Notes of parent-teacher meetings in elementary school. Parent-teacher meeting plan for elementary school: what the meeting should include

Municipal educational institution "Beryozovskaya Sosh"

Approximate developments
parent-teacher meetings in elementary school (grades 1–4)

REMINDER
for the teacher
"Conducting parent meetings"

Leave your bad mood at the door.

Allow no more than 1.5 hours for the parent meeting, strictly control the time, listen to the parents, avoiding empty conversations, accusations and proceedings.

Thank everyone who took the time to come.

Don't judge present parents for the absence of absent parents.

Do not choose a didactic tone for communication.

A person is very pleased when his name is heard. Put a list of your parents in front of you and often address them by their first and patronymic names.

At the beginning of the parent-teacher meeting, list the issues you are going to discuss.

Remember the “golden rule” of pedagogical analysis: start with the positive, then talk about the negative, end the conversation with suggestions for the future.

Only in a personal conversation with parents evaluate the successes and potential capabilities of their children.

Warn parents that not all information should be known to children.

Let parents know that you understand how difficult it is for their children to learn.

Explain to parents that "bad student" does not mean "bad person."

Don't give negative feedback to the entire class.

Do not compare the performance of individual students in different grades.

Don't overestimate the importance of individual items.

Parents should leave the meeting feeling that they can help their children and with a desire to do so.

1 CLASS First meeting Topic: Meeting parents of first-graders

Teachers meet with parents of first-graders before the start of the school year; it is most appropriate to hold such a meeting at the end of August. The teacher uses the first meeting to get to know the parents, prepare the family for the need to communicate with the school and teachers, create an optimistic mood for educational activities, and remove the family’s fear of school.

Meeting objectives:

Introduce parents to teachers, school, administration, school services and each other.

Help families prepare for their child's first grade education.

Issues for discussion*:

Where can parents get advice on raising a child?

What laws should education in the family follow?

What is interesting about an individual family: traditions and customs (exchange of experience)?

Meeting plan (exemplary)

Meeting the school principal and school administration.

Introduction of the teacher who will work with the class.

Mini-lecture “Laws of education in the family. What should they be like?

Questioning parents on the topic of the meeting.

Self-presentation is the calling card of the family.

Parent training “Child in the mirror of parents.”

Progress of the meeting

The meeting is held in the classroom where the children's classes will take place. The classroom is festively decorated (wishes and creative works of students who have graduated from primary school can be placed on the stand). On the board are photographs of graduates who studied with the teacher recruiting the class.

Opening speech by the school principal (option).
– Dear fathers and mothers, grandfathers and grandmothers, all adults who came to the first meeting with the school, the threshold of which your kids will cross in September!
Today we announce you and ourselves as members of one large ship team called “School”. Our voyage begins today and ends in 12 years. We will be together for so long, and while our ship will sail on the ocean of Knowledge, we will experience storms and storms, sorrows and joys. I want this voyage to be interesting, joyful and significant in the life of every child and every family.
How to learn to overcome difficulties, how to learn to fall, hitting as few bumps as possible, where to get advice, a comprehensive answer to an insoluble question - all this can be found in the office of the deputy director of an elementary school.

Speech by the Deputy Director of Primary School.
The speech should contain information about the traditions and customs of the primary school, and the requirements for students. It is necessary to introduce parents to the school's charter, give each family a school business card, indicate the days of consultations of the deputy director of the primary school, and introduce the primary school teacher who will work with a specific class.

Teacher's self-presentation.
The teacher conducts self-introduction (option):

A story about yourself, about your choice of teaching profession.
A story about your graduating students, about plans for the future in working with the new class.

Self-representation of families.
The self-representation of families at the parent meeting is very interesting. This is a kind of calling card of the family. It is advisable to tape-record speeches of parents talking about themselves at the meeting. Such work will make it possible to immediately determine the characteristics of families, the degree of their openness, the system of family values and relationships. It will be important for the class teacher to analyze mini-stories about the family.
Family Self-Representation Plan

Last name, first name, patronymic of parents.
Age of parents, family birthday.
Interests, family hobbies.
Traditions and customs of the family.
Family motto.

You can write down the family motto on a piece of Whatman paper that is attached to the board in the classroom. This material can be successfully used in working with students.

Tour of the school building.
After the self-introduction of parents and teachers and the establishment of a warm atmosphere, a tour of the school is held. It is very important to show parents the psychological service office, introduce it to its work schedule, and offer to write down the psychological service hotline.

Advice for parents.
At the end of the meeting, each family receives a mandate in the form of a scroll, which contains the laws for raising a child in the family. Parents are given the opportunity to read the laws and ask questions to the teacher.

Parent survey.
Held at the end of a meeting on a designated topic.
You can take a group photo as a souvenir of your parents’ first “school” day.

Second meeting Topic: The problem of adaptation of first-graders at school Form: round table.

Meeting objectives:

Introduce the parent team to possible problems of adaptation of children in the first year of education.

Issues for discussion:

Physiological difficulties of adaptation of first-graders at school.

Psychological difficulties of adaptation of first-graders at school.

The system of relationships between children in the classroom.

Progress of the meeting

Discussion of a child's first day of school.
Parents share their impressions with each other and teachers: in what mood the child came home, how family members congratulated him, what gifts he received.

Parental workshop-game “Basket of Feelings”.
It might look something like this.
Teacher's word . Dear moms and dads! I have a basket in my hands, at the bottom of it there are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, and filled your entire existence. Place your hand in the basket and take the “feeling” that has overwhelmed you most for a long period of time, name it.
Parents name the feelings that overwhelm them, which they experience painfully.
Such an assignment allows you to focus on the importance of the event, identify problems and difficulties that arise in families, and discuss these problems while considering the topic of the meeting.

Physiological conditions for a child’s adaptation to school.

Discussion of the issue.

Familiarization of the teacher and doctor with child health problems. Changing the child's daily routine compared to kindergarten. The need to alternate games with the child’s educational activities. Monitoring parents for the correct posture while doing homework (prevention of myopia, curvature of the spine). Organizing proper nutrition for the child. Parents care about hardening the child, maximum development of physical activity (creating a sports corner in the house). Fostering in children independence and responsibility as the main qualities of maintaining their own health.

Psychological difficulties of a child’s adaptation to school.

When discussing this problem, it is necessary to pay attention to the following important conditions for psychological comfort in the life of a first-grader:
– creation of a favorable psychological climate towards the child on the part of all family members;
– the role of the child’s self-esteem in adaptation to school (the lower the self-esteem, the more difficulties the child has at school);
– developing interest in school and the school day;
– mandatory acquaintance with the children in the class and the opportunity to communicate with them after school;
– inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);
– exclusion of such penalties as deprivation of pleasure, physical and mental punishment;
– taking into account temperament during the period of adaptation to school education;
– providing the child with independence in educational work and organizing control over his educational activities;
– encouraging the child not only for academic success, but also moral stimulation of his achievements;
– development of self-control and self-esteem, self-sufficiency of the child.

Relationships between classmates.

The famous teacher and psychologist Simon Soloveitchik, whose name is significant for a whole generation of students, parents and teachers, published rules that can help parents prepare their child to communicate with classmates at school. Parents need to explain these rules to their child and, with their help, prepare the child for adulthood.

It is very good if parents place a set of these rules in a visible place in their child’s room or work area. It is advisable at the end of the week to draw the child’s attention to which rules he manages to follow, which ones he cannot, and why. You can try to come up with your own rules together with your child.

Third meeting Topic: TV in the life of a family and a first-grader

Meeting objectives:

Together with parents, determine the advantages and disadvantages of having a TV in a child’s life.

Determine the names and number of programs for children to watch.

Issues for discussion:

The role of television in a child's life.

The influence of television programs on the formation of a child’s character and cognitive sphere.

Questions for discussion:

Do you think that TV should be among the main household items?

What TV shows, in your opinion, shape a child’s personality?

How, in your opinion, should a child watch TV? Consider possible options.

Progress of the meeting

Teacher's opening speech (option).
– Is TV in a child’s life good or bad? How much time and what programs should children watch? Should we turn off the TV if we think that the program will be uninteresting to the child? These and other questions today require answers.
some statistics:
· Two thirds of our children aged 6 to 12 watch television daily.
· A child's daily TV viewing time averages more than two hours.
· 50% of children watch TV shows in a row, without any choice or exception.
· 25% of children aged 6 to 10 years watch the same TV shows from 5 to 40 times in a row.
· 38% of children aged 6 to 12 years old, when rating the use of free time, put TV in first place, excluding sports, outdoor walks and communication with family.
But you might think that these statistics do not apply to our children? In vain. Here are the results of a class survey conducted around the following questions:

How many times a week do you watch TV?
Do you watch TV alone or with your family?
Do you like to watch everything or do you prefer certain programs?
If you found yourself on a desert island, what items would you order from a good wizard to make your life interesting and not boring?

Discussion of the results of the analysis of children's answers to the proposed questions.

Discussion.
Further discussion is possible on the following issues:

What to do and is it necessary to do something? Perhaps you should simply ban watching TV or limit your child to certain programs?
What does TV give a child? Is there anything positive about watching TV, especially for first graders?

The problem is discussed and opinions are exchanged.
Opinions of 10-year-old students about watching television.
Watching TV allows you to:
– relax, forget daily problems, get away from fears and worries;
– find answers to questions that adults do not answer because they are busy;
– understand with the help of TV what is “good” and what is “bad”;
– learn about various phenomena in different fields of knowledge;
– develop imagination, fantasy, and emotional sphere.
Teacher's comment, discussion.
For this parent meeting, you can prepare an exhibition of children’s drawings “I’m watching TV.”

Recommendations for parents:
1) Together with the children, determine TV programs for viewing by adults and children for the next week.
2) Discuss favorite TV shows of adults and children after watching.
3) Listen to children’s opinions about adult programs and express their opinions about children’s programs.
4) TV should not be a significant part in the life of parents, then it will become a positive example for the child.
5) It is necessary to understand that a child who watches scenes of violence and murder every day gets used to them and may even experience pleasure from such episodes. It is necessary to exclude them from viewing by children.

Homework for parents: determine for yourself the answers to the questions:

How much time does your child spend watching TV?
Does he ask questions after watching the programs, does he want to discuss the program with you?
What programs does he prefer?
What program would you like to take part in?
How can we prevent children from hearing from their parents: “Are you doing your homework again in the evening?”, “What were you doing, sitting in front of the TV again?” etc.

Note to parents:
It must be remembered that the influence of television on the psyche of children is very different from its similar influence on adults. for example, according to research results, first-graders cannot clearly determine where the truth is and where the lie is. They blindly trust everything that happens on the screen. They are easy to control, manipulate their emotions and feelings. Only from the age of 11 do children begin to consciously perceive what television offers.

Fourth meeting Topic: Positive and negative emotions Form: family council.

Meeting objectives:

Get acquainted with the self-esteem of class students.

Determine the reasons for the predominance of negative or positive emotions in students.

