teachers
Children's conflicts and ways to overcome them
Teacher-psychologist Ropotova A.A.
Adults encounter childhood conflicts quite early. In younger children, conflicts most often arise over toys, in middle-aged children – over roles, and in older children – over the rules of the game. Children's conflicts may arise over resources, discipline, communication difficulties, values and needs.
There are two types of conflict directions: external and internal . External conflicts in preschoolers are associated with contradictions that arise during communication and joint activities. Emerging in the sphere of children's relationships, they, as a rule, do not master deeper interpersonal relationships. External conflicts are temporary, situational in nature and are usually resolved by the children themselves by independently accepting the norm of correctness and justice. Such conflicts are often useful because they give the child the right to responsibility, to independent decision problem situations that arise and act as a regulator of children’s full-fledged relationships.
Internal psychological conflict is mostly hidden from observation and arises in preschoolers in the context of their leading play activities. In contrast to the external, it is caused by objections related not to the organizational part of the activity, but to the activity itself, to contradictions between the demands of peers and the child’s objective capabilities in play, or contradictions in the motives of the child’s play and other children.
Internal contradictions cannot be overcome by children without the help of adults. In the course of these contradictions, the child’s inner emotional world and his positive emotional well-being are oppressed, the baby cannot satisfy his needs, personal relationships are distorted, and psychological isolation from peers arises. Internal conflicts negative, they slow down the formation of full-fledged, harmonious relationships and the comprehensive formation of personality.
Causes of conflicts:
In children’s communication with each other, situations arise that require coordination of actions and the manifestation of a friendly attitude towards peers, the ability to abandon personal desires in order to achieve common goals. The preschooler is not yet aware of his inner world, his experiences, intentions, so it is difficult for him to imagine what another is feeling. He sees only the external behavior of the other and does not understand that each peer has his own inner world, interests and desires.
Popular and unpopular children clearly stand out in the group. Popular children are dexterous, skillful, smart, neat; Unpopular include those who are unkempt, quiet, whiny, harmful, aggressive, weak, and those who have poor command of play actions and speech. Peers are irritated by those children with whom it is difficult to agree, who break the rules, who do not know how to play, who are slow, and inept.
In children's groups, conflict situations are often provoked by difficult or conflict-ridden children (aggressiveists, complainers, know-it-alls, maximalists, etc.).
For 5-6 year old children, acceptance by their peers is important; their assessment, approval, and admiration are very important. Children feel the need to get an interesting role and prove themselves; they behave differently in situations of success and failure. All these aspects of children's relationships can provoke conflict between them.
Psychological problems as a source of conflicts
Disobedience, stubbornness, disorganized behavior, slowness, restlessness, laziness, deceit, weakness of will - often cause dissatisfaction among adults, causing emotional tension in relationships and mutual irritation. The main thing is to know the age characteristics of the child.
Features of communication with peers:
- A wide variety and wide range of communicative actions (imposing one’s will, demands, orders, deception, argument);
- Excessively bright emotional intensity of communication;
- Non-standard and unregulated actions (unexpected actions and movements - taking bizarre poses, mimicking, inventing new words, fables and teases);
- The predominance of proactive actions over reactive ones (for the child, his own statement or action is more important - inconsistency creates conflict).
Emotional distress associated with communication difficulties can lead to mental illness. In preschool age, a child’s character is actively developing and he needs constant behavior correction from an adult. It is necessary to teach the child socially acceptable norms of behavior and communication.
Basic approaches to conflict resolution in children's teams
Conflict resolution is:
- minimizing problems separating the parties through searching for compromise and reaching agreement;
- elimination in whole or in part of the causes that gave rise to the conflict;
- changing the goals of the parties to the conflict;
- reaching an agreement on a controversial issue between the participants.
In childhood, there are a great many conflict situations and most children's quarrels usually resolve themselves. Small skirmishes are natural phenomena of life, the first lessons of interaction with peers, with the outside world, a stage of learning by trial and error, which a child cannot do without. Adults should not get involved in children's quarrels unless absolutely necessary. They need to learn how to independently resolve controversial situations and end conflicts.
The task of adults is to teach children to interact with other people, the ability to express their desires, listen to the desires of others, and negotiate. At the same time, the child must be an equal participant in this process, and not just blindly obey the demands of an adult or stronger partner (find a way out of the current situation, options for resolving the conflict).
We need to teach children to explain to each other what they want, and then invite them to think about a way out of the situation.
