Conflicts and their resolution in pedagogical interaction. Cheat sheet: Pedagogical conflicts and ways to resolve them

Coursework on the topic:

Conflict as a pedagogical problem

Introduction

Chapter 1. The essence of conflict in the pedagogical process

1 Concept and features of pedagogical conflicts

2 Types and groups of pedagogical conflicts

3 Causes of pedagogical conflicts

Chapter 2. Settlement and resolution of pedagogical conflicts

1 Resolution of pedagogical conflicts

2 Ways and methods of resolving pedagogical conflicts

Conclusion

Bibliography

Introduction

Conflicts permeate our entire society - and this does not need proof. The social institution that is the school did not escape this fate. It would not be an exaggeration to say that conflicts of varying intensity are typical for most Russian schools. Since the pedagogical sphere is a combination of all types of purposeful socialization of the individual, and its essence lies in the activity of transmitting and mastering social experience, it is here that favorable socio-psychological conditions are needed that provide spiritual comfort to the teacher, student and parents.

The problems of conflicts in the school environment should be dealt with by such a science as the sociology of pedagogical conflict.

The sociology of pedagogical conflict is a fairly developed multidisciplinary discipline that studies the causes, essence, forms and dynamics of conflicts, as well as ways to resolve and prevent them. Its object is conflict in all its forms, and its subject is the universal that characterizes the emergence, development and completion of any conflict.

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 schools.

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, first of all, shows 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.

Thus, the purpose of this course work is to study the concept and essence of pedagogical conflict, the causes of its occurrence and methods of resolution.

The following tasks follow from the goal:

Studying the characteristics, types, types and groups of pedagogical conflicts;

Studying the causes of conflicts in school;

Studying ways and methods of resolving and resolving pedagogical conflicts.

The subject of the course work is pedagogical conflict.

The subjects of my work are teachers and students.

The object of this work is the relationship that arises between teachers and students.

Chapter 1. The essence of conflict in the pedagogical process

.1 Concept and features of pedagogical conflict

Pedagogical communication is a collective system of socio-psychological interaction. Moreover, the lines of communication are in constant interaction, intersect, interpenetrate, etc. In pedagogical activity, the collectivity of communication is not just a communicative background of activity, but the most important pattern of pedagogical communication.

At the moment, in the theory and practice of pedagogy, a significant stock of facts and observations has been accumulated to attempt to raise the question of the formation of a theoretical direction - pedagogical conflictology, as an independent field of research in the science of education. The problem of pedagogical conflicts belongs to the field of scientific knowledge, which has its place in all sciences, both social and technical.

Conflict in psychology is defined as “a collision of oppositely directed, mutually incompatible tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences.”

Conflict in teaching activities often manifests itself as a teacher’s desire to assert his position and as a student’s protest against unfair punishment, an incorrect assessment of his activities or actions.

In pedagogical situations, the teacher most clearly faces the task of managing the student’s activities. When solving it, the teacher must be able to take the student’s point of view, imitate his reasoning, understand how the student perceives the current situation, why he acted that way.

In a pedagogical situation, the teacher comes into contact with students about his specific act, action.

Pedagogical situations can be simple and complex. The first are resolved by the teacher without counter resistance from students through the organization of their behavior at school. During the school day, the teacher is involved in a wide range of relationships with students on various occasions: stopping a fight, preventing a quarrel between students, asking for help in preparing for a lesson, joining in a conversation between students, sometimes showing resourcefulness.

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

It is difficult for a student every day to comply with the rules of behavior at school and the requirements of teachers during lessons and breaks, so minor violations of the general order are natural: after all, the life of children at school is not limited to studies, quarrels, resentments, changes in mood, etc. are possible.

By correctly responding to the child’s behavior, the teacher takes control of the situation and restores order. Haste in assessing an action often leads to mistakes, causes the student to be indignant at injustice on the part of the teacher, and then the pedagogical situation turns into a conflict.

V.A. Sukhomlinsky writes about conflicts in school: “Conflict between a teacher and a child, between a teacher and parents, a teacher and the staff is a big problem for a school. Most often, a conflict arises when a teacher thinks unfairly about a child. Think fairly about a child - and there will be no conflicts "The ability to avoid conflict is one of the components of a teacher's pedagogical wisdom. By preventing conflict, the teacher not only protects, but also creates the educational power of the team."

Conflicts in teaching activities disrupt the system of relationships between teacher and students for a long time, causing a deep state of stress in the teacher and dissatisfaction with his work. This state is aggravated by the awareness that success in teaching work depends on the behavior of students; a state of dependence of the teacher on the “mercy” of the students appears.

Some features of pedagogical conflicts. Among them the following can be noted:

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

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

The difference in age and life experience of the participants separates their positions in the conflict and gives rise to different degrees of responsibility for mistakes in solving them;

Different understanding of events and their causes by the participants (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 his emotions and subordinate them to reason;

The presence of other students during a conflict makes them participants instead of witnesses, 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;

Any mistake a teacher makes when resolving a conflict gives rise to new situations and conflicts in which other students are involved;

Conflict in teaching activities is easier to prevent than to successfully resolve.

A reflection of the contradictions between participants in joint activities is interpersonal conflict. It represents a certain situation of interaction between people who either pursue mutually exclusive or simultaneously unattainable goals for both parties, or strive to realize incompatible values and norms in their relationships.

Three phases of conflict in a pedagogical situation can be distinguished:

phase - an acute conflict beginning with a clear violation of socially valuable norms and values by one of the participants in the situation;

phase - the response of the “rival”, the form and content of which determine the outcome of the conflict;

phase - a relatively rapid and radical change in existing norms and values in two different directions - improvement or deterioration of previously established relations.

1.2 Types and groups of pedagogical conflicts

The education system as a social institution interacts with all spheres of public life. Therefore, at the macro level, contradictions and conflicts in the socio-pedagogical process arise between the education system and society.

At the middle level, the lines of contradiction pass through:

between the administration (different levels of leadership in the education system), on the one hand, and teachers (teachers) - on the other;

between the administration and parents;

between the administration of educational institutions and students.

At the lower level, contradictions pass along the “teacher-student” and “parent-student” lines.

All of the above conflicts can be conditionally classified as vertical conflicts.

In addition to vertical conflicts, horizontal conflicts also take place at each level of the socio-pedagogical process. For example, at the macro level, contradictions and conflicts may arise regarding the policy pursued in society in the field of education and upbringing, between the main part of citizens (civil society), on the one hand, and the highest governing structures (the state) on the other.

At the middle level, both vertical conflicts (between different levels of management subsystems in the education system) and horizontal ones (between the administration of various educational institutions) are possible.

The middle level can also include horizontal conflicts such as “teacher - parent”, “teacher - teacher”, “parent - parent”.

At the lower level, horizontal conflicts of the “student-student” type arise. The identified lines of contradictions most closely correspond to the main types of interaction in the system of general secondary education.

Types of pedagogical situations and conflicts. Among the potentially conflict-generating pedagogical situations, the following can be distinguished:

situations (or conflicts) of activity that arise regarding the student’s performance of educational tasks, academic performance, and outside of educational activities;

situations (conflicts) of behavior that arise due to a student’s violation of the rules of behavior at school, more often in class, outside of school;

situations (relationship conflicts) that arise in the sphere of emotional personal relationships between students and teachers, in the sphere of their communication in the process of teaching activities.

Teachers, when assessing the actions of students, do not always take a responsible attitude towards the consequences of such assessments for the student and do not care enough about how such assessments will affect the subsequent relationship between the teacher and the student.

Based on the external perception of an act and a simplified interpretation of its motives, the teacher often evaluates not only the act, but also the personality of the student, which causes justified indignation and protest among the students, and sometimes the desire to behave as the teacher likes in order to justify his expectations. In adolescence, this leads to a conflict in behavior, blind imitation of a model, when the student does not bother himself with the desire to “look into himself” and evaluate his own action.