Progress of the meeting

Teacher's opening speech (option).
– Dear moms and dads! Today we have a parent meeting, which we are holding in the form of a family council. The family council meets when the matter is urgent and requires a comprehensive analysis. Before we move on to advice on the announced problem, please listen to a tape recording of children's answers to the question: what am I? (For example, I am kind, handsome, smart, etc.)
After listening to the recording, parents must answer the question about the motives for the child’s choice of adjectives denoting positive and negative qualities. There is an exchange of exchanges.
– Today we will talk about human emotions. I would like to draw your attention to those emotions that stimulate the development of neuroses and destroy the child’s health. These are emotions of destruction - anger, malice, aggression and emotions of suffering - pain, fear, resentment. Observing children, we have to admit that the emotions of suffering and destruction are closer to them than the emotions of joy and goodness.

Parent training.
Questions:

Give examples of situations from your life, from the life of your family, or observed situations associated with negative and positive emotions.
Can you say that you heard echoes of negative emotions in the guys' answers on the tape? (According to psychologists, positive emotions appear in a person when he is loved, understood, recognized, accepted, and negative emotions when his needs are not met.) How to form positive emotions? Where to start?
There are pieces of paper in front of you. Write down on them expressions that are prohibited in communicating with a child in your family, as well as recommended and desirable expressions.

Conclusion: When communicating with children, you should not use the following expressions, for example:
· I told you a thousand times that...
· How many times must I repeat...
· What are you thinking about...
· Is it really difficult for you to remember that...
· You become…
· You are the same as...
· Leave me alone, I have no time...
· Why is Lena (Nastya, Vasya, etc.) like this, and you are not...
When communicating with children, it is advisable to use the following expressions:
· You are my smartest (handsome, etc.).
· It's so good that I have you.
· You're doing great for me.
· I love you very much .
· How well you did it, teach me.
· Thank you, I am very grateful to you.
· If it weren't for you, I would never have gotten through this.
Try to use the listed desirable expressions as often as possible.

Recommendations for parents:
1) Accept your child unconditionally.
2) Actively listen to his experiences and opinions.
3) Communicate with him as often as possible, study, read, play, write letters and notes to each other.
4) Do not interfere with his activities that he can handle.
5) Help when asked.
6) Support and celebrate his successes.
7) Talk about your problems, share your feelings.
8) Resolve conflicts peacefully.
9) Use phrases that evoke positive emotions in communication.
10) Hug and kiss each other at least four times a day.

Homework for parents: Write a letter for your child to open during their senior year of school.

1. Do you encourage your child to show positive emotions? How do you do this?
2. Does your child show negative emotions? Why do you think they arise?
3. How do you develop positive emotions in your child? Give examples.
The survey is carried out during the meeting, the teacher allocates 10–15 minutes for this. Parents give the answer sheets to the teacher, who uses them in further work with parents and students.

Fifth meeting Topic: Results of the past academic year – “Turning through the pages...” Form: oral journal.

Oral journal - these are sheets of whatman paper, folded in the form of a large book, intertwined with ribbon. Each sheet is a page of the class’s life for the year.

I would like to pay special attention to this meeting. Here is a summary of the work of parents and students for the year. The meeting should be solemn, interesting, unusual. The meeting is held jointly with students.

Progress of the meeting

Review of oral journal pages. Page one . “Our life in lessons” (fragments of lessons).
Page two . “Our breaks” (physical education break, games, etc.).
Page three . “Our life after lessons” (the brightest moments of activities held in the classroom over the year).
Page four . “Our creativity” (show of students’ creativity: reading poems, songs, group activities).
Page five. “We and our parents” (rewarding parents for their work in the classroom).
The medal is a child's hand, painted and decorated by children.
Page six . “Our plans for the summer” (each student receives an assignment for the summer that he must complete for the whole class).

Results of the work of parents and students for the year.
The class teacher, a representative from the parent committee, makes a presentation.
At the end of the meeting, students take photos with their parents and teachers. Photos taken previously at other class meetings and events are presented.

2nd CLASS First meeting Topic: Physical development of a primary school student
at school and at home

Meeting objectives:

Discuss with parents the new stage in the physical and mental development of children.

Increase parental control over physical training.

Issues for discussion:

The importance of physical culture for the full development of personality.

Physical education lesson and its requirements for the student.

Meeting plan

Questioning parents (at the beginning of the meeting the teacher conducts it).

Reporting data on the influence of physical culture on personality development (it is possible to involve a physical education teacher and medical workers).

Operational analysis of survey results (given at the end of the meeting).
Questionnaire for parents
1. Does your child like physical education lessons?
2. Do you ask your child about physical education at home?
3. How would you like to see a physical education lesson?
For the meeting, you can prepare an exhibition of drawings “I am in a physical education lesson.”

Second meeting Topic: Aggressive children. Causes and consequences of childhood aggression

Meeting objectives:

Determine the level of aggression of class students using the teacher’s observations and the results of a parent survey.

Help parents understand the causes of aggression in children and find ways to overcome them.

Issues for discussion:

Causes of childhood aggression.

Parental power, its types and ways of influencing the child.

ways to overcome childhood aggression. Recommendations for overcoming childhood aggression.

Meeting plan

Parent survey.

Reporting the results of an analysis of the causes of child aggression (speech by teacher, recommendations to parents).

Operational analysis of parents' responses.

Exchange of views on the topic of the meeting.
Questionnaire for parents
1. Is your child sometimes aggressive?
2. In what situations does he show aggression?
3. Who does he show aggression against?
4. What are you doing in your family to overcome your child’s aggressiveness?

Third meeting Topic: Punishment and reward in the family

Meeting objectives:

Determine the optimal positions of parents on the topic of the meeting.

Consider the proposed pedagogical situations in practice.

Issues for discussion:

Types of punishments and rewards in family education.

The importance of punishment and reward in the family (analysis of pedagogical situations and survey results).

Meeting plan

Speech by the class teacher based on the results of the survey.

Sharing experiences of parents.
Using materials from specialized literature and the results of a parent survey on the topic of the meeting held in advance, the teacher organizes an active parent exchange of experiences and makes recommendations based on his teaching experience.
Questionnaire for parents
1. What measures of punishment and reward are used in the family?
2. What do you punish and reward your child for?
3. How does the child react to rewards and punishments?

Fourth meeting Topic: Results of the past academic year
It is carried out traditionally.
3 CLASS First meeting Topic: The importance of communication in the development of a child’s personal qualities

Meeting objectives:

Determine the meaning of communication for children and adults.

Consider the problems identified as a result of the survey of children and parents and conduct a discussion on the topic of the meeting.

Issues for discussion:

Communication and its role in human life.

Child communication in the family. The results of this process are for adults and children.

Meeting plan

Teacher's speech , prepared according to specialized literature.

Operational survey and analysis of responses from parents and students , if they answered similar questions.
Questionnaire for parents
1. How much time a day do you spend communicating with your child?
2. Do you know from the child himself about his educational successes, about school friends and friends outside of school, what is the name of his neighbor or deskmate?
3. What problems does your child have?

Second meeting Topic: Child’s labor participation in family life.
Its role in the development of performance
and personal qualities

Meeting objectives:

Familiarization of parents with the forms of labor participation of the child in family life.

Determine the role of the family in nurturing the child’s hard work.

Issues for discussion:

Labor and its importance in a child’s life.

Intellectual work and performance.

The role of the family in the development of a child’s performance and hard work.

Meeting plan

Analysis of situations (speech by teacher).
Using the results of a parent survey conducted before the meeting, the teacher dwells on specific pedagogical situations.

Introducing the exhibition.
Parents get acquainted with the photo exhibition “Work in our family” prepared by students for the meeting.

Recommendations for parents.
The teacher gives recommendations on the physiological aspects of child labor, as well as advice on developing working capacity and instilling diligence.
Questionnaire for parents
1. Does your child like to work?
2. What does he like to do?
3. Can he do the work independently or only with your help?
4. How long can your child work?
5. Is work done enthusiastically or reluctantly?

Third meeting Topic: Imagination and its role
in a child's life

Meeting objectives:

Emphasize the importance of imagination in the general and aesthetic development of a child.

Help parents develop creativity in their children.

Issues for discussion:

The role of imagination in human life.

The role of imagination in the development of a child’s aesthetic culture. Meeting of parents with a music teacher, music school teachers, an art teacher and specialists working in the field of other arts.

Meeting plan

Parent survey.

The teacher examines the problems of imagination in a child’s life, reports data from the analysis of questionnaires filled out by parents for the meeting. The teacher uses the results of the survey in further work in the classroom.

Speeches by representatives of creative professions.
It is advisable to organize consultations with them for parents after the meeting.
Questionnaire for parents
1. Can your child imagine and dream?
2. Does your child like to transform?
3. Is the family stimulating the child’s desire to show imagination and invention (writing poems, holiday greetings, keeping diaries, decorating the house, etc.)?

Fourth meeting Topic: Results of the past academic year -
musical festival “We and our talents”
Such a meeting is traditionally held.

4TH GRADE Topic: Physiological maturation and its influence on the formation of cognitive
and personal qualities of the child

Meeting objectives:

To familiarize parents with the problems of physiological maturation of children.

Outline ways to influence the child’s personal qualities.

Issues for discussion:

Physiological maturation and its influence on the child’s behavioral reactions.

Pedagogical situations on the topic of the meeting.

Meeting plan

Parent survey.

Speech by the class teacher on the problem.
The teacher introduces parents to the general problems of physiological maturation.

Speeches by the school doctor and psychologist.

Teacher's message based on the results of the analysis of questionnaires , which parents filled out during the meeting.
Questionnaire for parents
1. What has changed in your child lately?
2. How did he begin to behave at home?
3. Does he demonstrate his independence? (How and in what?)
4. Are you afraid of the upcoming conversation with your child about gender issues?

Second meeting Topic: Child's learning abilities. Ways of their development in class and in extracurricular activities
The meeting is held jointly with the students.
Form of conduct : educational “Olympic” games to determine the best (in writing, counting, reading, recitation, singing, etc.).

Meeting objectives:

The main task of games is to give each child the opportunity to show their abilities, their uniqueness and originality.

Issues for discussion:

Abilities, their types and significance in human life.

The abilities of students in our class and their implementation in educational activities.

Plan for the meeting (games)

Opening speech by the class teacher.

"Olympic" competitions.
Having made a short introduction about human abilities and their development, the teacher organizes “Olympic” competitions taking into account the specific abilities of the children. The panel of judges includes members of the administration, subject teachers and parents; they award the “Olympians”.

Third meeting Topic: Speech skills and their importance in the further education of schoolchildren

Meeting objectives:

Assess students' speech skills and abilities.

Issues for discussion:

Relevance of the problem. The influence of speech skills on the mental work of schoolchildren.

The role of parents in the development of speech skills. Features of conversational speech at home.

Meeting plan

Teacher's opening speech based on the results of the analysis of students' speech skills (essays, burime, etc.).

Speech by specialist teachers based on the results of the analysis of the psychological and pedagogical consultation (based on the results of four years of study) and formulating recommendations for the development of children’s speech skills in the family.