Two ways to resolve conflict:
- Destructive - “I’ll leave and won’t play with him,” “I’ll play myself,” “I’ll call the teacher and she’ll force everyone to play,” “I’ll beat everyone and force them to play.”
- Constructive - “I’ll suggest another game,” “I’ll ask the guys what’s better to play.”
In resolving children's conflicts, the teacher ensures that a “common language” is found, which is the result of achieving understanding.
The teacher’s activities in resolving children’s conflicts should be systematic and include the following sequential stages:
1. Determination and assessment of the essence of the conflict situation, its causes. A message about your dissatisfaction with the emergence of a conflict. Getting rid of "spectators".
2. Assessing the goals of a conflict situation: asserting personal claims; imposing your style of behavior; belittling the other party; selfish aspirations. It is important to show children the differences in understanding the goals that each of them pursued in the quarrel. Most often these goals are different.
3. Pay attention to the emotional state of children who have entered into conflict, understand the reasons for this state, and regulate violent reactions. The teacher must suppress his own and children's negative emotions. The teacher can usepositive message, which includes:
Description of the action performed (“When you...”);
A description of the possible or inevitable result of this action (“It may happen that...”);
Proposing an alternative behavior (“Better…”).
4. Find radical means to eliminate the causes of the conflict situation:
Apply educational measures (take into account the needs of everyone, use a creative approach, develop communication skills leading to rapprochement, develop readiness for independent conflict resolution, teach how to manage emotions; evaluate the child’s action, not the personality; neutralize the struggle for power; develop alternatives, involving children to joint creative search);
Put forward certain strict requirements;
Point out the need to adhere to certain established standards of behavior not only during their stay in kindergarten, but also in everyday life.
5. Assessing the characteristics of the parties to the conflict.
6. Determine the dynamics of the development process of a conflict situation. If the problem cannot be solved “immediately,” then determine the time and presence of an intermediary - a parent, psychologist, shift teacher.
You should constantly conduct diagnostic conversations with children in the group on sample questions:
- Do you want to go to kindergarten? Why?
- In what mood do you most often go to kindergarten?
- What games do you know? What games can you play?
- What games do you like to play the most?
- Please tell me how to play your favorite game?
- Are there rules in this game that must be followed?
- Is it possible to break these rules?
- Do you have many friends among your peers in the group?
- Do you have conflicts with your parents? How often?
- Do you think conflict and quarrel are the same thing?
- If at the moment of a quarrel you realize that you are wrong, then what will you do?
When resolving conflict situations, the teacher must useactive technique hearings. This is the ability to listen and hear a child. Actively listening means returning to him in a conversation what he told, while indicating his feeling. The teacher takes an “eye to eye” pose, tunes in to the child, listens with sympathy, uses support, clarification, clarification in the conversation, repeats the most important thoughts and feelings (i.e. confirms, reflects the content of the child’s information and feelings). The teacher shows acceptance and understanding of the child by tone of voice, facial expressions, gestures, gaze, posture, does not interrupt or give advice, does not give examples, remains neutral, without taking sides, receives information that interests him, and tries to put himself in his place. It is important to pause in a conversation - this time belongs to the child, a pause helps the child understand his experience. There is no need to rush to conclusions, check your assumptions and make sure that you understand the child correctly. You need to remain silent even after the child’s answer - maybe he will add something. The conversation takes place in a relaxed, calm atmosphere. The teacher does not dominate the conversation, he is a mediator, an assistant.
You can find out that a child is not ready to hear an adult’s response by looking at his appearance: if his eyes look to the side, “inward” or into the distance, then he must continue to be silent, because Very important and necessary internal work takes place within the child.
It is sometimes useful for the teacher to repeat how he understood what happened to the child; it is advisable to use other words with the same meaning.
Both sides are heard: if this moment says one of the participants in the conflict, and he begins to understand that his problem is being delved into, then it is necessary to somehow make it clear to the other participant that he will be listened to just as carefully. The child must draw conclusions from his own words, gradually increasing their emotional intensity. The teacher should not lead to a “self-winding” effect.
The following needs to be discussed:
- What happened? (formulate the essence of the conflict).
- What led to the conflict? Why did this happen? (find out the reasons).
- What feelings did the conflict evoke among those involved in the collision? (define, name feelings).
- What to do in this situation? (find a solution).
If you show the child that he is really being listened to, understood and sympathized with, then the severity of the conflict is reduced: it is important for the child to feel heard and understood.