Teachers often rush to take action and punish students, regardless of their position and self-assessment of their actions; as a result, the situation loses its educational meaning, and sometimes turns into a conflict.

Relationship conflicts often arise as a result of the teacher’s inept resolution of situations and, as a rule, are long-lasting.

Relationship conflicts acquire a personal meaning, give rise to long-term hostility or hatred of the student towards the teacher, disrupt interaction with the teacher for a long time and create an urgent need for protection from injustice and misunderstanding of adults.

It is difficult for a teacher to judge the nature of relationships with students in the class: among them there are those who agree with the teacher, neutrals who follow the majority, and opponents who disagree with the teacher.

It is difficult for teachers to experience a conflict of relationships when it occurs not with one student, but with a group supported by students from the entire class. This happens when the teacher imposes his own character of relationship on the children, expecting love and respect from them in return.

Pedagogical conflicts can be divided into three large groups.

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

In the second group - conflicts associated with poor organization of schooling. This refers to the four periods of conflict that students go through during their schooling.

The first period is first grade: there is a change in the leading activity, from play to learning, new requirements and responsibilities appear, adaptation can last from 3 months to 1.5 years.

The second conflict period is the transition from 3rd to 5th grade. Instead of one teacher, the children study with different subject teachers, and new school subjects appear.

Third period - at the beginning of the 9th grade, a new painful problem arises: it is necessary to decide what to do after the 9th grade - go to a secondary specialized educational institution or continue studying in the 10-11th grade. For many young people, 9th grade becomes the line beyond which they are forced to begin adult life.

The fourth conflict period is graduation from school, choice of a future profession, competitive exams at a university, and the beginning of personal and intimate life.

The third group of pedagogical conflicts are conflicts between the interactions of students with each other, teachers and schoolchildren, teachers with each other, teachers and school administration. These conflicts occur due to their subjective nature, personal characteristics of those in conflict, their goals and value orientations.

1.3 Causes of pedagogical conflicts

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 interaction level society - education The following contradictions can be identified:

Lack of a holistic and consistent concept of a new educational policy (strategy for the development of the education system);

Insufficient financial and logistical support for the education system (Russia’s economy is in decline and is unable to allocate the necessary resources for education needs);

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.);

cutting government subsidies for school lunches, textbooks, equipment and other needs;

extreme dissatisfaction of 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’s low 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;

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;

other students witness the situations, 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);

a student’s assessment 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;

The nature of the relationship that has developed between the teacher and individual students is of no small importance;

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 a teacher 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 type of communication continues throughout many years of schooling, and by high school age many students have developed a responsive style of communicating 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:

Student - student;

Student - teacher;

Student - parents;

Student - administrator;

Teacher - teacher;

Teacher - parents;

Teacher - administrator;

Parents are parents;

Parents are administrators;

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;

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;

tactless behavior;

disrespectful attitude towards teachers;

lack of preparation of homework;

systematic (without good reason) absences from classes;

differences in value orientations;

dependent attitude to study, laziness, reluctance to study;

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;

tactless behavior;

bias in grading;

overstatement of 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 according to 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 do 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 tape recorders a lot, watch TV;

behave badly at school;

due to the choice of future profession;

do not put away their things;

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:

Tactless attitude towards each other;

Due to inconvenient class schedule;

Transferring responsibilities to each other;

Administrative abuses;

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 to be 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 students 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:

Communication problems, for example, lack of tact, short temper, intolerance to the shortcomings of others, inflated self-esteem, psychological incompatibility, etc.;

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 teacher-administration interaction, conflicts arise due to 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 mainly business conflicts between the teacher and students, which 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.

Chapter 2. Settlement and resolution of pedagogical conflicts

.1 Resolution of pedagogical conflicts

The pedagogical process is impossible without various kinds of conflicts. Moreover, in a certain case, conflict is a necessary condition for solving pressing problems.

In conflict management, an important role is played by the effective use of the principles of social regulation and the skillful application of its techniques and methods. Conflict management and social regulation are closely interrelated. On the one hand, management is a type of social regulation aimed at overcoming tension and preventing clashes. On the other hand, methods and techniques of social regulation are part of the technology for preventing and overcoming conflict.

Regulation means bringing something into conformity with established norms and rules. If there are no such norms and rules, then the settlement loses all meaning. It is impossible, for example, to regulate relationships in the pedagogical process without having an idea of who should do what.

Stages of conflict management.

The first action to manage conflict should be its institutionalization. With an institutionalized conflict (taking place within established norms and rules), it becomes at least predictable. A non-institutionalized conflict is characterized by the absence of any principles or rules and most often represents a spontaneous and uncontrollable explosion of discontent.

But when talking about institutionalization, it is necessary to raise the question of how good or bad these norms and rules, which come in the form of laws, decrees and even ordinary oral agreements, are. That is, the next stage of conflict management can be called its legitimization. After all, the problem of an institutional procedure, from the point of view of conflictology, comes down not to the form of this procedure, but to the presence of voluntary consent, the willingness of participants in the pedagogical process to comply with one or another order.

Another important stage of conflict management is the structuring of conflicting groups. If management involves activities aimed at bringing incompatible interests into conformity with a certain order, then the need arises to raise the question of the bearers of these interests. When the presence of some interest is recorded objectively, then its subject is unclear, and there is no need to talk about optimizing the conflict. On the contrary, we should expect its aggravation in the future. If groups are structured, then it becomes possible to measure their power potential. This makes it possible to establish an informal hierarchy of influence in society, which inhibits the escalation of intergroup conflict. Of course, the quantitative and qualitative characteristics of the participants in the pedagogical process sooner or later reveal themselves. But skillful conflict management can activate this process and thereby accelerate the achievement of the final positive result.

The final stage of conflict management is reduction, that is, its consistent weakening by transferring it to another level. As an initial tool for carrying out this procedure, it is advisable to use a scale covering possible levels of tension in the conflict. For example, the French researcher J. Fauvet identifies such levels as “relations of cooperation - relations of reconciliation - relations of opposition - relations of contradiction - irreconcilable relations.” And the American political scientist M. Amstutz includes the following elements in the conflict space: tension - disagreement - rivalry - dispute - hostility - aggressiveness - war - violence. Other options are also used, the simplest of which is: friend - ally - partner - employee - rival - adversary.

In this case, the scales are needed in order to understand how realistic the task of reducing the conflict is, which involves transferring it to the next stage.

In addition, pedagogical conflict can also be used as a tool for revealing latent contradictions that interfere with normal organization or relationships between people. Therefore, it is necessary to change the attitude towards conflict as a negative phenomenon. Conflict can have both negative and positive consequences. The problem is to determine the real causes of the conflict and find the most optimal ways to resolve it.

There is also a problem related to communication culture. The overwhelming number of conflicts are the result of tactless behavior of participants in the pedagogical process. The resolution and resolution of problems depends on the personal and professional culture of each of them. The problem is that in relationships with each other we see, first of all, a student, teacher, director, etc., but we need to see a person with all his problems and characteristics.

In the process of resolving a pedagogical conflict, the initiative should belong to the teacher, as he is more professionally prepared. The role of the teacher is especially great in cases where during the pedagogical process a conflict triangle “teacher - student - parent” is formed.

In this case, the following conflict options may arise:

the teacher, in alliance with the parents, acts against the student;

parents with student - against teacher;

teacher and student - against parents;

everything is against everyone;

every man for himself.

If the conflict cannot be resolved in a timely manner, then new participants may be involved in it, for example, the administration of an educational institution, which can take the position of arbiter in the conflict, or defend one of the parties, and then the number of possible options for the development of the conflict will increase significantly.

In any scenario of conflict development, the teacher’s task is to turn the opposition of the parties into relationships, and a destructive conflict into a constructive one. To do this, it is necessary to perform a series of sequential operations.