Meeting the class teacher and teachers who will teach children in the fifth grade.

Fourth meeting Topic: Results of four years of study Preparatory work for the meeting.

A survey of students and parents should be conducted a week before the meeting.

The analyzed survey results are used by the class teacher in preparing the final meeting, which is held with the participation of students.

The meeting should be festive and memorable for both children and parents.

Issues for discussion:

summing up the results of four years of study.

features (psychological and physiological) of the upcoming adaptation of primary school graduates to studying in secondary school.

Questionnaire for students

Did you enjoy studying in your class?

What subjects did you like best and why?

What do you remember most?

How do you imagine fifth grade teachers?

What kind of person do you want to become as you continue your studies?

How do you imagine your class teacher?

What should he be like for you to want to communicate with him?

What would you like to wish to future first-graders?

What would you like to wish for your first teacher?

Questionnaire for parents

How do you see your son or daughter's future teachers? What character qualities should they have?

What professional qualities should they have?

What qualities do you want to develop in your child with the help of fifth grade teachers?

What qualities would you like to change in your child with the help of the teachers who will work with him?

What could your child do besides academic work?

What do you expect from the class teacher who will work with your child?

How can you help your class to make your child's life in this class interesting?

"The first parents' meeting in elementary school "

Progress of the parent meeting

1. Introduction

Teacher: Good evening, dear parents! Welcome to... (names school). I'm glad to see you in our first class. I understand how exciting it is for you when your child enters school. I heartily congratulate you and your children on this stage of growing up.

I am very pleased to meet new students and their parents, but the moment of our meeting is also characterized by the fact that not only you and our children are worried, but, I honestly admit, so am I. Will we like each other? Will we find mutual understanding and friendship? Will you be able to hear, understand and accept my demands and help our little first-graders? The success of our joint work with you depends on this.

Now everything will be new for your children: lessons, teacher, school friends. It is very important that you, loving parents, are close to your children. Now you and I are one big team. We have to rejoice and overcome difficulties together, grow up and learn.

To learn means to teach ourselves. As a rule, their mothers and fathers, grandmothers and grandfathers study together with children. The teacher also studies with his students. I hope that our team will be friendly and united throughout the four years. In order for us to feel comfortable together, let's get to know each other.

2. Getting to know each other

The teacher introduces himself to the parents, saying his name and patronymic.

Teacher: We are meeting some parents for the first time, others we already know. I'm glad to see you all. It's nice to see parents who brought their younger children to me - it's a great honor for me. And now, to get to know you, I will announce the list of students, and you, please, tell me if their parents are here. (The class list is read out.)

3. Advice for parents

Teacher: Very soon the first bell will ring, and our children will become first-graders. It is you who will be their support and support. Parenting a first grader is not easy, so let me give you some tips.

turn your demands into his desires. The knowledge of first-grade students is not assessed in points, so instead of the question: “What grade did you get?” ask: “What was interesting in class? Which guys did you meet? What did you eat in the cafeteria today?”;

It must be taken into account that a kindergarten teacher and a teacher can perceive the same child differently. Sometimes this is stressful: changing attitudes can be painful. Support the child in this situation, while at the same time treating the teacher correctly;

Last and most importantly: when comparing your child with other students, praise him for his successes and achievements.

Dear mothers and fathers, grandparents! If you are interested in your child succeeding in school, first of all, help him acquire and develop the following skills:

take everything you need to school;

prepare correctly and quickly for the lesson (doing homework);

listen to the teacher’s explanations and assignments, complete assignments;

do one thing for a long time;

4. Features of school life

Teacher: Before submitting documents to our school, you probably made inquiries about it. Many people know that the pedagogy of success is at the heart of our school’s activities. Every child should see their achievements and enjoy the learning process with the teacher.

The school has its own requirements. For example, I will strictly monitor compliance with discipline and completion of tasks.

You need to provide your child with:

school uniform: casual and dress (describe in detail the uniform and the requirements for it);

neat appearance: hairstyle, presence of buttons and working zippers, handkerchiefs and combs;

necessary school supplies.

I kindly ask you not to compare the work of teachers in different classes: both we and the children are very different.

5. Organization of the educational process

The teacher informs in a few words about the program the class will study. The teacher shows the textbooks to the parents and introduces them to their contents. You should also introduce parents (in person or in absentia) to the administration and other specialists working with the class, and issue a printout with their last names, first names and patronymics.

The teacher lists the features of organizing the educational process at the beginning of training, such as:

five-day school week;

grade-free learning in first grade, verbal assessment of work, “funny stamps” and stickers as positive marks;

bell and lesson schedules;

adaptation period - three weeks or a month depending on the class (these days children have three lessons);

seating and re-seating children at desks for medical reasons;

a diagram of a safe route to school (walk with your child from home or from the metro, draw a diagram with a green pencil and stick it on the flyleaf of the primer);

food order in the canteen;

Center for additional education: clubs, clubs, sections, their work schedule;

name icons.

6. Organizational issues

The teacher answers parents' questions.

Possible topics for organizational issues:

traditions: students’ birthdays, chronicles of class life, theater days, excursions;

travel documents;

election of the parent committee.

Parent meeting summary
“What does the child want to tell me with his behavior?”

Such a meeting can be held in the first grade to familiarize yourself with the behavior of children, or in the second to fourth grades if a certain group of children is characterized by bad behavior. The class teacher needs to involve a psychologist in the discussion and conduct research together with him, asking the children to complete a series of sentences:

“Most often I behave badly when...”;

“I laugh most often when...”;

“Most often I am in a good mood when...”;

“Most often I cry when...”;

“Most often I get angry when...”;

“Most often I get offended when...”;

“I feel good when...”;

“I feel bad when...”

Tasks:

discuss with parents the reasons for children’s bad behavior;

To achieve parents' understanding of the problem of their children's misbehavior and to outline appropriate ways of correction.

Form of conduct: conversation.

Progress of the parent meeting

1. Opening speech by the class teacher

Teacher: Dear moms and dads! You and I need to discuss issues related to children's bad behavior. Let's think about why the guys behave badly and what we can do in this situation. I propose to discuss some issues.

2. Discussing issues with parents

Certain questions are proposed for discussion one by one. Parents express their assumptions, the teacher records all the options on the board.

Why do children behave badly? (Answer options: they want to attract attention, they are bored, they want to anger adults, etc.)

When, in what cases and under what circumstances does the bad behavior of children reach its greatest intensity? (Answer options: in front of strangers, on the street, at a party, at school, when peers come to visit, etc.) Conclusion: bad behavior is demonstrated when there are spectators.

How does this make you feel? (Answer options: anger, resentment, anger, rage, etc.)

What actions do you take or want to take when you don't like your child's behavior? (Answer options: you want to run away, hit, scream, withdraw, leave, be offended, take revenge, punish, etc.)

What should we ideally do in this situation? (Answer options: calm down; analyze why this is happening, who is to blame for this, what to do next.)

3. Summarizing answers to questions

Teacher: Let's try to summarize everything that has been said. We usually behave badly when we want to get a certain reaction from others. Children behave badly because they doubt their own ability to take their rightful place through self-expression in some joint activity. They do not yet know how to live according to the life principles of adults, but they discover that self-expression is easy to achieve through bad behavior. It is not enough to simply love a child - you need to help him feel what he is worth and how his ability to prove himself in this or that matter can benefit you.

When a child's bad behavior becomes unbearable, we try to somehow influence him, for which we often use intimidation tactics (the power approach). When we consider bad behavior as food for thought, we ask ourselves the question: “What does the child want to tell me with his behavior?” This allows us to timely remove the threat looming in our relationship with him and at the same time contributes to the correction of such behavior on our part.

4. The result of the children's survey

Teacher: Let's look at the results of the children's survey. What do the guys themselves say, what are the most common answers?

The teacher shows parents the results of a study conducted jointly with a psychologist - the most popular options for ending sentences:

“Most often I behave badly when I don’t understand something. It happens by accident. I don’t want to, but it happens anyway”;

“Most often I laugh when I’m happy, when friends are nearby, when my mother comes home from work early”;

“Most often I am in a good mood when they give me good grades at school and when they give me gifts”;

“Most often I cry when I feel hurt, bad, sad, sometimes just because”;

“Most often I get angry when my shortcomings are pointed out, they talk badly about me, they don’t want to listen to me, they don’t like me”;

“Most often I am offended when I am unfairly accused”;

“I feel good when they love me, feel sorry for me, understand me, respect me, and don’t yell at me”;

“I feel bad when they don’t understand me, when they offend me, when they scold me, when they laugh at me.”

5. Conclusions and suggestions

The teacher discusses the information received with parents and involves a psychologist in the discussion, who gives his recommendations. The main thing is to treat children with warmth and understanding, love and support them.

Conversation for parents of future first-graders"

In modern education, one of the pressing problems is preparing a child for school. School is a completely new life for a child. It creates forms of regulation of the child’s life that he has not yet encountered. It is necessary to prepare a child for school, since it is impossible to avoid adaptation to school life, but partially or very significantly facilitating it is a very real task.

At school, children will have unusual, interesting, but very difficult work. It is associated not only with purely physical effort (you need to sit through a long 35-minute lesson), but also with great nervous tension. After all, training requires a certain pace of assimilation of program material and is aimed at the development of complex mental activity.

Most first-graders successfully master the school curriculum, but for some children the joy of life at school is overshadowed by failures. They are unable to sit through a lesson calmly and study with concentration; very soon they begin to fidget and get distracted. By inattentively listening to the teacher’s explanations, the children do not comprehend the material presented in the lesson well and fully enough. As a result, educational “debt” becomes larger and larger every day. Unable to cope with the workload and constantly experiencing failures, children lose interest in learning. This may even cause the formation of a negative attitude towards school and a reluctance to learn.

The first days (and for some children, even the first months) of being at school can be especially difficult: at this time, a complex process of adjustment (adaptation) to new conditions occurs. The adaptation period is characterized by changes in behavior: sleep and appetite are disturbed, increased irritability, isolation, tearfulness, verbosity unusual for a child or, conversely, silence, etc. are observed. These are all external manifestations of extreme nervous tension, which pass over time. Children get used to the rhythm of school life and get tired less; a good, even mood returns, they willingly communicate with parents and peers, and there is a willingness to carry out assignments that go beyond their studies.

This is how the process of adaptation to school goes for most children. But for some first-graders, getting used to new conditions turns out to be an impossible task: they get sick often or for a long time, and illnesses further weaken their bodies.

Why do children react so differently to the initial stages of learning? The question is complex. Among a number of reasons that determine the characteristics of different children’s adaptation to school, the most important ones are:

state of health, level of biological maturity, as well as the development of those skills and actions that are necessary for the learning process.

This leads to the following conclusion: The child must be prepared for school. Such preparation includes both health promotion and the timely acquisition by children of the skills necessary for learning. The key to success is the combined efforts of pediatricians, parents and educators.

Thus, The first concern of parents of future first-graders who do not attend kindergarten is to conduct a timely and complete medical examination of the child, and then to carry out all the doctor’s prescriptions.