Conflict prevention methods
Conflicts in a children's team are easier to prevent than to resolve. The most promising way to prevent conflicts is at the stage of their inception, signs of which may be: clashes between children, violation of discipline or rules of the game, name-calling, pestering, alienation of the child from the group. The teacher is obliged to pay attention to every such touch and take measures to prevent an emerging conflict.
A group of children needs to be formed, ensured and maintained in it with a healthy moral and psychological climate, respect for the individual, his merits and individual characteristics, self-criticism, goodwill, organization productive activity, high authority of the teacher. The teacher must notice undesirable behavioral tendencies and rebuild them not by order, but psychologically, using joint games and activities. What is important is the personal example of a teacher who avoids judgments and assessments that infringe on the child’s dignity.
A very important aspect of education is the development self-control - this is when individual behavior corresponds to certain standards, rules, regulators that have been established in a given society.
There are a number of principles according to which the teacher can influence this process:
- Children are more willing to respond to adults' arguments if they have mutual affection and trust each other. Children are less aggressive with parents who provide them with emotional support.
- Educational techniques are more effective when their effect is permanent rather than temporary. A positive effect is achieved if adults do not disagree on issues of discipline.
- Learning occurs more easily when the process is dominated by rewards for positive actions or statements, and punishments are used in extreme cases. Disciplinary actions cease to be effective if you constantly scold a child, regardless of what and how he did. Physical punishment should be excluded. Excessively strict, humiliating and cruel punishments do not have a positive effect, since they provoke opposition, a feeling of alienation and aggressive behavior on the part of the child.
- External control over behavior is necessary for all preschool children. Controls should not be extreme. Educational techniques can be based on organizing the child’s activities, for example, with the help of interesting role-playing and outdoor games, toys, and development environment equipment.
One of the areas of the teacher’s pedagogical activity should be the development of children’s communication skills with peers, for this the following are used:
Role-playing games (including those with a problematic situation);
Imitation games (simulating some human process);
Interactive games (games for interaction);
Social-behavioral trainings (teaching models of constructive behavior in resolving a conflict situation);
Psycho-gymnastics;
Reading and discussion of works of fiction;
Viewing and analysis of fragments of animated films with subsequent modeling of new versions;
Discussions.
The teacher offers children games and actively participates in them. For confidential conversations with children in a group, you can equip such corners and zones as: “Sunny Circle”, “Corner of Trust”, “Island of Desires”, “Island of Feelings”, “Secret Room”, “Cozy Corner”, “Negotiation Table”, “Peace Rug”, “Peaceful Chairs”, “Corner for Friends”, etc. And literary heroes can come to visit children.
The eternal problems of the pedagogical process - what to teach and how to teach - are global problems for the entire world education system. They have become especially acute on the eve of the 21st century. Currently, the entire world education system is experiencing a crisis. The essence of the crisis lies in the fact that the existing system of education and upbringing is not able to effectively perform the functions of socialization of new generations. One of the options for overcoming the global crisis is the creation of a new system of education and upbringing that meets the requirements of modern society.
Let us consider the most typical problems for the Russian education system and the causes of various types of conflicts.
At the level of interaction “society – education” the following contradictions can be identified:
1. Lack of a holistic and consistent concept of a new educational policy (strategy for the development of the education system);
2. Insufficient financial and logistical support for the education system (Russia’s economy is in decline and is not able to allocate the necessary resources for education needs);
3. The scarcity of allocated funds leads to such negative consequences as:
Social and labor conflicts, strikes, rallies, picketing of government institutions, hunger strikes and other forms of protest;
Closure of educational institutions due to lack of funds for their maintenance (heating, electricity, repairs, etc.);
Reducing government subsidies for school lunches, textbooks, equipment and other needs;
Extreme dissatisfaction among education workers with material remuneration for their work. Low wages force educators to look for additional income, which negatively affects the teaching process.
Age periodization and the identification of situations and conflicts characteristic of each age enable the teacher to navigate the reasons that disrupt interaction with students. In general terms, such reasons may be the actions and communication of the teacher, the personality traits of the student and the teacher, and the general situation at school.