Achieve adequate perception of each other by opponents. People in conflict, as a rule, are unfriendly towards their opponent. Emotional arousal prevents them from adequately assessing the situation. By controlling his emotions, the teacher needs to reduce emotional tension in relationships with the student, parents, and colleagues. To do this, you can use the following techniques:

Don't respond to aggression with aggression;

Do not insult or humiliate your opponent;

Give your opponent the opportunity to speak;

Try to express your understanding and sympathy;

Don't jump to conclusions;

Invite your opponent to discuss the problems that have arisen in a calm atmosphere.

If, as a result of the above actions, you managed to convince your opponent that you are not his enemy and are ready to cooperate, then you can move on to the next step in resolving the conflict.

Dialogue can be seen as both a goal and a means. At the first stage, dialogue is a way of establishing communication between opponents. The second is a means for discussing controversial issues and finding acceptable ways to resolve the conflict.

During the dialogue, opponents clarify each other’s relationships, positions, intentions, and goals. They become more informed and have a better understanding of the current conflict situation. If you have been able to find out and identify the sources and causes of the dispute, then you can move on to the final step.

Interaction essentially includes perception, dialogue, and other types of joint activities and communication. Interaction is the joint activity of all opponents aimed at resolving and resolving the conflict.

During the interaction, opponents clarify the range of problems and options for solving them; distribute types of work; set deadlines for their implementation and determine a control system.

So, the adequacy of the perception of the conflict, the willingness to discuss problems, the creation of an atmosphere of mutual trust and joint efforts to resolve existing problems help turn opponents into allies and even friends.

2.2 Ways and methods of resolving pedagogical conflicts

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

A conflict is created at the moment or brought to such a level when there is a mutual need to resolve it. 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. However, timely revision of their positions can eliminate the conflict situation and prevent it from developing into an open interpersonal conflict.

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

A productive resolution of the conflict can only occur if the teacher carries out a thorough analysis of the causes, motives that led to the current situation, goals, and probable outcomes of a particular interpersonal conflict in which he found himself a participant. A teacher’s ability to be objective is an indicator not only of his professionalism, but also of his value-based attitude towards students.

The most effective way to resolve conflicts is negotiation.

The constructive possibilities of negotiations and mediation are extremely high. One of the significant advantages of this method is that its use is possible both in vertical conflicts (“vertical negotiations”: teacher - group of students; students - school administration) and in horizontal ones (“horizontal negotiations”: group of students - group of students) . If the conflict situation is particularly acute or it is impossible to negotiate on your own, mediation technology is used as an addition to the negotiation method.

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

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

disinterestedness (not interested in winning one of the parties).

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

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

Negotiation has its scope for positive action, but it is not always the optimal way to resolve conflict. Delaying negotiations, gaining time to concentrate resources, masking destructive actions through negotiations, misinforming the opponent during negotiations are negative aspects of the negotiation process.

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

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

Negative, which includes all types of struggle with the goal of achieving victory for one side over the other;

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

The distinction between negative and positive methods is arbitrary; they often complement each other.

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

Then a suitable method for solving problems is selected, using an arsenal of possible strategic measures to control conflict situations.

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

However, one should not assume that psychological analysis will solve all problems in relationships. Carrying it out will only reduce the number of mistakes that teachers make by immediately applying measures of influence on the student during the situation that arises. Such an analysis is only the basis for developing independent solutions.

The main goal of psychological analysis of a situation is to create a sufficient information basis for making a psychologically sound decision in 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.

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

Analysis helps the teacher avoid subjectivity in assessing student behavior. When analyzing an action and assessing behavior, it is often the student who is less sympathetic to the teacher who is to blame, and therefore teachers remember surprisingly well even minor violations of discipline by these students. This position of the teacher leads to the fact that he replaces an objective study of the student’s personal qualities with a list of those misdeeds in which he was noticed before: a good student is remembered for his good deeds and little importance is attached to the bad ones, while a “difficult” student remains guilty.

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

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

There are also game methods for resolving conflicts.

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

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

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

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

Conclusion

pedagogical conflict management resolution

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 for 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 laws, social educators should not afraid conflicts, and, 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.

Bibliography

1.Andreev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

2.Antsupov A.Ya., Shipilov A.I. Conflictology: Textbook for universities. - 2nd ed. reworked and additional - M.: UNITA-DANA, 2002. - p. 614.

.Babosov E.M. Conflictology: Textbook. manual for students. - Mn.: TetraSystems, 2000. - p. 487.

.Voronin G.L. Conflicts at school // Socis. 1994. No. 3. - p. 145.

.Dictionary of a practicing psychologist / Comp. S.Yu. Golovin. - 2nd ed., revised. and additional - Mn.: Harvest, M.: AST, 2001. - p. 994.

.Grishina V.N. Psychology of conflict. - St. Petersburg: Publishing house "Peter", 2000. - p. 478.

.Danakin N.S., Dyatchenko L.Ya., Speransky V.I. Social regulation in the conflict management system // Socio-political journal. 1998. No. 2. - p. 186.

.Zhuravlev V.I. Fundamentals of pedagogical conflictology. Textbook. - M.: Russian Pedagogical Agency, 1995. - p. 231.

.Kozyrev G.I. Conflictology. Conflicts in the social and pedagogical process // Social and humanitarian publication. 2000. No. 2. - p. 158.

.Materials from the website www.azsp.ru

.Materials from the website websites.pfu.edu.ru

.Ponomarev Yu.P. Game models: mathematical methods, psychological analysis. - M.: Nauka, 1991. - p. 205.

.V.P. Ratnikov, V.F. Golub, G.S. Lukashova and others. Conflictology: Textbook for universities / ed. prof. V.P. Ratnikova. - M.: UNITA-DANA, 2001. - p. 589.

.Sulimova T.S. Social work and constructive conflict resolution. Textbook for students. - M.: Institute of Practical Psychology - p. 231.

.Sukhomlinsky V.A. Methodology for educating a team. - M.: Education, 1981. - p. 418.

.Fischer R., Yuri U. The path to agreement or negotiations without defeat; M.: Nauka, 1990 - p. 196.

.Chumikov A.N. Conflict management and conflict management as new paradigms of thinking and action // Socis. 1995. No. 3. - p. 144.

.Shipilov A.I. Socio-psychological features of conflicts between superiors and subordinates in the department; M., 1993. - p. 307.

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Pedagogical conflicts and ways to resolve them

N. V. EKKEL

Pedagogical conflicts and ways to resolve them

The article discusses the problem conflicts in the teaching staff. An experiment was carried out to identify the level conflict between teachers in one of the kindergartens, on the basis of which conclusions and recommendations were made for maintaining the climate in the team.

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

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

Humanistic direction in pedagogy, first of all, is to get rid of authoritarian forms of communication and look for a path to relationships based on cooperation. In progress pedagogical interaction there is often a lack of mutual understanding and the emergence of conflicts between all participants pedagogical process: students, teachers, parents, etc. For pedagogy study of conflict is especially important. To the teacher it is necessary to create a favorable, benevolent atmosphere in the group, since an unfavorable climate makes it difficult, and sometimes impossible, to have a normal, satisfying life in an educational institution. The atmosphere of interpersonal relationships is created by people themselves. By their actions they can disrupt the optimal proportion of its constituent elements. But it is within the power of the teacher to change it so that a climate is established that is conducive to personal development and the equal existence of everything. teaching staff. To date, science has accumulated a significant amount of knowledge that allows us to study the problem conflict in various aspects.

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

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

The main objectives were:

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

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

3. Level definitions conflict in the selected teaching staff.

The research work was carried out in a preschool kindergarten "Birch" in the city of Slobodskaya, Kirov region in October 2016. The experiment involved a team of kindergarten workers from among the administrative and pedagogical staff of 17 people (age from 25 to 69 years).

The survey used the following techniques:

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

Methodology “Assessment of the psychological climate in teaching staff»;

"Level assessment test personality conflicts» .

As a result of K. Thomas’s methodology for determining the style of behavior in conflict situation clarified, which is the most common style of behavior in conflict situation is an avoidance style (125 selections or 27%). In second place is the compromise style - 110 choices or 24%, in third - device- 90 choices or 20%, in fourth place - cooperation - 88 choices or 19%, in last place - competition - 44 choices or 10%.