Data from medical examinations are the basis for determining a child’s readiness for school. Children are healthy, physically resilient, with normal physical development, with high resistance (they rarely get sick, not seriously and for a short time), easily tolerate adaptation, and cope with the educational load without difficulty. Weakness of the body, frequent illnesses, chronic illnesses are risk factors for a child’s readiness to enter school. This group also includes children whose biological level of maturity lags behind their age. The final question about the possibility of starting school at the age of six is decided by the doctor. And if, according to his conclusion, it is necessary to wait a year, parents should not seek a review of this decision.

How to prepare your child for upcoming schooling?

These tips are also addressed to those whose children attend kindergarten.

First of all, create conditions at home that promote the normal growth, development and health of children. Clear and strict adherence to the daily routine accustoms the child to a certain routine: go to bed, wake up, eat, play, study at the same time. With a sufficient duration of night and day (approximately 12 hours in total), children do not get tired, they enjoy not only playing and frolicking, but also doing activities - drawing, cutting, doing simple housework.

Remember the benefits of fresh air - it is a true elixir of health. Children should be active for about half of their waking time (i.e., about 6 hours). It is known that joint activities with parents bring the greatest benefit. Let morning exercises, skiing and hiking, excursions, hikes, feasible physical labor, and swimming in the river become firmly integrated into your family’s lifestyle. Don’t forget about hardening: it reliably increases the resistance of the child’s body. How much joy this will bring to you and your children! Energy expenditures for active growth and greater physical activity are fully compensated only by nutritious and regular nutrition.

An important indicator of a child’s readiness for school is the development of fine motor skills and motor skills of the hand. The more and more varied the work of the brush, the better and faster its movements improve.

When preparing a child for school, it is more important not to teach him to write, but to create conditions for the development of small muscles of the hand. In what ways can you train a child's hand?

There are many games and exercises to develop motor skills.

Modeling from clay and plasticine. This is very useful, and you can sculpt not only from plasticine and clay. If it’s winter in the yard, what could be better than a snow woman or snowball fights. And in the summer you can build a fairytale castle from sand or small pebbles.

Drawing or coloring pictures is a favorite activity of preschoolers. You need to pay attention to the children's drawings. Are they diverse? If a boy only draws cars and planes, and a girl draws dolls that are similar to each other, then this is unlikely to have a positive effect on the development of the child’s imaginative thinking. Parents and educators need to diversify the themes of the drawings, pay attention to the main details, without which the drawing becomes distorted.

Making paper crafts. For example, making applications. The child needs to be able to use scissors and glue.

Making crafts from natural materials: pine cones, acorns, straw and other available materials.

Construction.

Fastening and unfastening buttons, snaps, hooks.

Tying and untying ribbons, laces, knots on a rope.

Screwing and unscrewing lids of jars, bottles, etc.

Suction of water with a pipette.

Stringing beads and buttons. In summer you can make beads from rowan berries and nuts. Pumpkin and cucumber seeds, small fruits, etc.

Weaving braids from threads, wreaths from flowers.

All types of handicrafts: for girls - knitting, embroidery, etc., for boys - embossing, burning, artistic sawing, etc. Teach our children everything that we ourselves can do!

Sort through cereals, pour, for example, peas, buckwheat and rice into a small saucer and ask the child to sort through

“Showing the poem. Let the child show with his hands everything that is said in the poem. Firstly, it’s more fun, which means the words and meaning will be remembered better. Secondly, such a small performance will help the child better navigate space and use his hands.

Shadow theater. Ask your baby to connect his thumb and index finger and fan out the rest. Miracle: a parrot will appear on the wall illuminated by a table lamp. If you straighten your palm, then bend your index finger and stick out your little finger, a dog will appear on the wall.

Ball games, with cubes, mosaics.

Offer these activities to your children every day! Don’t rush to do for your child what he can and should do himself, albeit slowly at first, but on your own.

If you managed to organize a sports corner at home and the child can climb a sports ladder, do pull-ups on a rope, somersault on a horizontal bar, his hand will be strong and firm. Give your child a hammer, saw, nails and make a simple but useful craft with him - the child’s hand will gain confidence and dexterity.

With such comprehensive training, schoolwork will not be so tiring for the child. It is useful to check the results of painstaking work on shaping the movement of the brush. To do this, use the “circle cutting” test, conducting it before the start of the workout and at the end of it.

All these exercises bring triple benefits to the child: firstly, they develop his hands, preparing him to master writing, secondly, he develops his artistic taste, which is useful at any age, and thirdly, child physiologists claim that a well-developed hand hands will be “pulled” by the development of intelligence.

If a child has difficulty making contact with peers, organize meetings with them more often, first for games, during walks, and then for activities and fun at home. Gradually, the child will develop a need for communication, and indecision and timidity will recede before interest in joint activities. Outdoor games will be beneficial if you assign him “team” roles, involve him in work and do not forget to approve his help.

Your child is restless, willingly starts any game, any task, but without finishing it, he takes on something new. He does not know how to find a common language with his peers in games, since he claims to be a leader and cannot obey the rules of the game. The child is not patient, interrupts adults without hesitation, and does not listen to explanations. Such a person must be persistently taught to behave in accordance with a given situation, taught to perform tasks well and to the end. Otherwise, he simply will not be able to get into the rhythm of school life and will be classified as one of the “uncontrollable” children and troublemakers.

On the threshold of school, perhaps the most important thing is to teach the child independence. After all, the child will have to complete one task after another, make decisions, build personal relationships with classmates and the teacher, and therefore bear responsibility.

In the excitement of learning, do not forget that your child is still a preschooler and therefore do not try to sit him at the table and “go through” objects with him for 45 minutes.

Your task is only to correctly assess the amount of knowledge and skills that a future student should possess.

MATHEMATICS

It is absolutely not necessary to be able to count to 100, and, by and large, this is not particularly difficult. It is much more important that the child is oriented within ten, that is, counts in reverse order, knows how to compare numbers, understands which is greater and which is smaller. He was well oriented in space: above, below, left, right, between, in front, behind, etc. The better he knows this, the easier it will be for him to study at school. So that he doesn’t forget the numbers, write them down. If you don’t have a pencil and paper at hand, it doesn’t matter, write them on the ground with a stick, or lay them out with pebbles. There is plenty of counting material around, so in between, count the pine cones, birds, and trees. Offer your child simple tasks from the life around him. For example: three sparrows and four titmice are sitting on a tree. How many birds are there in total on the tree? The child must be able to listen to the conditions of the task.

READING

By the first grade, usually many children already read at the very least, so you can play words with your preschooler: let him name surrounding objects that begin with a certain sound, or come up with words in which a given letter should appear. You can play broken phone and sort the word into sounds. And, of course, don't forget to read. Choose a book with a fascinating plot so that your child wants to know what happens next. Let him read simple phrases himself.

COLLOQUIAL SPEECH

When discussing what you read, teach your child to express his thoughts clearly, otherwise he will have problems with oral answers. When you ask him about something, do not be content with the answer “yes” or “no”, clarify why he thinks so, help him complete his thought. Teach them to consistently talk about the events that happened and analyze them. Invite a group of his peers to play. For example: the guys think of some object and take turns describing it to the driver, without saying the word they have in mind. The driver's task is to guess this word. Those who guessed the word must describe the hidden object as clearly as possible. You can play antonyms with a ball. “Black” - you throw the ball to him, “white” - the child throws it back to you. Play edible-inedible, animate-inanimate in the same way.

GENERAL OUTLOOK

the more developed it is. But it is not so. Nowadays children literally “bathe

Many parents think that the more words a child knows, the more developed he is. But it is not so. Nowadays, children are literally “bathing” in the flow of information, their vocabulary is increasing, but what matters is how they use it. It’s great if a child can fit a complex word into place, but at the same time he must know the most basic things about himself, about his people and about the world around him: his address (separating the concepts of “country”, “city”, “street”) and not only the names of father and mother, but also their patronymic and place of work. By the age of 7, a child can already understand, for example, that grandmother is mother’s or father’s mother. But, most importantly, remember: after all, a child goes to school not only to demonstrate his knowledge, but also to learn.

Raising children is a complex process. Be creative in choosing educational means, and most importantly, do not forget that one of the most reliable is the good example of parents. Take your memory back to your childhood more often - this is a good school of life.

Prepare your child for school persistently, intelligently, observing moderation and tact. Then teaching will not be a torment either for the child or for you.

Your child is a first grader.

New responsibilities - first difficulties"

Goals:

introduce parents to the process of adaptation of first-graders to school education;

teach parents to provide the necessary support to their child in the first days of school.

Participants : parents and class teacher sit in a circle.

PROGRESS OF THE MEETING

1. Teacher's introduction

Good evening, dear parents! Welcome to Municipal Educational Institution "Secondary School No. 12". I'm glad to see you in our first class. I understand how exciting it is for you when your child enters school. I heartily congratulate you and your children on this stage of growing up.
Now everything will be new for your children: lessons, teacher, school friends. It is very important that you, loving parents, are close to your children. Now you and I are one big team. We have to rejoice and overcome difficulties together, grow up and learn.
To learn means to teach ourselves. As a rule, their mothers and fathers, grandmothers and grandfathers study together with children. The teacher also studies with his students. I hope that our team will be friendly and united throughout the four years. In order for us to feel comfortable together, let's get to know each other.

2. Greeting

Say the phrase “Hello!” in a circle:

surprised

sad

joyfully

– How was it easier to pronounce?

3. Getting to know each other

Parents take turns saying their name, saying who (son or daughter) is studying with them and telling about the family’s hobbies or traditions.

4. Warm up

One chair is removed from the circle. The teacher names different criteria, and parents who have such criteria must change seats. Whoever is left without a chair is the leader.

– Please change seats:

whose son went to first grade;

whose daughter went to first grade;

who plays chess;

who is interested in knitting;

etc.

5. Tips for parents

Parenting a first grader is not easy, so let me give you some tips.

If we want a child to live his school life joyfully, then for this we must:

create comfortable conditions for him to study and support his desire to learn and communicate with classmates;

Create a daily routine with your first grader and monitor its implementation;

The knowledge of first grade students is not assessed in points, so ask “What was interesting in the lessons? Which guys did you meet? What did you eat in the cafeteria today?

do not compare your child with other students;

In each work, be sure to find something for which you could praise the student.

If you are interested in your child being successful in school. First of all, help him acquire and develop the following skills:

take only what is necessary to school;

prepare correctly and quickly for the lesson;

greet teachers and children;

answer the questions posed and ask them yourself;

listen to the teacher’s explanations and assignments, complete assignments (verbal instructions);

ask for help if something doesn’t work out;

doing one thing for a long time (attention);

respond correctly to comments;

establish friendly relationships with peers.

Successful education largely depends on effective cooperation between family and school, so be prepared at any time to leave your own affairs and take care of your child.

6. Features of school life

The school has its own requirements. Students are required to:

b) treat the property of the institution with care;
c) respect the honor and dignity of other students and employees;
d) comply with the requirements of the institution’s employees.