Here are examples of the causes of conflicts:
The teacher has little ability to predict student behavior in the classroom;
The unexpectedness of their actions often disrupts the planned course of the lesson, causing irritation in the teacher and the desire to remove the “interference” by any means;
The lack of information about the reasons for what happened makes it difficult to choose the optimal behavior and tone of address appropriate to the situation;
Witnesses to situations are other students, so the teacher strives to maintain his social status by any means and thereby often leads the situation to a conflict;
The teacher, as a rule, evaluates not the individual 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 a subjective perception of his action and little awareness of his motives, personality characteristics, and living conditions in the family;
The teacher finds it difficult to analyze the situation that has arisen and is in a hurry to strictly punish the student, citing the fact that excessive severity towards the student will not harm;
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 students are the cause of constant conflicts with them;
The teacher’s personal qualities 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, lack of teaching abilities, lack of interest in teaching work, the teacher’s life problems, the general climate and organization of work in the teaching staff.
The reason for many conflicts is that school leaders consider the low level of pedagogical communication between teachers who cannot stop in time, avoid harsh words, not reproach for problems in the family, do not emphasize negative qualities, and do not make fun of them in front of their peers. These are well-known provisions, but they are often violated by many teachers.
Many teachers find it difficult to conduct dialogue with students of different ages. The dialogue between teachers and students is often conducted at the command and administrative level and contains a set of stereotypical expressions, reproaches, threats, and dissatisfaction with the student’s behavior. This communication continues throughout many years of schooling, and by the time school age many students develop a reciprocal style of communication with teachers.
Conflicts arise when students are alone with the teacher (there are no conflicts in the presence of strangers or school administration), so it is difficult for the administration to help him prevent and resolve them.
In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parent and administrator (managers at various levels: director, head teachers, etc.).
There are 10 types of confrontations:
1. student - student;
2. student - teacher;
3. student - parents;
4. student - administrator;
5. teacher - teacher;
6. teacher - parents;
7. teacher - administrator;
8. parents - parents;
9. parents - administrators;
10. administrator – administrator.
Conflicts among students occur quite often. The main causes of conflicts between students are rudeness, boorishness, cruelty, and anger. But most often this kind of conflict occurs among primary and secondary school students. Conflicts between senior students are rare; they are older and have outgrown various grievances; are more friendly with their schoolmates; they have enough other problems. The reasons for such conflicts are the following:
Personal dislike of each other;
Inadequacy of assessments and self-esteem;
Differences in value orientations;
Tactlessness in communication, envy of another’s successes, etc.
Leadership conflicts are the most common among “student-student”; in middle classes, groups of boys and girls conflict.
The second type of conflict is “student-teacher”. The reasons for such confrontations and conflicts are:
Insults from students;
Insensitive behavior;
Disrespectful attitude towards teachers;
Lack of homework preparation;
Systematic (without good reason) absences from classes;
Differences in value orientations;
Dependent attitude towards learning, laziness, reluctance to learn;
Poor preparation for lessons, lack of independent thinking, low level of general education;
Lack of interest in studying;
Violation of discipline in class, etc.
And if we consider the conflict from the students’ point of view, the reasons may be the following:
Insults from teachers;
Insensitive behavior;
Bias in grading;
Excessive demands;
Uninteresting teaching of the lesson by the teacher, etc.
Conflicts in “teacher-student” interactions, in addition to motivational ones, can also cause conflicts of a moral and ethical nature. Most conflict situations in which a teacher and a student are participants are characterized by a discrepancy, and sometimes even a direct opposite, of their positions regarding learning and the rules of behavior at school. Lack of discipline, laxity, a frivolous attitude towards the study of one or another student and excessive authoritarianism and intolerance of the teacher are the main reasons for acute interpersonal clashes.
The cause of many conflicts is also the disrespectful attitude of teachers towards their students, the unwillingness or inability to see the student as an ally and partner in joint activities. Interpersonal and group conflicts among school students are common. The process of socialization (adaptation, self-identification, etc.) involves various kinds of conflicts not only in the school environment. The problem is that the very structure of building a modern mass school on the principle of subordination and opposition - “teacher - student”, “senior - junior”, “strong - weak”, “successful - unsuccessful” - and all this stimulates children’s conflict, which generates cruelty, anger, and rudeness in group and interpersonal relationships among schoolchildren.
Student-parent conflict. Conflicts of this kind most often arise due to misunderstanding on the part of parents or an unfavorable family environment (drunkenness, fights between parents). The reasons for such quarrels may be:
Children learn little homework;
They don’t always obey their parents and do everything their own way;
Due to poor studies;
Children spend a lot of time outside or in the yard;
They listen to the tape recorder a lot, watch TV;
Behaving badly at school;
Due to the choice of future profession;
They don’t put away their things;
They read little, etc.
As you can see, the main reasons for conflicts between children and parents are studies and misunderstanding of each other.