The data obtained during the examination using K.’s method are presented below in Table 1.

Table 1.

Under 30 years 30-50 Over 50 years

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

Rivalry 15 26 20 9 9 5

Cooperation 10 16 49 21 29 17

Compromise 13 22 58 25 39 23

Avoidance 8 13 66 29 55 32

Tool 14 23 37 16 39 23

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

Figure 1 – Structure of self-awareness

The following conclusions are drawn: Before 30 years of age, competition predominates, from 30 to 50 years of age, and after 50 years of age, avoidance predominates. From this we can judge that before the age of 30 the idea of pedagogical activities and methods of communication, both with students and with teaching staff. In the age interval from 30 to 50 years, and after 50 years, it is characterized by the fact that the contradictions underlying conflict, teachers do not recognize them as really existing at all. It can also be assumed that the majority of teachers in this school have low self-esteem and underdeveloped social intelligence, which can lead to increased internal conflicts.

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

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

2. “Two excited people are unable to reach an agreement.” (Dale Carnegie). Try to make every effort to restrain yourself in an acute situation; under no circumstances scold or get irritated.

3. "Delay your reaction!" You should not immediately enter into controversy with your opponent, especially if his actions do not pose a threat to others. You need to pretend that you don’t seem to notice the intruder, although at the same time you make it clear that you clearly see his actions. The essence of the technique is that it emphasizes the secondary importance of the offender’s defiant behavior and therefore teacher there is no time and no need to be distracted from teaching a lesson. The “fact of not noticing” an obvious violation allows you to introduce some confusion into the actions of the disruptor and reduces his activity.

4. "Translate the reaction!" This technique also serves to debunk the significance of the act and the identity of the offender. This technique is implemented technically through the performance of everyday actions (saying a greeting, working with documentation, looking out the window, etc.) despite an emergency situation that seems to be urgent. In the end, the "hero" conflict remains alone with himself. This reduces the “intent” of the struggle.

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

6. "Be paradoxical!" Try, if necessary, to turn your opponent’s insidious plan to benefit yourself and your cause. It is advisable to “break down” the essence of the situation in such a way as to also thank the offender for his help (with irony, of course).

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

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

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

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

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

Bibliography.

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

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

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

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

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

The essence of conflict in the pedagogical process and the phases of its occurrence

The most effective interaction between teacher and students is when both parties are oriented toward cooperation in joint activities. However, as pedagogical practice has shown, the presence of a common goal does not guarantee the absence of various difficulties and contradictions in its organization and implementation.

A reflection of these contradictions between participants in joint activities is interpersonal conflict. It represents a certain situation of interaction between people who either pursue mutually exclusive or simultaneously unattainable goals for both parties, or strive to realize incompatible values and norms in their relationships.

Three phases of conflict in a pedagogical situation can be distinguished:
1 phase- acute conflict onset with obvious social impairment
valuable norms and values by one of the participants in the situation;
2 phase- the response of the “rival”, from the form and content of which
the outcome of the conflict depends;
3 phase- relatively quick and radical change in existing norms
and values in two different directions - improvement or
deterioration of previously established relationships.

Specific pedagogical situations, especially acute and conflict ones, arise for both experienced and novice teachers. It is very important for a teacher to emerge from a conflict situation with dignity and creative satisfaction in his work.

Ways to resolve a conflict, especially if it has not gone far, are known and accessible to everyone - this is tenderness, humor and jokes. In more complex situations, we resort to compromise, making concessions to each other, or turn to a third, independent person (arbitration court), or conduct an analysis ourselves, trying to understand ourselves and our actions, and only in exceptional cases use coercion and temporary separation. The teacher does not have the right to create a conflict if he does not know the technology for resolving the conflict. A conflict is created at the moment or brought to such a level when there is a mutual need to resolve it.

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. However, timely revision of their positions can eliminate the conflict situation and prevent it from developing into an open interpersonal conflict.

Types of conflicts in the pedagogical process and ways to resolve them

Conflict interaction is understood as the implementation by participants in a conflict situation of their antagonistic positions. At the same time, their actions related to achieving their goals hinder the solution of their opponents’ problems. As observations show, the attitude of teachers towards interpersonal conflicts and their actions in situations of conflict interaction are ambiguous. Thus, teachers with an authoritarian communication style are intolerant of any conflict situation. They consider her a threat to their authority. Therefore, any conflict situation in which an authoritarian teacher is a participant goes into the stage of open conflict.
A differentiated approach to interpersonal conflicts allows you to get the maximum benefit from them. Interpersonal conflicts that arise between teachers and students can be business and personal.

However, such a conflict does not exclude emotional tension and a clearly expressed personal attitude towards the subject of disagreement. But personal interest in common success does not allow the conflicting parties to settle scores or 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.

Research and experience convince us of the impossibility of finding a universal way to resolve interpersonal conflicts that are diverse in their focus and nature. One of the conditions for overcoming them is to take into account the age characteristics of students, since the forms of conflict interaction between the teacher and the student and the methods of resolving their conflict are largely determined by the age of the students.

Several exercises

Maria Ivanovna.
Imagine the situation of an unpleasant conversation, for example, with the head of the education department (let's call her Maria Ivanovna). The latter, in a conversation with you, allowed herself a rather discourteous tone and unfair remarks. The work day is over, and on the way home you once again remember the unpleasant conversation, and you are overwhelmed by a feeling of resentment. This is harmful to your psyche: against the background of psychological fatigue after a working day, mental stress develops. You try to forget the offender, but you fail. Try going the other way. Instead of forcibly erasing Maria Ivanovna from your memory, try, on the contrary, to bring her as close as possible. Try playing the role of Maria Ivanovna on the way home. Imitate her walk, her manner of behavior, play out her thoughts, her family situation, and finally, her attitude towards a conversation with you. After a few minutes of such a game, you will be able to feel a relief of internal tension and change your attitude towards the conflict, towards Maria Ivanovna, you will see something positive in her that you did not notice before. In fact, you will be involved in Maria Ivanovna’s situation and will be able to understand her. The consequences of such a game will reveal themselves the next time you meet. Maria Ivanovna will be surprised to feel that you do not carry an internal negative state within you, you are friendly and calm, and she, in turn, will begin to strive to resolve the conflict.

Put yourself in someone else's shoes.
Think back to your recent conflict with a work colleague. Now relax, close your eyes and imagine yourself in your colleague’s place. Internally, ask him silently: what impression did he get from communicating with you? Think about what he could say about you. Then play out your conversation in your imagination in such a way as to leave your partner with pleasant memories of yourself. What changed? Have you realized that, first of all, your internal position has changed? If earlier, consciously or unconsciously, you started a conversation with a work colleague in the same way as you speak with students in a lesson, now you approach the person, internally preparing for equal contact with him. This psychological preparation is associated with a change in your position, your inner desire for a full dialogue.

Monologue with a double.
You sit on the pedagogical council. One of the teachers speaks, and at this time you can practice developing your ability to understand and feel another person. Repeat each phrase of the speaker to yourself immediately after you hear it. Try to imagine the feelings and thoughts of the speaker, try to intuitively comprehend his unspoken experiences. Look at the expression on his face and the movements of his hands, repeat these movements in your imagination, get used to his image. The exercise helps to deepen the understanding of the other person, the communication partner.

Storage tank.
In a conversation with students, a teacher, a parent of a difficult child, or at home in a conversation with your child, play the role of an “empty form,” a reservoir into which your interlocutor “pours” his words, states, thoughts, and feelings. Try to achieve the internal state of a “reservoir”. You are a form, you do not react to external influences, but only accept them into your inner space. Throw away your personal assessments - it’s as if you are not in reality, there is only an empty form! When you are sure that you have formed the internal state of the “reservoir,” enter into dialogue and try to treat your interlocutor impartially and unbiasedly. This will help you understand it better.