Parents are obliged:

a) comply with the charter of the educational institution;
b) be responsible for the upbringing and education of their child;
c) provide the student with a uniform and necessary school supplies.

7. Organization of the school process

The teacher informs about the program that the class will study, lists the features of organizing the educational process at the beginning of training:

five-day school week;

grade-free training in first grade, verbal assessment of work;

adaptation period;

schedule of lessons and bells;

minimal homework;

seating and re-seating children at their desks;

food order in the canteen;

a diagram of a safe route to school (parents can walk from home to school and back).

Outline of parent-teacher meetings in elementary school

Subject: "Children's lies: methods of prevention."

Performed: Zyuzina Natalya Olegovna,

primary school teacher,

Municipal educational institution "Secondary school No. 132" in Omsk.

The purpose of the meeting is to help parents understand the reasons for children’s lies and respond correctly to the manifestation of such behavior in their child.

To achieve this goal, the following tasks were identified:

1) show parents that lying has not only moral, but also psychological and pedagogical roots;

2) introduce parents to the reasons for children’s lies;

3) show ways to solve the problem of children's deceit depending on the cause of its occurrence;

4) develop ways to correct behavior and provide assistance to your child.

Outline of the speech.

1. What is a child's lie?

2. What reasons may underlie children's deceit?

3. Signs by which you can guess that a child is deceiving.

4. What to do if a child lies?

What is a child's lie? All parents dream that their children grow up to be good, honest people. But everyone, to a greater or lesser extent, faces the problem of children's lies. Having realized that their child is not telling the truth, parents often fall into despair and begin to look for answers to the questions - what to do if the child is lying? And why did a child in a normal, quite prosperous family start lying? Where did he learn this and who taught him this? Maybe it's his friends who are so bad? Is it possible to fight children's lies, and if so, how?

Of course, it is unpleasant to realize that something went wrong in raising your child. But first, let's try to define what a child's lie is. Lying is defined as spreading information that is obviously false. The famous American psychologist Paul Ekman gave the following definition: a lie is a deliberate decision to mislead the person to whom the information is addressed, without warning of his intention to do so.

If your child decides to distort information and believes his own fantasies, this is nothing more than a true fiction. He can quite sincerely tell you that yesterday a live tiger cub came to visit him. Such fantasy is natural for children. For example, remember the story “Dreamers” by children's writer Nikolai Nosov. The heroes of the story are two boys who tell each other about their adventures. They can easily swim across the sea, and they knew how to fly before, but now they’ve just forgotten how. One of them even flew to the moon - it’s not difficult at all! And the second one, when he was swimming across the ocean, a shark bit off his head, so he swam to the shore without a head and went home. And then he grew a new head...

If all your child's lies come down to making up similar stories, then you have absolutely nothing to worry about. Your child has a very rich imagination, that's all. Perhaps he has creative abilities, and they need to be encouraged and developed.

Before resorting to real child lies, when lies are told deliberately, it happens that the child lies without yet understanding it. Until about four years old, children still don’t need lying at all. There's simply no need for it. He simply does whatever he wants and considers it all right. He simply does not yet understand the moral side of the concepts of lies and truth. In the mind of a child, everyone thinks the same way as he does. Young children simply do not know how to look at all events through the eyes of an adult. In addition, their so-called “inner speech” is not yet fully developed. They do not yet know how to mentally pronounce, after first comprehending, their monologue. That’s why they say immediately, without thinking, everything that comes to mind. We can say that until the age of three or four, children simply do not know how to lie at all.

After four years, with the development of inner speech, the child acquires the ability to figure out in his mind what is worth saying and what is not. And after four years, the child begins to think about the questions - why were adults angry with him today? was it possible to avoid punishment? Why was he praised today? What can I do to encourage him again?

Having thought about how to make his life more comfortable in order to avoid “bumps”, he suddenly realizes that there is a good way out - to tell a lie. And then the psychology of children's lies changes. Now the child begins to lie consciously, since lying now serves as a means by which he makes his life easier. Especially when he constantly hears prohibitions from his parents. Lying becomes a habit for the child, his protection.

Children's lies are evidence not of moral, but rather of psychological problems of the child. A liar usually suffers from a lack of attention or love from his parents, he experiences difficulties communicating with peers, and has low self-esteem. Not meeting the expectations of his parents, who constantly inform him about this, he has learning difficulties and (or) behavioral disorders.

Types and motives of lies. In order to figure out what to do if a child is lying, you must first of all understand why he is doing it. How does he benefit from lying? What reason makes him lie? Is he lying to defend himself, or is he attacking you like this? Maybe his lies are a stereotype of behavior, something that he constantly sees in the reality around him?

A child's lie is a signal he sends to his parents. After all, he won’t lie if everything is in order in his life. It is very important to understand exactly what need is behind his lies. Having understood this, you can understand the reasons for children's lies. After all, a child lies not at all because he does not love his parents or does not respect them. And not because his moral values are weak. There are many different external reasons that push a child to lie. A child's lies take many forms : default - hiding the truthdistortion – reporting false information, denial of the obvious etc.

Let's try to understand what lies are and how they can be explained.

There are many types of lies: from the desire to avoid punishment to the desire to keep your inner world intact. P. Ekman identifies, for example, a special type of lie, the so-called cases when the lie does not lead to any significant consequences, for example, in response to a phone call from a stranger, a child, being alone at home, can say that his parents are with him.

To understand the reasons for the behavior of a child who tells lies, it is important to understand:

1) lie motive (why did the child lie?);

2) consequences of lying (who was affected by the lie and how?).

Awareness of the motive for lying will help the adult decide how to behave so that the child does not lie again.

What reasons push a child to “deliberately lie”?

1. Questions are traps that adults themselves set.

“Katya, do you love your little sister?” asks the grandmother. What should Katya answer to gain approval from adults? And the fact that her sister constantly takes her toys, tore her favorite book, she gets most of her mother’s love and care, and all the tricks and pranks she “gets away with” often goes unnoticed.

In a word, such questions “about love” are a real provocation, and if you do not control the situation, it is better not to ask them.

2. Constant “don’ts”, excessive demands, fear of punishment, lead to the child starting to lie, hiding serious actions behind lies.

Lying out of fear the most common type of lie. The child lies because he is afraid that he will be punished or humiliated. Shame is one of the most painful experiences. In addition, a child may lie out of fear of upsetting or disappointing his parents, or perhaps out of fear of being rejected and deprived of parental love.

In any case, if the cause of a child’s lie is fear, then there is a violation of mutual understanding between parents and child. It is very important to understand: where and when was trust and security in relationships lost? Is it possible that punishments and restrictions are disproportionate to the guilt, and the child is condemned where he expects support? And it is also possible that the child needs confidence that his problems are not indifferent to those around him.

Lies from desire to avoid punishment used either to hide the child’s actions that were aimed at obtaining pleasures that were prohibited by the parents (for example, a child turned on the computer, although he was not allowed to do so), or to hide an accidental mistake (broke the TV remote control). This type of lie occurs especially often in families where prohibitions and punishments as a form of communication prevail over dialogue in communication with the child.

Fear of humiliation can also provoke a child to lie. This type of lie is based on shame, the child’s awareness of the wrongness of his action. As a rule, the child in this case is driven by the desire to protect himself and maintain a positive attitude towards himself. For example, in cases of child theft, the child often does not admit to the committed act, not only because he is afraid of punishment, but also because he strives to “save his face.”

The desire to get something that you couldn't get otherwise can also provoke lies. In this case, the matter concerns situations where a child derives some kind of “benefit” from his deception. Typically, this benefit is the desire to avoid punishment. “Did you eat soup?”, “Did you do your homework?”, “Did you go to class?”, how often do children answer “yes” to these questions in the hope that they will be left behind. By the way, not unfounded. And after all, all participants in the conversation know for sure that the answer “no” will raise additional questions and dissatisfaction on the part of the parents. And if this happens often, the child’s reaction is quite predictable. Often parents are indignant - “he knows that I will check anyway, why lie,” “it’s better to let him tell the truth, I won’t scold you for telling the truth.” There is some deceit in this: if the truth told does not have any negative consequences for the child - he is not scolded, is not required to do something unpleasant (for example, homework), is not deprived of anything, a normal child will definitely not lie.

Therefore, the simplest recipe: if you don’t want to be deceived, don’t ask “unpleasant” questions. Review the list of questions you regularly ask. Maybe some of them are not necessary. Stop asking those questions that seem not very important or fundamental to you. Secondly, highlight those areas of your care for your child that you can transfer to him yourself. Well, for example, did he take a “shift” at school? If a child is not in first grade, he can easily cope with this responsibility on his own. And if he forgets his replacement shoes, he will have to deal with the unpleasant consequences of his disorganization: steaming indoors in warm boots, enduring criticism from the security guard, teachers, and attendants, looking funny and absurd. Such experience teaches better and faster than reminding questions from parents. Third, whenever possible, change questions to suggestions or requests. For example, rather than asking if the child has eaten soup, you can open the refrigerator and look and offer to eat soup instead of dinner if he has not eaten, and this is important to you. Don't ask if he did his homework. If you decide to supervise his studies, ask to see completed assignments. Many children at this moment joyfully claim that they are not assigned anything. Ask to bring a diary and write “not assigned” in the appropriate column. I assure you that the teacher will not miss such a recording, especially in combination with unfinished homework.

Don't force your child to lie to you. There is no need to ask a child questions to which he will be forced to tell a lie in order to defend himself. It is better to find out the real situation yourself, for example, by talking with a school teacher, and not to extract information from the child about his school success almost by pincers.

Don't overdo it with strictness. Why would a child honestly admit that he did not get the grade you wanted, if you know in advance how angry you will be and start lecturing him, repeating that he is not doing well, and, in the end, will bring him to tears. Agree that getting a bad grade or jeans torn while playing football is not the worst thing that can happen in your child’s life. Learn to be more tolerant of his shortcomings, because he is not a wizard, he is just learning.

Do not forbid your child everything, as the child will constantly look for an excuse. If you forbid him to eat candy, he may come up with the idea that Aunt Lena came and allowed it, since he will associate an adult with a kind of prohibiting and permissive authority.

If the child is already older and has already learned to benefit from his lies, then it is necessary to very clearly explain to the liar that he will be punished, first of all, for the lie, and not for his misconduct. Show him that he has broken your trust in him. Say, for example, this: “How could you lie to me? After all, I always believed in you! Today I forbid you to go for a walk (or watch TV, play on the computer...) because you turned out to be a liar!”

And also think about whether the requirements that you place on your child correspond to his age capabilities, whether you are humiliating the little person with your endless lectures or teachings, and whether the fear of punishment dominates over him.

3. Low self-esteem is also a reason for lying.

The kid uses lies as a way to attract attention to himself, due to the fact that he is rejected by one of his parents, or so it seems to him. The basis of this behavior is often an unsatisfied need for attention from parents or other significant people, a desire to meet their requirements, at least in one’s fantasies.