Conflicts in the teaching environment: “teacher-teacher”, “teacher-administrator”, “administrator-administrator”. These types of conflicts take place secretly, unnoticed by others. In fact, they represent typical organizational conflicts. They may occur for the following reasons:
1. tactless attitude towards each other;
2. due to an inconvenient class schedule;
3. shifting responsibilities to each other;
4. administrative abuses;
5. uneven distribution of teaching load.
The greatest number of conflicts in the teaching environment is caused by the problem of teaching load. Teachers consider it the main cause of school conflicts, and they are dissatisfied with both its excess and its deficiency.
The reason for the increase in tension and conflicts in the teaching environment is also the teacher’s vulnerability from unfair accusations from other participants in the socio-pedagogical process: school administration, employees of higher education authorities, parents of schoolchildren and the students themselves. At the same time, teachers who show deep interest in their work more often come into conflict with representatives of the administration and other colleagues who formally approach their duties, and the latter more often conflict with schoolchildren and their parents and, accordingly, their more “conscientious” colleagues.
A tense atmosphere and conflicts in school communities are also created by unjustified benefits and privileges enjoyed by certain categories of employees. They can be: the “favorites” of the director or head teacher; those who demand more persistently; teachers with titles; the one who works better; members of school trade union committees, etc.
If we summarize the causes of conflicts that occur in the teaching environment, they can be reduced to two reasons:
1. Communication problems, for example, lack of tact, short temper, intolerance to the shortcomings of others, high self-esteem, psychological incompatibility, etc.;
2. An outdated administrative system for managing school institutions, built on the “boss - subordinate” principle, in which there is almost no room for normal human communication.
Conflicts between teachers can arise for various reasons: from problems with the school schedule to clashes of an intimate and personal nature. In the interaction “teacher-administration”, conflicts arise caused by problems of power and subordination.
Conflicts between teachers and parents. The reason for this confrontation is children (school students). This conflict, as a rule, cannot be resolved without the intervention of the administrator. Most often, parents believe that their child is treated poorly by the teacher; evaluates biasedly: finds fault, underestimates. Parents often accuse teachers of incompetence. Teachers, in turn, accuse the family and parents of withdrawing themselves from the process of teaching and upbringing, i.e. Parents shift all communication and education onto the shoulders of teachers.
Interpersonal conflicts that arise between teachers and students can be business or personal in content.
The frequency and nature of conflicts depend on the level of development of the class team: the higher this level, the less often conflict situations are created in it. In a close-knit team, there is always a common goal supported by all its members, and in the course of joint activities, common values and norms are formed. In this case, there are predominantly
business conflicts between a teacher and students that arise as a consequence of objective, substantive contradictions in joint activities. They are positive in nature, as they are aimed at identifying effective ways to achieve a general group goal. However, such a conflict does not exclude emotional tension and a clearly expressed personal attitude towards the subject of disagreement. But personal interest in general success does not allow the conflicting parties to settle scores, to assert themselves by humiliating the other. In contrast to a personal conflict, after a constructive resolution of the issue that gave rise to the business conflict, the relationships between its participants are normalized.
Conclusion
Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training of social educators.
Teachers and students often encounter conflict situations. However, we must strive to ensure that the conflict occurs in the business sphere and does not spill over into the personal sphere.
It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.
It must be remembered that any mistake a teacher makes when resolving situations and conflicts is replicated in the perception of students, is stored in their memory and has a long-term impact on the nature of relationships.
Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities.
When talking with children, the teacher needs to clearly know what should be said (selection of content in the dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it ( confidence in the result).
It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.
It is shown that the process of developing the practical readiness of a social teacher to resolve conflicts among adolescents is individually creative, staged and systematically organized. The content and logic of this process is determined by the structural components of readiness and corresponding educational technologies.
Each pedagogical situation has an educational impact on its participants: the student enters the situation with one set of attitudes, but leaves it with a different assessment of his own actions; the self-assessment of the adult participants in the situation also changes.
List of sources used
Andreev V.I. Fundamentals of pedagogical conflictology./
IN AND. Andreev // - M., 1995
Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook for universities. – 2nd ed. reworked and additional / A.Ya. Antsupov, A.I. Shipilov // - M.: UNITA-DANA,
Babosov E.M.: Conflictology: Textbook. manual for students. – Mn.: TetraSystems./ E.M. Babosov // 2000. – p.487.
Voronin G.L.: Conflicts at school // Socis./ G.L. Voronin //
1994 - No. 3. – p.145.
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