Switch to your interlocutor.
We offer you a description of a step-by-step technology for switching to an interlocutor, based on the method of logical analysis.

First step.
Strengthen your positive attitude towards the person you want to understand. This is to ensure that the irritation, hostility and rejection that you may feel towards him does not distort your understanding.

Second step.
Describe in your imagination the situation in which the person you are interested in found himself.

Third step.
Answer the questions: what does he do? Why is he doing this? Why (for what purpose) does he do this?

Fourth step.
What desires and needs is a person trying to satisfy through his actions?

Fifth step.
How should you build communication or interaction with that person in order to take into account his and your goals and not cause conflict? What could you give up? What could you give up yourself?

Such traditional elaboration of a problematic or conflict situation will help you better understand your interlocutor, student, or work colleague.

Press.
This game exercise is performed individually and helps to neutralize and suppress negative emotions of anger, irritation, increased anxiety, and aggression. This exercise is recommended to be practiced before working in a “difficult” class, talking with “difficult” students and their parents, before any psychologically stressful situation that requires internal self-control and self-confidence. The exercise must be performed at the beginning of the emergence of an emotional state that interferes with successful work, since the psychotherapeutic result is achieved only if you are able to timely notice the increase in mental tension in yourself.

The essence of the exercise is as follows. Imagine inside yourself, at chest level, a powerful press that moves from top to bottom, suppressing the negative emotion that arises and the internal tension associated with it. When performing the exercise, it is important to achieve a clear feeling of the physical heaviness of the internal press, suppressing and, as it were, pushing down the unwanted negative emotion and the energy that it carries with it.

Head.
During the working day, the teacher is forced to continuously influence students: to restrain them in some way, to suppress their will and activity, to evaluate, to control. Such intensive management of the learning situation causes “management stress” in him and, as a consequence, overexertion and various physical ailments. One of the most common complaints from teachers is headaches and heaviness in the back of the head.

This exercise helps relieve unpleasant somatic sensations. Stand straight with your shoulders back and your head thrown back. Try to feel in which part of the head the feeling of heaviness is localized. Imagine that you are wearing a bulky headdress that puts pressure on your head in the place where you feel heaviness. Mentally remove the headdress with your hand and expressively, emotionally throw it on the floor. Shake your head, straighten your hair with your hand, and then throw your hands down, as if getting rid of pain.

Mood.
A few minutes ago you ended an unpleasant conversation with the mother of a student who constantly violates discipline in class, skips classes, and is rude to you. In a conversation with her, you talked about raising your son in a family, about the need for regular monitoring of homework. Unexpectedly for you, the parent showed complete rejection of your pedagogical recommendations, arguing for lack of time, busyness at work, and also the fact that “they should educate at school.” In response to this, you couldn’t help yourself.

How to remove the unpleasant aftertaste after such a conversation? Take colored pencils or crayons and a blank sheet of paper. Relaxingly, with your left hand, draw an abstract plot - lines, color spots, shapes. It is important to completely immerse yourself in your experiences, choose a color and draw the lines the way you want, in full accordance with your mood. Try to imagine that you are transferring your sad mood onto paper, as if materializing it. And then turn the paper over and on the other side write five to seven words that reflect your mood. Don’t think too long; it is necessary for words to arise without special control on your part.

After this, look at your drawing again, as if reliving your state, re-read the words and with pleasure, emotionally tear up the piece of paper and throw it in the trash. Now go to class. Did you have a good rest!

Proverbs.
This exercise relieves internal depression and bad mood, helps solve complex problems related to your profession, family life, relationships with friends.

Take any of the books: “Russian Proverbs”, “Thoughts of Great People” or “Aphorisms”. Scroll through, read proverbs or aphorisms for 20-30 minutes until you feel inner relief. Perhaps, in addition to mental relaxation, this or that proverb will lead you to the right decision. You may also be reassured by the fact that not only you have a problem; many people, including historical figures, have thought about ways to solve it.

Communication therapy.
The greatest problems in communication arise with students aged ten to thirteen. An obedient, disciplined primary school student suddenly turns into an uncontrollable, rebellious teenager, always ready for harshness and rudeness.

How to “extinguish” an excited student? How to calm and balance his psyche? How to resolve the emerging conflict in a relationship with him? It is known that, in addition to the need to assert themselves, adolescents also experience an increased need for communication. They talk a lot with each other, and the subject of their communications is often their own “I”: how I feel about this or that person, how strong or weak I am, what I look like, etc. There is a birth of the teenager’s personality, the emergence of his individuality. He still doesn’t know what kind of person he is? It’s as if he stands in front of a large closet, in which many different “psychological suits” hang, and tries on first one “clothing”, then another, trying to feel which one is more psychologically comfortable for him, what suits him best. No need to accuse him of selfishness! Help him successfully navigate the difficult path of personal self-determination, and you will see how the conflict brewing between you will be replaced by cordial friendship and mutual understanding. Make it a rule to talk to your difficult teenager regularly. Your conversation can last 40-50 minutes. As the subject of conversation, choose topics that are interesting to the teenager, his experiences, feelings, character, habits, desires, needs. Speak calmly, softly, evenly, soothingly. Don’t read morals, don’t “teach life,” communicate as equals. The sound of your voice, your friendly and open face will act as effective psychotherapeutic agents. Within a month or a month and a half, you will be able to notice positive changes in the teenager’s behavior: he will become calmer, more restrained, and more balanced. And, as a result of this, he will violate discipline less and less often and will begin to study better.

Stop the monologue, organize a dialogue.
Many conflicts between teachers and students begin due to the latter’s lack of conditions to participate in an equal dialogue. The energy and activity of adolescents, which could be involved in interactions with the teacher, becomes unclaimed and at some moments breaks out. The “volcano” of raging feelings, thoughts and emotions suddenly begins to act: the student gets into arguments in class, shows stubbornness and disobedience. He wants to be the subject of communication, but since the conditions for this have not been created, he himself, as best he can, seizes the “communicative space”: he is rude, refuses to obey, violates discipline.

How to organize cultural dialogue? In order for dialogue interaction to occur between you and the students, fulfill the following conditions:
1. If you ask a question, wait for the other person to answer.
on him.
2. If you express your point of view, then encourage the student to
for him to express his attitude towards her.
3. If you disagree, formulate arguments and encourage searching.
those by the students themselves.
4. Pause during conversations. Don't allow yourself to take over everything
"communicative space".
5. Look into the face of the student and your interlocutor more often.
6. Repeat phrases more often: “What do you think?”, “I’m interested in your
opinion”, “Why are you silent?”, “Do you disagree with me? Why?",
“Prove me wrong!”

1. Pedagogy / ed. P.I. Faggot. - M., 1996.

2. Kharlamov I.F.
Pedagogy / I.F. Kharlamov. - Textbook Mn.:
Universitetskoe, 2000.

3. Stolyarenko L.D.
100 exam answers on pedagogy:
Express reference book for university students / L.D. Stolyarenko,
S.I. Samygin - Rostov n/D: MarT, 2000.

4. Bordovskaya N.V.
Pedagogy: Textbook. for universities /
N.V. Bordovskaya, A.A. Rean - St. Petersburg: Peter, 2000.

5. Markova A.K.
Psychology of professionalism / A.K. Markova - M.: 1998.

6. Klimov E.A.
Psychology of a professional / E.A. Klimov - M.: Voronezh, 1996.

7. Rogov E.I.
Teacher as an object of psychological research /
E.I. Rogov - M.: VLADOS, 1998.

In order to understand the mechanisms of pedagogical conflict, let us define its formula. Since a conflict is a dispute that leads to struggle, it is quite natural to highlight the contradictions and causes that give rise to the conflict. Each side tries to express and prove its opinion in a conflict situation through an incident that actually provokes the conflict. In the unfolding of a conflict, an important role is played by the participants in the conflict, their age characteristics, role functions and status, and the degree of proficiency in conflict resolution technology.