Lies are manipulation is a lie that a child resorts to to assert himself. When a child tells a lie in order to assert himself, he wants to surprise, force admiration, wants to attract attention to himself. That is, he wants to manipulate other people's feelings for his own benefit. Here proud stories about oneself and one’s merits can be used, or vice versa, stories about how he was unfairly offended, how no one loves him, etc. The main thing is to become the center of attention, even if only for a short time.

Lies for revenge. It’s a paradox, but even his parents’ punishment is “sugar” for him - dad and mom paid attention to him, even if it was negative! It happens that a child constantly conflicts with his parents. It seems to him that his parents have completely stopped loving him, and maybe they didn’t love him before. So he takes revenge on them for their lack of love with the help of lies.

The reason for lying can also be that the child thinks that his parents have stopped loving him. Feeling rejected, he desperately tries to attract attention to himself in any way. Even if in the end his parents get angry and even punish him, he will still be glad that they paid attention to him. And he will continue to seek attention in the same way. And in order to slightly increase his self-esteem and stand out at least a little from the rest, he will again resort to lies.

The task of adults is to find the reason for such thoughts and regain the child’s trust. Praise him more often, do not be stingy, but praise him only for the deed, because praise in advance again gives rise to lies.

If the reason for the lie was an attempt to attract attention, then try to devote more time to your child’s affairs, his interests, and dreams. Be interested in his successes, praise him and admire him. Ask him about everything that happens at school, about his friends. In turn, tell him about how your day went, about your work.

4. Excessive guardianship can also provoke lies. A child may lie to escape the control of an adult. This is a kind of rebellion against excessive care from parents.

False can be used in this caseto test your own strength . The motive for lying is to challenge someone else's authority. A successful lie, when adults suspect deception but cannot do anything, confirms the child’s awareness of his own strength. At a younger age, this type manifests itself as teasing and practical jokes from adults. For example, in response to the question: “Have you eaten porridge?” - the child can look upset and shake his head, only to then show an empty plate and be glad that he managed to deceive his mother, and she believed him.

Lying to prevent invasion of privacy occurs in the case of excessive guardianship of children by parents, when the latter deprive the child of the right to privacy of his inner world. The child needs to have the opportunity to think about his experiences himself, to comprehend them without external interference. The persistence of parents in this case can lead to the fact that the child would prefer to remain silent about his problems than to let an adult into his inner world. The child begins to create a space inaccessible to everyone, where only he himself can manage.

This is just a sign of growing up, and parents should not get upset unnecessarily. It’s just that a teenager is in the process of forming his private, personal life. If the reason for the lie was an attempt to get out of your control, then it would be best to involve the teenager in discussing and solving household problems, so that the child sees that his opinion is interested in and is taken into account. Remember to tell your growing child as often as possible that you still love him very much. If he knows about this, it will be difficult for him to lie to you.

5. Jealousy and rivalry between children in the family.

Normal rivalry between children provokes them to lie. Children constantly slander each other, or someone with high self-esteem tries to increase it even more with the help of lies, this is done in order to once again enjoy their superiority over the younger one (usually). This situation occurs in cases where parents begin to compare their children with each other, thereby inciting rivalry and enmity.

6. Imitation of adults- the reason for children's lies. After all, we are all teachers with enviable experience and experience! Children, getting used to imitating adults, adopt this harmful habit from us. We, adults, quite often “tell the time” right in front of a child, considering little lies to be just a trifle or a harmless element of communication. And it also happens that adults themselves ask the child to lie. And if today a child, at your request, tells someone on the phone that you are not at home, while you are at home, then do not be surprised that tomorrow he will tell you a lie too. After all, a child begins to lie because he imitates you, considering lying simply an element of communication.

In order to teach a child to be honest, you need to be honest yourself.

7.Lies are fantasy, lying is a game. Children just have fun, giving free rein to their imagination.

Children also invent something incredible (and completely ordinary things) because they lack it in real life. For example, constant stories about a friend who is not there in reality indicate that your child is lonely and lacks communication with peers.

8. “A holy lie is a white lie”. Can a child lie in order to thereby help someone, and sometimes even save someone? There is no need to even doubt that it can. Just remember children's matinees or performances in the children's theater. After all, even four-year-old spectators unanimously shout to the gray wolf that the bunny ran to the right, while the long-eared one galloped to the left. Lying to protect friends from trouble occurs when the truth about another person is hidden. Often in response to the question “Who did it?” the guys are silent, even if they know the name of the “hero”.

This list of motives, of course, is not exhaustive, but these are the motives that are most widespread.

Thus, most often the child resorts to lying in order to:

-avoid unpleasant consequences for yourself;

-get something that he cannot or does not know how to get in any other way (the attention of others);

-gain power over others (and sometimes take revenge on them);

-protect something or someone significant to oneself (including the right to one’s privacy).

When analyzing the reasons for lying, it is worth noting the influence of the child’s social environment. In particular, the following factors have been identified that contribute to the formation of a tendency to lie:

1. Children who are liars mostly come from families in which parents also lie. Parents sometimes deliberately teach their children to tell lies: “Let’s say at school that you had a headache, that’s why you didn’t complete the assignment.” And sometimes learning to lie occurs unnoticed by parents, when in communication with each other, with other people, they allow insincerity, believing that children do not notice anything, but children learn not what their parents teach them, but how the parents themselves act in certain situations.

2. Children who are liars usually lack parental attention, warmth and care. Often lying, like other forms of “bad” behavior, is the child’s only way to attract attention: “even if I am scolded, I am noticed.” Children's lies are often found in families where children feel rejected or parents exaggerate their demands, often demanding from children what they cannot yet achieve due to the characteristics of their age development.

3. Children who are liars usually have friends who lie. As adolescence approaches, a child is more susceptible to peer influence. With age, more and more children are ready to follow their comrades in unseemly deeds. The explanation for this is that “the increasing readiness of children to follow the asocial example of their peers is associated with disappointment in adults - in their strength, wisdom, good will and common sense.”

How to recognize that a child is lying? In order to recognize whether your child is lying, just watch him. If a child lies constantly, then you can easily determine this by some very obvious signs. You should be wary if, while talking to you, your child:

Overly excited, blush on cheeks;

His facial expression changes; tries to look to the side and blinks intensely, the pupils either narrow or dilate;

Involuntary gestures appear: when he says something, he suddenly brings his hands to his mouth, as if trying to stop the flow of lies; during a conversation, your hands constantly fiddle with the edge of your clothing or some object; the child touches the neck or tugs the collar, fiddles with the earlobe; touches his nose without realizing it; rubs the eye, chin or temple;

The child begins to cough frequently while talking;

He speaks slowly and hesitantly, carefully choosing his words and interrupting himself with pauses and gestures;

He is inconsistent in his stories and involuntarily exaggerates everything. He doesn’t have a clear plan in his head, there’s confusion there. He always thinks that adults will expose him;

The child may repeat the last phrase after you in a conversation in order to gain time in order to come up with a plausible answer;

Because the child is aware that what he is doing is wrong, he may tell lies in a quieter voice, or he may change the tone or pace of speech;

The child may try to hide the lie behind empty chatter. And if your child is not very talkative by nature, excessive talkativeness may be a sign of deception.

If, while talking to you, a child keeps his hands in his pockets, then most likely he wants to hide something from you.

These are, of course, just some of the signs. Attentive parents notice any change in their children's behavior.

So, you discovered that your child is lying, but you don’t know what to do about it? When a child lies to you, he is thereby signaling that not everything is in order in his world. Very often, a child’s lie allows attentive and wise parents to understand what is going on in the child’s soul, what torments him, causes anxiety and even fear. In such situations, a lie for a child is like a balm for mental wounds. Therefore, you should not rush into punishments and show your severity by indignantly and irritably “blowing off steam.” You need to try to understand what exactly makes your child lie and try to help him.

There is no simple recipe for how to stop a child from lying. Each situation has its own ways of solving the problem. And if we already mentioned punishments, then we will start with them. Try to analyze whether your demands on your child are too high? Perhaps they do not correspond to his capabilities. Do you resort to constant teachings and lectures? Perhaps the child is constantly under the yoke of fear - fear of humiliation, fear of punishment? Isn't lying just a defense, a shield against this fear? In this case, you need to reconsider your methods of influencing the child.

What to do if a child lies? How to help the little liar?

Listen to what your child is saying before revealing, think about how to do it more kindly and tactfully.

Try, first of all, to “hear” the hidden reason for the lie and analyze it.

There is no need to immediately scold and punish the child for lying, call him a bad child, a liar. You must show that you are very upset; say that you did not expect such behavior from him.

If you see that a child has lied, then sit next to the child so that you are the same height as him and your eyes are at the level of the child’s eyes, and calmly tell him that you are asking him to tell the truth and punish him for it. you won't. Be sure to emphasize that you love and trust him. And keep your word - don’t scold your child, no matter what he tells you, but help him understand the current situation, support him, teach him how to do the right thing. Then your child will continue to trust you, and he will no longer need to lie.

Explain to the little liar what lies behind the lies and why honesty is necessary. He must understand that lies cannot be tolerated, even silence about lies is also a lie, so try to encourage the child’s sincerity as often as possible.

If the child himself admitted to lying, his action should be praised. If he doesn’t want to confess, don’t force him. The right way out in this situation may be a fairy tale or a story you made up about what lies lead to and how much trouble it causes. Such a “lesson” will bring more benefits to the child than another “portion” of notations.

In all cases, it is necessary to demonstrate to the child a more acceptable way to satisfy needs, alternative to lying behavior.

The child must understand that, despite the fact that you do not approve of his behavior, you still treat him well and want to solve this problem with him.

Here are some techniques that can help you teach your child to be truthful.

1. Encourage honesty. Instead of scolding your child when he tells a lie, praise him when he talks about how things really happened.

2. Do not try to blame the child for what happened. Don't ask too many questions about the incident. After all, in many cases his involvement is obvious: if he has chocolate all over his mouth, you can be pretty sure what happened to his sister's candy. You should not seek recognition from a child if this requires a real battle with him.

3. Build trusting relationships. Show your child that you trust him, and he can always trust you in return and tell you the whole truth. Always keep your word and apologize if sometimes you fail to deliver what you promised. He learns more from your example than from your instructions.

4. Do not demand from your child what you cannot do yourself, that is, do not demand to tell the truth, the truth again, and nothing but the truth 24 hours a day. We, adults, break our promises quite often, and children have to do this, since they do not yet know how to resist the current circumstances. Therefore, try to understand that if the child did not fulfill his promise, there may be serious reasons for this.

5. Try to explain to children what is happening around them, explain to them the motives for the actions of others and your own. If you failed to fulfill what you promised your child, be sure to apologize to him and explain the reasons for this failure. By betraying a child's trust, we not only deprive him of his frankness, but also risk provoking him into deceitful behavior. He can repay us in the same coin. Show an example of an ironic attitude towards some failures and incidents. This will teach the child to find a way out of a difficult situation without the help of lies, but with the help of humor.

6. Do not abuse children's trust by controlling every step of the child. Adults have the right to hide things from children, but children, regardless of age, need their own secrets. The more intrusively we show interest in the personal lives of our children, the more they are forced to hide and lie.

7. If children are confident in our love and our good attitude, they will have fewer reasons to tell lies. Be attentive to your children, delve into their problems, take an interest in their lives so that they do not feel abandoned. Sometimes it’s enough just to listen to your child, and he will understand that he is not alone, that he can always count on your attention and help.

8. In addition, the child must be prepared to encounter insincerity outside the family. Not only peers, but also adults can deceive a child, and this is more difficult for him to understand, since he is used to trusting adults. An experience like this for the first time is very painful. It is necessary to prepare the child for the fact that among people, unfortunately, there are often irresponsible and insincere people. Discuss with him the reasons for human insincerity, teach him to beware of such people. In the future, these lessons will help him avoid becoming a victim of scammers.

Remember that a child is honest with his parents if:

Not afraid of their anger, not afraid of being rejected by them;

I am sure that no matter what happens, adults will not humiliate him;

He knows that he will be supported in a difficult situation and given advice;

Knows that in a controversial situation you will take his side;

He knows for sure that even if he is punished, the punishment will be fair and reasonable;

There is trust between parents and children.

Our children are a repetition of ourselves. And we should never forget that how honest and sincere you are, and how trusting the relationship is between you and your children, will determine how truthful your child will be with you. If you remember this, then you will never have to rack your brains over how to stop a child from lying.

Literature on the topic of the speech:

1. Baulina, M. Lie or fantasy? / Maria Baulina // Schoolchildren’s health. - 2008. - N 11. - P. 74-75

2. Selivanov, F. A. Mistakes. Misconceptions Behavior / F. A. Selivanov - Tomsk: Publishing house Vol. University, 1987.

3.Fry, O. Lies: three methods of detection / O. Fry. - St. Petersburg: Prime-Eurosign, 2006.

4. Ekman P . Why do children lie? Reader “Teenager and Family” / Ed. D.Ya. Raigorodsky. – Samara, 2002.

Municipal budgetary educational institution

"Yulduz Secondary School"

Chistopol district of the Republic of Tatarstan

Parent meeting summary

in primary school

on this topic
“How to help your child overcome difficulties”

prepared

primary school teacher

highest qualification category

Ikhsanova Madina Garifovna

Chistopol

Meeting topic: "How to help a child overcome difficulties?"

Target: 1. Obtain information about the relationship between children and parents in the families of class students.

2. Find out what kind of help parents provide to their children with learning difficulties.

3. Help parents develop ideas about true parental help and actualize the need for its manifestation in relationships with children.

Preparatory stage:

1. Children making colorful invitations for parents.

2. Exhibition of creative works, “circular notebooks” of students “Our Achievements”.

3. Answers to questionnaire questions by children(in class):

- Who are you especially friendly with in the family?

-Who do you trust your secrets to?

- Do your parents know everything about you?

- Do mom and dad understand you?

- Is your family always fair to you?

- If you feel bad, who will you tell first about your disappointments?

Who will you call for help if you get into trouble or face difficulties in your studies?

Analysis of student responses, preparation of material for reporting at a parent meeting.

4. Questionnaire for parents (filled out at home and given to the teacher a week before the parent meeting):

- Do children trust you with their secrets? If yes, then to whom??

Are you always fair to children?

Which family member is your child closest to?

Which family member does the child tell about his troubles?

5. Drawing up advice sheets for parents.

1. Determine the reason for your child’s changed behavior.

2. Enter into the circle of your child’s concerns..

3. Start helping small.

4. Avoid nervous persistence and unjustified conflicts.

5. Watch yourself and your intonation while working with your child.

6. Be sure to celebrate your child's first success.

7. Connect the child’s first success with the ultimate goal of self-education.

8. Don't forget to consult your teacher.

9. Try to involve everyone who can help your child.

10. The child’s transition to independence should be unnoticeable.

11. Don’t forget to alternate your child’s activities with being outdoors and doing physical exercise.

12. Try to develop the child’s self-esteem in the process of joint communication.

13. Help your child see himself as he really is.

14. Do not torment your child with your suspicion and mistrust.

15. Beware of “overprotection” of the child.

16. Teach your child business calculations and reasonable practicality.

17.Strive to develop a strong character.

6. Making posters: 1. "You will almost always achieve more with affection.

than brute force."

2. “If children see us and hear us,

We are responsible for our deeds."

Progress of the meeting :

The chairman of the parent committee opens the meeting, announces the topic, and introduces the work plan.

2. Message from the class teacher.

Studying at school is one of the most difficult and crucial moments in the life of children, both in socio-psychological and physiological terms.

This is a very stressful period, primarily because the school poses a number of tasks for students that are not directly related to their experience and requires maximum mobilization of intellectual and physical strength.

Parents should constantly remember this.

If suddenly your child begins to study poorly and miss classes, it means that he has lost faith in his abilities. This means that he is so behind in his studies that he is unable to catch up on his own. He is tormented by the fear of being asked. He is ashamed in front of his comrades, in front of his teachers, in front of himself. Fear grows every day, and in order to get rid of it, the child takes an aggressive position. And then conflicts arise with the teacher, the class activist, and the parents. Everyone suddenly piles on the child with demands that seem overwhelming and impossible to fulfill. Such mass pressure increases fear, which increasingly oppresses the soul. The child suffers because he finds himself in moral isolation. He is unprotected, so he begins to desperately look for such communication, which to some extent can save him from fear and shame. He has all the conditions

Before the need to discharge the accumulated potential, its energy must find a way out, the consequences of which are almost impossible to foresee.

But what positive qualities are formed in many difficult children?

They are distinguished by enormous energy and love of life. A difficult child, no matter how much you reprimand or scold him (and this is precisely what is often done to him), retains within himself that

an amazing power that tempts him to commit more and more pranks. As a rule, he is well-hardened physically, very hardy, and these two qualities help him assert himself in his environment, stand out in it, and take a leading role. He is brave, enterprising, and prone to risk, and this appeals to his peers. In a team of guys, he leads, helps the weak, and does the most difficult work. But all these qualities do not guarantee moral behavior. The main thing is that they exist, and every reasonable teacher should use them and rely on them.

If your child does not help you with your household chores, there may be several reasons for this. He doesn't know how to do what is asked of him. He is not accustomed to work. For a long time he was not involved in household chores. Helping loved ones was not cultivated in the family; there was no family team in the house. The reason may also be the emerging family disunity, when everyone lives their own closed inner life.

If your child is a good student but is rude to you, it means that your relationship is on the wrong track. It is necessary to establish the reason for the changed relationship, otherwise bad relationships may sooner or later affect the teaching.

There may be other reasons associated with impaired health and well-being of the child. In such cases, you should consult a doctor.

Experience shows that a difficult child, if he is healthy, becomes difficult when a lag in his studies is discovered. Therefore, the development of your future relationship with your son or daughter will depend on how you organize their productive activities, and, above all, educational activities.

Most parents make the same mistake. Instead of help, there is a stream of demands: “Sit down for your lessons!”, “When will you start studying?” In response - the usual children's excuses: “Yes, I’ll have time,” or “Now!”, or “But they didn’t ask us anything.”

The creators of ideal models started from something else. "Come on, come on

Let's see what needs to be done in Russian. So. Exercise. Fine. How long does it take to complete? Half an hour. Wonderful. What about mathematics? Two tasks? Which? Oh, these... Well, try it yourself. If you can’t, we’ll think about it together...”

If parents want their child to do well, they must know the modern primary school curriculum. If a child has mastered it well, he must certainly develop the skills of systematic study, the habit of mental stress, and concern for his prestige among students.

If you want to help a child, you need to have a good understanding of the circle of concerns in which he lives, and know the requirements that the school places on him. The process of education is the most difficult task in a person’s life. And in a difficult matter you cannot leave the child alone.

But where to start? Start small. It will be more accurate - from the very smallest. Make it your goal to instill in your child at least a tiny sense of self-confidence. Try to find a training activity that will awaken in him an initial interest in the matter and the belief that he can handle it. If your child is weak in math, solve problems with him that he could do before.

Your first pedagogical effort should be aimed at ensuring that the child copes with the task. When he completes the task and declares that it is not difficult at all, tell him: “If you regularly do this and that, you will crack all the tasks like nuts, and it will always be easy for you.”

If your child is behind in his native language, teach him at least half an hour a day the following: let him write a few sentences from the textbook under your dictation. Let him check what he has written and correct any mistakes. And you convince him that if he writes at least 2-3 sentences a day like this, and sorts out mistakes with you, he will certainly become literate.

If your child is lagging behind in some other subjects (reading, natural history), try to interest him in this way. Take a preliminary look at your son or daughter’s school curriculum and understand what they are assigned at home. Go to the library, take books on the topic that your child is studying. Tell your child about what you learned from books, read to him the most striking passages. Stop at the most interesting part and let him read to the end. Several such activities, and your child will probably show himself in some way during the lesson - he will volunteer to answer, or complement the answer of a friend. And the point is not even that he will get a good grade. He will gain more - a sense of confidence in his capabilities. The feeling of fear will dissipate or weaken. And, besides, a common cause with your child, joint achievement of a goal will help you find that correct tone of business, humane, creative relationships, without which there can be no upbringing.

So, you have started teaching your child. Be patient, don't get annoyed. If you fail even once, raise your voice, your efforts will go down the drain.

Whatever your child does during your lessons, remain cheerfully casual or good-naturedly strict. If you take a different position, in your first lessons with your child, (“How is this possible! I tell you one thing, and you write another. You don’t want to listen to me at all. It goes in one ear and out the other”), then the goals you won't achieve. You will poison children's imagination from the very beginning with unnecessary pedantry.

When the child “gets stronger,” that is, begins to work with you systematically and gets into a rhythm, then you can change the tone of the address - sometimes make a stern remark and, if necessary, hurt the child’s pride. And at the very beginning, by all means, avoid harshness, be patient and kind. This should create an atmosphere of calm, security, and relaxedness for the child. Your efforts will pay off handsomely. After all, that's interesting. A child can complete your task accurately, and at the same time this work will not add anything to him. This happens if you stand over a child’s soul and every now and then angrily say: “Well, how do you hold a pen? Well, how many times do you need to repeat it, can’t you really write a letter like a human being?”

The main thing will depend on your kind intonations, on your gentleness: whether doing this little will bring benefit or everything will remain in the same place.

Be sure to celebrate your child's first success. What does first success mean? What does success even mean? For one, success will be that he took first place at the Olympics, and for another, success will be that he overcame the established habit of running outside after lunch and playing football or volleyball until the evening. He overcame it and sat down at the table to make an attempt to catch up.

So what then is considered success? And you know better. The lower limit of success is that the child sat down to study. This means that if he sat down and didn’t even do anything special, you still need to encourage him, without losing hope: “It’s still great that you got down to business. You didn’t have much time today, but it doesn’t matter. The main thing is that you I decided to improve myself...” You will say: but the child didn’t do anything! Why praise him? It is not true. He overcame a strong desire to play, chat with friends, overcame it in order to once again try himself at something in which he is completely unsure, or rather, in which he is hopelessly disappointed. This fact in itself is no small victory.