On the line of interaction “teacher - parent”, the main object of conflict is the student. Teachers, as a rule, accuse parents of withdrawing from the process of teaching and upbringing, and parents, in turn, accuse teachers of bias towards their child and (or) incompetence.

Just as in a social conflict, in a pedagogical conflict its manifestation is based on contradictions in the created pedagogical situation.

In the methodology of pedagogy there are two types of contradictions.

1. Dialectical contradictions, that is, an objective property of interacting pedagogical structures as a condition for their development and progress. These are macro-level contradictions that lead to vertical conflicts. The socio-pedagogical process is a purposeful activity for the socialization of the individual, including all aspects of upbringing, education and training of a person. The main contradictions and sources of conflict in this process were and remain problems: what to teach and how to teach. The main goal of the socio-pedagogical process is to educate an individual with certain sociocultural qualities. The main customer in this process is society, and the performer is the entire education and upbringing system. Therefore, at the macro level, contradictions and conflicts in the socio-pedagogical process arise between the education system and society (G. I. Kozyrev).

At the middle level, the lines of contradiction run between the administration and the teachers; between the administration and parents of students; between the administration of educational institutions and students.

At the lower level, contradictions pass along the lines of “teacher - student” and “parent - student”.

The contradictions are casual, i.e. random, mostly caused by incompetent decisions. There are also horizontal conflicts here: “teacher - parent”, “teacher - teacher”, “parent - teacher”, “teacher - student”, “student - teacher”, “student - student”.

All reasons that arise in pedagogical conflicts can be divided into two categories: conflicts in the teaching environment and conflicts directly in teaching and educational activities.

For teaching staff, the most typical causes of conflict are: tactless attitude towards each other; inconvenient class schedule; ill-conceived innovations in college; shifting other people's responsibilities to a specific teacher; uneven distribution of teaching load; administrative and financial abuses; insecurity of the teacher from unfair accusations from other participants in the social and pedagogical process (college administration, employees of higher education authorities, parents of students and themselves).

If we summarize all the listed 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, inflated self-esteem, psychological incompatibility, etc.

2. An outdated administrative system for managing educational institutions, built on the “boss - subordinate” principle.

Causes of pedagogical conflicts. TO These reasons traditionally include:

the teacher’s low ability to predict student behavior during a lesson;

the desire of a teacher in a conflict situation to maintain his social status by any means, since there are witnesses, other students, and it is unacceptable to lose the honor of his uniform;

The teacher’s assessment of the student’s conflict action, which is often based on a subjective perception of his action, little awareness of his motives, and personality characteristics;

The nature of the relationship between the teacher and individual students;

An educational and disciplinary model of communication based on the slogan “Strictness does not hurt”;

Personal qualities of the teacher (irritability, vindictiveness, person of mood);

Low pedagogical level of communication. The causes of the conflict are also called (E. E. Akimova): a contradiction between theory and practice;

Conflict of opposing opinions on the information presented;

The existence of a negative statement, expressed in the influence of negative experience on the assimilation of information;

Distorted assimilation of information. In this regard, pedagogical conflicts can be:

Spontaneously arising; they develop in the sphere of relationships and are caused by personal or behavioral relationships;

Intentionally created; they are also provoked in the sphere of relationships or are modeled for a specific purpose within the framework of a specific academic subject;

Specially studied; they are implemented in the educational subject area, therefore they are deliberately included in the content of curricula in the form of special educational subjects (for example, “Conflictology”, “Pedagogical Technology”, “Fundamentals of Pedagogical Skills”) and have an informational purpose. A variety are thematic conflicts that are intentionally used by the teacher within a specific discipline, lesson stage to realize the developmental or didactic purpose of the lesson.

Considered as a component of the conflict pedagogical situation - the real situation in a study group in a complex system of relationships and interactions between students, which must be taken into account when deciding on ways to influence students.

Types of pedagogical situations. Let's name the main ones:

- activity situation arises regarding the student’s performance of academic assignments;

- situation of behavior (actions) arises as a result of a student’s violation of the rules of behavior in college, at home, or in a public place;

- situation regarding arises in the sphere of emotional and personal relationships between a teacher and students or between students.

A conflict situation escalates into an incident due to errors in her perception:

- illusion of one's own nobility. The person believes that he is the victim of an evil enemy and, from a moral point of view, behaves in an exemplary manner;

- looking for a straw in another's eye. A teacher who is in conflict with a student, as a rule, tells in detail how the student spoke rudely, kept his hands in his pockets, and smiled maliciously. He notices the slightest nuances in the behavior of his ward. And to the innocent question: “How did you behave?” - often answers indignantly: “What do I have to do with it? After all, it’s not my behavior that we’re looking at!” In a conflict, it is extremely important to control your every word, every action;

- double ethics. It is human nature to embellish one’s own behavior, even to oneself. We always try to present our own actions as reasonable, respectful towards our opponent, and others as unacceptable, dishonest.

There are four types of teacher attitude towards a conflict situation.

1. The desire to avoid suffering and trouble. The elder behaves as if nothing happened. He does not notice the conflict, avoids resolving the issue, and lets what happened take its course, without disturbing the apparent well-being, without complicating his own life. Unresolved disputes destroy the team and provoke students to increasingly serious violations of discipline.

2. Realistic attitude to reality. The teacher is patient and sober about what is happening. He adapts to the demands of those in conflict, that is, he follows their lead, trying to soften conflicting relationships with persuasion and exhortations. He behaves in such a way that, on the one hand, he does not disturb the teaching staff and administration, and on the other hand, he does not spoil relations with students. But persuasion and concessions lead to the fact that the elder is no longer respected and is even laughed at.

3. Active attitude to what happened. The teacher recognizes the existence of a critical situation and does not hide the conflict from fellow managers. He does not ignore what happened, does not try to please both ours and yours, but acts in accordance with his own moral principles and beliefs, without taking into account the individual characteristics of the conflicting students, the situation in the team, or the causes of the conflict. As a result, a situation of external well-being develops, the cessation of quarrels, and violations of discipline, but this does not always mean that the conflict is resolved.

4. Creative attitude to conflict. The elder behaves in accordance with the situation and resolves the conflict with minimal losses. In this case, he consciously and purposefully, taking into account all the accompanying phenomena, finds a way out of the conflict situation. He takes into account the objective and subjective causes of the conflict and does not make hasty decisions.

A creative attitude and a thorough analysis of what happened are especially necessary when accepting criticism.

Resolution of pedagogical conflict. This is the most difficult procedure for any teacher.

The strategy and tactics for resolving a pedagogical conflict are directly dependent on its characteristics. They talk about such features of the conflict, How:

The professional responsibility of the teacher for a pedagogically correct solution to a conflict situation, since a college, like a school or kindergarten, is a model of society;

Participants in the conflict have different social status, which determines the behavior of the parties to the conflict;

The difference in age and life experience of the participants separates their positions in the conflict, giving rise to different responsibilities for mistakes in resolving it;

Different understanding of events and their causes by participants. The teacher is not always able to understand the depth of the student’s experiences, and the student is not always able to cope with his emotions;

The presence of witnesses gives the pedagogical conflict an educational meaning, and the teacher must remember this;

The teacher’s professional position in a conflict obliges him to take the initiative to resolve it;

Any mistake a teacher makes in resolving a conflict gives rise to new conflict situations in which other students are involved.

When choosing ways to positively resolve a conflict, you should be guided by three immutable rules.

1. Resolve the conflict that is, to transfer the attitude of its participants to a level that is mutually acceptable for both parties, to switch attention from affectively tense relations to the sphere of business and education.

2. Conflict in teaching activities easier to warn than to successfully resolve.

3. Conflicts are necessary decide without delay albeit on a partially acceptable platform, but one that opens the way for joint positive action.

In connection with the implementation of these rules, the question arises about pedagogical risk, which represents the teacher’s activity to remove uncertainty in a situation of inevitable, i.e., mandatory choice to make a specific decision to realize the pedagogical goal (I. G. Abramova). Risk arises when the decision-making problem becomes particularly acute. The teacher’s task is to prevent the emergence of crisis and conflict situations based on the choice of alternatives and to accept a specific option for resolving them.

When approaching conflict, two main points are methodologically central: violence (physical, mental, etc.) should be excluded as a possible way to resolve the conflict; resolution of a conflict situation should contribute to the personal growth of the subjects of the conflict. From these positions, conflict resolution can be considered as an integral part of the general and professional culture of a teacher.

Principles of conflict resolution. Based on the general theory of conflicts, it is necessary to highlight the basic principles of conflict resolution in the pedagogical process: tolerance, timeliness, efficiency, transparency, interest in the psychological and pedagogical consequences of the conflict, systematic analysis of its causes, exclusion of unilateral responsibility for the occurrence of a conflict - moral and communicative norms for overcoming it (S.V. Banykina).

The following principles are identified as principles for managing conflict situations in the pedagogical process (N. F. Vishnyakova):

1- Interest principle in the constructive consequences of the conflict means the need to see the educational significance of the conflict, its possible use for personal growth, moral development of the individual, and extracting positive experience for each of the participants.

2. The principle of consistency and depth when analyzing the causes of the conflict. It involves the use of the following levels of analysis: initial, culminating, final, as well as an understanding of the relationship between objective business and subjective personal factors in the emergence of a conflict.

3. The principle of excluding unilateral liability for the occurrence of a conflict. There are two parties involved, each making its own “contribution” to the development of the conflict and therefore bears responsibility for its consequences.

4. The principle of mediator neutrality. A neutral position in relation to the warring parties is absolutely necessary to resolve (and effectively) a conflict situation.

5. The principle of conflict prevention. The implementation of this principle is possible subject to the following recommendations:

the conflict situation must be considered in the general context of the real educational process;

indirectly or directly, any interpersonal conflict affects the moral and psychological climate of the study group, the college as a whole, and the destructive nature of such a conflict worsens the moral and psychological atmosphere;

a pedagogical conflict should not go beyond its own boundaries, i.e., take the form of another conflict.

There are several types of teacher responses to conflicts:

repressive measures - teachers are ready to reflect the negative reactions of students: their accusations, attacks, reproaches - and therefore have in their arsenal of pedagogical influences a number of repressive measures against the offender;

ignoring the conflict - the desire to repress unpleasant information, continuing one’s activities, which reflects the attitude “this cannot happen to me”;

role influence - intention to resolve the conflict within the framework of role influence;

clarification of motives - a series of actions to clarify and understand the motives of the student’s behavior;

stimulus for one’s own change - a reaction in the form of an emerging desire to change something in one’s behavior or attitude, i.e. the conflict is perceived as necessary information about the need to adjust one’s own behavior;

reflection - statements about experienced feelings, arising thoughts.

When conflict situations arise between teachers and students, they predominantly - in two out of three cases - resort to external suppression and the use of sanctions. Less often, but also quite often - in half of the situations - conversation-suggestion is used. And in approximately every tenth case, there is no external reaction at all, and this is often due to the fact that the teacher does not know how to react to the current situation. In this regard, in the practice of conflict resolution, the arbitration model is most often used, the essence of which is that in order to find ways to resolve the conflict, a third party is invited, who is given the right to the main vote. Depending on who is involved in the conflict, the arbitrator often becomes the director, the head teacher of the college, sometimes the class teacher or the teacher himself.

The quality of conflict resolution is affected by typical mistakes teacher:

Extinguishing only external manifestations of a conflict situation;

Arbitration model;

The inability of the teacher to go beyond the social role;

Lack of knowledge of algorithms and skills for analyzing pedagogical conflicts, leading to a violation of the logical sequence when resolving a conflict situation;

Underestimation of how much the conflict has been resolved (fully or partially), which leads to the inability to monitor its possible further manifestations.

Analysis of typical mistakes of teachers, as well as scientific works, helped to develop Basic Rules when resolving conflicts. They may be:

Perception of the conflict as a fait accompli;

Treating conflict as a pedagogical problem that can be solved;

Considering conflict as a valuable source of information about the individual;

Showing initiative by the teacher;

Acceptance by the teacher of responsibility for what is happening in a given situation;

Using the effect of the “three Ds”: goodwill, conscientiousness, accessibility;

Competently conducting confrontation in order to prevent antisocial behavior;

Determining and using the optimal productive strategy for behavior in conflict.

In a conflict, there are several strategies for interpersonal struggle that implement the “carrot and stick” principle. The essence is expressed in “kicks” or “caresses”, according to E. Berne.

Coercion - a clearly directed psychological effect that suppresses the opponent’s ability to resist. The main feature of this strategy is the open use of force: a promise to make the situation public, a hint of infringement of dignity...

Humiliation -“exchange of kicks” occurs when the opponents in the conflict are of equal strength. The main thing here is to “infringe” the enemy, even if this does not lead to achieving one’s own goal (kick him out of the office, break); weakened form - condemnation,

Manipulation - obtaining unilateral advantages. The peculiarity is a disguised effect, the so-called camouflage. The opponent is offered a myth, a legend, into the fabric of which is woven a bait that the recipient must swallow. Most often, the manipulator starts a conversation as if from afar, about an outsider, gradually moving the conversation in the direction he needs.

A positive solution to pedagogical conflict is facilitated by the system of communication between the teacher and students. The teacher’s actions are divided into several stages.

1. Choosing a communication style. At this stage, the teacher, as it were, determines for himself:

What to say, i.e. clarifies the content of the dialogue with the student;

how to say it, that is, thinks through the so-called emotional accompaniment of the conversation;

When to say, i.e. determines the time and place of clarification of the conflict situation;

With whom to say, i.e., analyzes the possible reaction of unwitting witnesses to the conflict;

Why say, that is, builds a communication system in order to be confident in the final result.

2. Selection of non-verbal means of communication and active listening techniques. Youth, like preschoolers, often perceive an adult with the so-called emotional hearing, that is, they not only decipher the content and meaning of the words spoken, but are guided by the attitude of adults towards them. Therefore, the teacher should think about ways to express his ability to listen, pay attention to facial expressions, tone, and intonation of speech.

3. Return of emotions. The teacher’s escape from the captivity of his own emotions and the opportunity to respond to the student’s experiences.

4. Punishment. A teacher who strives for a constructive resolution of a conflict should be guided by the wise advice that punishment should destroy an individual conflict and not create new conflicts (A. S. Makarenko). The punishment system in the student classroom must be thought out so as not to damage the student’s personality.

In any variant of the development of the conflict, the teacher’s task is to turn the opposition of the parties into interaction, a destructive conflict into a constructive one.

To do this, it is necessary to perform a series of sequential operations.

Achieve adequate perception of each other by opponents. People in conflict (especially young people and children) are usually unfriendly towards their opponent. Emotional arousal prevents them from adequately assessing the situation and the real attitude of the opponent towards them personally. A teacher needs to reduce his emotional stress in relationships with a student, parent, or colleague. To do this, you can use the following rules:

Do not respond to aggression with aggression;

Do not insult or humiliate your opponent with any word, gesture, or look;

Give the opponent the opportunity to speak out by carefully listening to his claims;

Try to express your understanding and complicity in connection with the difficulties encountered by your opponent;

Do not make hasty conclusions, do not give hasty advice, because the situation can be much more complicated than it seems at first glance;

Invite your opponent to discuss the problems that have arisen in a calm atmosphere. If circumstances allow, then ask for time to better think about the information received. A pause will also help relieve emotional stress.

Dialogue can be considered both as a goal and as a means: at the first stage, dialogue is a way of establishing communication between opponents; on the second - a means for discussing controversial issues and finding mutually acceptable ways to resolve the conflict. The technique of active listening is important in dialogue. Its main points:

Maintaining pedagogical tact and correctness in relation to the opponent. This should be a conversation between equals and equals;

do not interrupt unnecessarily, listen first and then speak;

do not impose your point of view, seek the truth together;

Defend your positions, but not be categorical, be able to doubt yourself;

base your arguments on facts, and not on rumors and other people’s opinions;

Try to ask questions correctly, they are the main key in the search for truth;

Do not give ready-made recipes for solving problems, try to build the logic of reasoning in such a way that the opponent himself finds the necessary solutions.

During the dialogue “teacher - conflicting student,” opponents clarify each other’s relationships, positions, intentions, and goals. They become more informed and have a better understanding of the current conflict situation. And if it was possible to identify and identify specific sources and causes of the dispute, then we can move on to the final stage of conflict resolution.

Interaction- the final stage in conflict resolution. In essence, it includes perception, dialogue, and other types of joint (coordinated and uncoordinated) activities and communication. But here interaction is understood as the joint activity of all parties to the conflict aimed at resolving it.

Conflicts can not only be prevented and resolved, but also predicted. This requires analysis and understanding of the main components of the conflict: problems; conflict situation; participants in the conflict; incident that provokes a conflict.

Exist reference diagrams to analyze pedagogical conflict situations (M. M. Rybakova).

The first option includes:

Description of the situation, conflict, action (participants, place of occurrence, activities of participants, etc.);

Identifying the causes of the situation;

Determination of the age and individual characteristics of the participants, manifested in their behavior, situation, and action;

A look at the situation through the eyes of the student and the teacher;

The personal position of the teacher in the situation that has arisen (his attitude towards the student), the real goals of the teacher in interaction with the student (what he wants: to get rid of the student, to help him - or he is indifferent to him);

New information received by the teacher about students from the situation, action (cognitive value of the situation for the teacher); the main reasons for its occurrence and content (conflict of activity, behavior or relationships);

Proposed options for repayment, prevention and resolution of the situation; adjusting 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. The second option includes:

Description of the situation and its participants;

Determining the moment in a situation when the teacher could prevent its transition into conflict;

Identifying what prevented the teacher from doing this (emotional state, presence of witnesses, confusion, surprise, etc.);

Determining the influence techniques that the teacher could use in the situation and how he used them; their assessment;

Analysis of the information that the teacher received about his pedagogical successes and failures; analysis of your behavior in the situation and mistakes made;

Options for relationships with a student after a conflict.

The third option includes:

Description of the situation and conflict;

Identification of the causes of the situation (internal and external conditions of its occurrence) and the reason for its transition into conflict; its dynamics;

Understanding the meaning of the conflict for each of its participants;

Psychological analysis of the relationships between the participants in the situation;

Determination of promising educational and cognitive goals for different options for resolving the situation.

Of course, real situations from school life and teachers’ own experience may not fit into the proposed schemes, but the highlighted questions will help you determine the significant moment in the situation, use psychological knowledge to comprehend it and build your own reasoning.

Scheme for solving a pedagogical situation:

- take the position of a partner;

Use the experience and interests of the student (child); avoid direct questions and formal tone; Less long speeches, more interest. Scheme for solving a situation of pedagogical risk(I. G. Abramova):

Determining the type of situation, which can be informational, requiring an answer to the questions: “What is relevant?”, “What is reliable?”; operational, requiring quick response and action;

When choosing a solution, you should remember that risk is a specific form of the teacher’s attitude towards the categories “goal” and “choice”; it is associated with the creative activity of the teacher, which is based on the categories “initiative”, “innovation”, “improvisation”; risk always contains the categories “probability”, “value”, “benefit”; it can be assessed; risk allows you to optimize the professional behavior of a teacher and is associated with the categories “motive”, “self-esteem”, “anxiety”;

Analysis of a risk situation consists of identifying possible options for resolving a conflict situation by answering the questions: “What do students (children) gain with this solution?”, “What do I gain?”, “What will students (children) lose?”, “What will I lose?” me?”, “What new challenges will I face?”, “What new choice situations will I face?”, “What side effects should I expect?”, “Are new problems possible?”, “Are new solutions required?” ;

The solution to a pedagogical conflict is influenced by personal risk, which is associated with the teacher’s life attitude, and the risk of inaction, characterized by the manifestation of pedagogical conformity of the teacher and loss of individuality. The fear of making a decision has the following algorithm: the “quo” stage is expressed in the desire to preserve what provokes the risk of inaction; the “chaos” stage is characterized by different changes in moods: “I’m great at what I’m doing,” “I’m a fool - this is an extra headache”; the “integration” stage is updated information; The situation of inaction ends with the “status quo” stage.

Indirect ways of eliminating conflict by a teacher in a “student-student” situation.Objectification of the conflict. The causes of the collision should be considered, breaking them down point by point. Both sides take turns discussing each item. In this case, the conflict loses its emotional tension and is easier to resolve.

Extinguishing emotional arousal. By inviting all the participants in the conflict one by one, the teacher gives them the opportunity to speak out completely. Here it is necessary not to rush or interrupt the speaker. It is also desirable to support him emotionally, and such support (a sympathetic expression on the face of a senior, as if a sympathetic interjection had escaped accidentally, a sympathetic monosyllabic remark, a gesture) does not at all indicate agreement with the student’s behavior. Sympathy and agreement are not the same thing. Having spoken out completely, the offended person most often independently remembers that his “enemy” also has good sides of character and that, although he feels injured, he himself could have behaved smarter and softer. The student, pacified by the detente, accepts the elder’s arguments. The Latin proverb says: “He said it and eased his soul.” Talking about experiences leads to a release of emotional tension. This is also facilitated by the method of getting out of stressful conditions. To neutralize them, various options for music therapy and isotherapy are used; auto-training (breathing exercises; technique of “healing moods”); complex of psychomotor discharges; relaxation exercises; conversations about pets that live with participants; assessment of the causes of stressful experiences, etc.

Advance with praise. Having listened sympathetically to one of the conflicting parties, one should note any of his positive character traits or merits. It is imperative to indicate only what actually exists, and against this positive background, express surprise at the committed act that led to the conflict. For example: “You read a lot, you are interested in poetry, music, you are a subtle, sincere person. How could you talk so rudely to your friend (girl)?” or “People say that of two arguing, the one who is smarter is to blame. But you are really more developed, much more capable than most of the students in the group. So draw your own conclusions.” Often this is enough to make one want to go to war.

Disclosure of the “secret” by the referee (judge). When the quarrel has gone too far and the opponents are extremely agitated and do not trust each other, it is advisable that a neutral person, authoritative for both parties, in a conversation with first one and then the other conflicting person, speak about their common point of view on any issue, or better yet ( if, of course, this actually happened) told one of the disputants how his “rival” praised him for something. Moreover, the object of the appeal should not feel that he is being led to reconciliation. To do this, most of the conversation is devoted to some interesting topic that is far from the problem of the conflict, and only in passing, casually, does the referee touch on the purpose of his conversation. An offended student, having learned about a good review of him by a friend in conflict with him, involuntarily thinks about a compromise.

Reproduction of what the enemy said. The elder asks one of the participants in the conflict to repeat the last two or three phrases of the opponent. Unwittingly delving into the meaning of the “enemy’s” words, the debater thinks about justice and the correctness of his point of view. And besides, this technique reduces the intensity of passions. It is also advisable to switch the disputants' places. One uses the arguments of the other in a dispute, taking his position, and vice versa. This is not easy to do. But if an authoritative teacher succeeds in this technique, then looking at the quarrel through the eyes of the opponent quickly calms down the conflicting parties. However, if a serious conflict lasts a long time or the teacher is not authoritative enough, the insult does not allow the offended person to even temporarily take the opponent’s position.

Reliance on the spirituality and intellect of conflicting people. They use technical means (cinema camera, tape recorder, video recorder), record facial expressions and the content of the arguments of those in conflict. Then, in the presence of both parties, the elder harshly, without condescension, shows grimaces on the faces and errors in the argumentation of the disputants, and sometimes their dishonesty, if any.