Even the smallest first success should be celebrated to awaken a sense of confidence in the child. It is this feeling that is the condition that initially helps a large and important matter - the formation of human dignity, hard work, independence and citizenship.

The main thing is that the child must understand that through small victories he goes to big achievements.

If you seriously want to succeed, tune in to long-term communication with your child, use every effort that can help him.

3. Exchange of views on the topic. Speeches by parents.

4. Communication of the results of the survey of students and parents.

The chairman of the parent committee conducts the test “The life of a child and his success at school.”

Instructions for parents: each statement must be answered “yes” or “no”.

1. I develop in the child a positive perception of his capabilities and abilities.

I have provided a room or part of a room solely for the child's activities.

I teach the child (with minimal help and, as a rule, independently) to solve his problems, make decisions, take care of his responsibilities.

I show the child the possibilities of finding books and materials necessary for his studies (using personal, public, school libraries).

I never refuse a child's request to read.

I constantly take my child on trips, trips, excursions to interesting places (visits to museums, theaters, etc.).

I encourage my child to play and socialize with friends.

I often do the same thing with my child.

I take care of the child’s physical health (nutrition, hardening, exercise, sports).

I make sure that the child follows a daily routine: gets up and goes to bed at the same time, has hours for classes, walks, games, etc.

Test score.

Each positive answer is worth one point. Dividing the resulting amount by 10 (the number of statements), we obtain the arithmetic average.

1st level (1 - 0.7 points).

You will properly organize your child’s school life. The child has comprehensive interests and is prepared to communicate with adults and friends. With such an upbringing, you can count on good success in learning.

Level 2 (0.6 - 0.4 points).

You may have some problems with your child's learning.

Think about whether you are extremely active, whether you are blocking the child’s “field of freedom”, does the child have enough time to communicate with peers? We are confident that reflection will allow you to determine the optimal parenting strategy.

Level 3 (0.3 - 0 points).

In your experience, the main mistake can be traced - excessive guardianship of the child, replacing the child’s efforts with one’s own activity. You don’t allow enough communication with peers and interfere with his ability to gain social experience. We hope that your self-criticism will bring success in your educational strategy.

(Test taken from the magazine "Primary School").

The decision of the parent meeting is made:

Build relationships with children based on cooperation and mutual understanding.

Provide assistance to children when serious difficulties arise in learning and behavior.

Maintain children's interest in educational work and promote the development of their cognitive activity.

Do not skimp on praise, affection, attention, sympathy.

Don't forget to consult with your teacher.

7. Presentation of instructions and advice to parents.

Bibliography

1. Azarov Yu.P. Family pedagogy. - M.: Politizdat, 1982. - 223 p.

2. Volikova T.V. Teacher and family. M., 1980.

Grebennikov I.V. School and family. M., 1985.

Malenkova L.I. Teachers, parents and children. M., 1994.

Kaleidoscope of parent meetings: Methodological developments. Issue 1. / Ed. E.N. Stepanova. - M.: TC Sfera, 2003 - 144 p.

MKOU "Gymnasium No. 2 named after. A.M. Saitieva", Khasavyurt

Methodological development

plan - outline

parent meeting in elementary school

on this topic:

“How to shape learning interests and motives”

Conducted by: primary school teacher Miserbolatova I.M.

04.02.2017

Outline plan.

Form of conduct: round table.

Present: 22 people.

Meeting objectives:

To acquaint the parent team with the problems of adaptation of children in the first year of education.

Give a lecture on the topic “How to form educational interests and motives.”

Issues for discussion:

Physiological difficulties of adaptation of first-graders at school.

Psychological difficulties of adaptation of first-graders at school.

The system of relationships between children in the classroom.

Lecture on the theme of the meeting.

Educational and substantive consultation for parents.

Extracurricular activities for the second half of the year.

Progress of the meeting:

Org moment.

Each parent, upon entering the classroom, selects a piece of paper of a certain color (green, blue, yellow, orange, red) and thus groups are formed.

1. Opening speech by the class teacher.

Dear parents, I am glad to welcome everyone! The first six months of your children's education are behind us. Let us sum up the first results of the children’s achievements during this period and discuss what problems you encountered during their adaptation to school. I will share my observations, talk about the class, talk about the difficulties we faced during this period.

When you filled out the forms at the beginning of the school year, I noticed that in the “Your wishes” column, many parents wrote that they needed psychological help, because... often encounter difficulties in the process of raising and educating a child. I have prepared a lecture for you on the topic “How to form educational interests and motives.” But in order for it to be lively and interesting, I decided to hold our parent meeting in the form of a round table, so that you could not just listen to my lecture, but take an active part in the discussion of some of the issues that most concern you.

Parental workshop-game “Basket of Feelings”

Dear moms and dads! I have a basket in my hands, at the bottom of it there are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, and filled your entire existence. Place your hand in the basket and take the “feeling” that has been overwhelming you most for a long period of time, name it.

Parents name the feelings that overwhelm them, which they experience painfully.

Such an assignment allows you to focus attention on important events, identify problems and difficulties arising in families, and discuss these problems while considering the topic of the meeting.

Physiological conditions for a child’s adaptation to school.

Discussion of the issue.

Parents are invited to discuss and write down in groups what has changed in their children’s daily routine and diet since they entered school.

Then everything is spoken out loud and then key points are discussed with the school nurse.

Speech by the school nurse.

Familiarization with the health problems of first-graders.

Changing the child's daily routine compared to kindergarten.

The need to alternate games with the child’s educational activities.

Monitoring parents for the correct posture while doing homework (prevention of myopia, curvature of the spine).

Organizing proper nutrition for the child.

Parents care about hardening the child, maximum development of physical activity (creating a sports corner in the house).

Fostering in children independence and responsibility as the main qualities of maintaining their own health.

Psychological difficulties of a child’s adaptation to school.

When discussing this problem, we drew attention to the following important conditions for psychological comfort in the life of a first-grader:

Creation of a favorable psychological climate towards the child on the part of all family members;

The role of a child’s self-esteem in adaptation to school (the lower the self-esteem, the more difficulties the child has in school);

Forming interest in school and the school day;

Desirable communication of children from the class after school;

Inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);

Elimination of such punishments as strong psychological pressure;

Taking into account temperament during the period of adaptation to school education;

Providing the child with independence in educational work and organizing control over his educational activities;

Encouraging the child not only for academic success, but also moral stimulation of his achievements;

Development of self-control and self-esteem, self-sufficiency of the child.

Next, parents are invited to remember their school childhood, their first grade and the fears and anxieties associated with this. Remember how their relationships with peers developed, what was most important for them then in relationships with classmates.

Relationships between classmates.

The famous teacher and psychologist Simon Soloveichik, whose name is significant for a whole generation of students, parents and teachers, published rules that can help guide a child in the process of communicating with classmates at school. Parents are invited to listen to these rules, personally mark on the list the rule with which they personally completely agree and are ready to convey to their child.

Don’t take someone else’s, but don’t give away yours either.

They asked - give it, they try to take it away - try to defend yourself.

Don't fight without a reason.

If they call you to play, go, if they don’t call you, ask permission to play together, it’s not shameful.

Play honestly, don't let your comrades down.

Don't tease anyone, don't whine, don't beg for anything. Don't ask anyone for anything twice.

Don't cry because of your grades, be proud. Don’t argue with the teacher because of grades and don’t be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.

Don't snitch or slander anyone.

Try to be careful.

Say more often: let's be friends, let's play, let's go home together.

Remember: you are not the best, but you are not the worst! You are unique to yourself, parents, teachers, friends!

Parents are invited to decorate this set of rules beautifully and place it beautifully in their child’s work corner in a visible place. Discuss all the rules together and at the end of the week it is advisable to sum up: which rules he manages to follow, which ones he doesn’t, and why. Or you can come up with your own rules and even talk about them in class.

Lecture on the topic “How to form educational interests and motives.”

Now we will talk about what motivation is, what features educational motivation and how form educational interests and motives.

Motives– these are motivations for activity related to the satisfaction of certain needs. If needs constitute the essence of all types of human activity, then motives act as specific manifestations of this essence.

Motives can manifest themselves in the following psychological phenomena: interests– these are emotional manifestations of human cognitive needs; beliefs– this is a system of conscious needs of the individual, encouraging her to act in accordance with her views, principles, worldview; aspirations- these are motives of behavior where the need for such conditions of existence and development is expressed that are not directly presented in a given situation, but can be created as a result of specially organized activity of the individual.

Motivation is defined as an active, selective orientation of behavior.

Learning motivation– this is a private, special type of motivation, which is determined by a number of factors specific to the activity in which it is included:

– the nature of the educational system;

– organization of the pedagogical process in an educational institution;

– characteristics of the student himself (gender, age, level of intellectual development and abilities, level of aspirations, self-esteem, nature of interaction with other students, etc.);

– personal characteristics of the teacher and, above all, the system of his relations to the student, to pedagogical activity;

– the specifics of the academic subject.

The following are distinguished: sources of educational motivation:

– internal(cognitive and social needs that determine the desire for socially approved actions and achievements);

– external(the living conditions of the learner, which include requirements (the need to comply with social norms), expectations (the attitudes of others towards learning as a norm of behavior) and opportunities (objective conditions necessary for the implementation of educational activities);

- personal ( interests, needs, attitudes that determine the desire for self-affirmation and self-realization in educational activities).

The interaction of internal, external and personal sources of educational motivation influences the nature of educational activity and its results. The absence of one of the sources leads to a change in the system of educational motives or their deformation.

There are several classifications of motives. I am close to the classification of N.V. Nizhegorodtseva.

N.V. Nizhegorodtseva, in the structure of motives that determine the attitude to learning, identifies six groups of motives (in the envelopes on each table there are strips of children’s statements):

1. Social motives– are based on an understanding of the social significance of learning and the desire for the social role of the student.

Which of the proposed statements do you think relate to these motives?

(“I want to go to school, because all children should study, it is necessary and important”).

2. Educational and cognitive motives– interest in new knowledge, desire to learn something new (“I want to know a lot”).

3. Evaluative motives – the desire to receive a high rating from an adult, his approval and affection (“I want to go to school, because there I will only get A’s”).

4. Positional motives – are associated with interest in the external attributes of school life and the student’s position (“I want to go to school because they will buy me notebooks, a pencil case and a briefcase”).

5. Motives external to school and learning(“I’ll go to school because my mother said so.”)

6.Game motive transferred into educational activities inadequately (“I want to go to school because there I can play with friends”).

Now each of you, dear parents, think about what motives prevail in your particular child.

Let us note that educational motives are formed in the process of schooling itself and, as a rule, are absent in the motivational structure of preschoolers. Differences in the motivational sphere of preschoolers and younger schoolchildren are clearly manifested when comparing their drawings (the teacher distributes children's drawing albums).

In the first week of school, when the children had just crossed the threshold of school, during the drawing lesson the children drew pictures of the school. Look at your child's drawing. And I will tell you about the class as a whole.

As we can see from the picture, school is perceived by the child as something distant. The depicted road speaks of the child’s desire to go to school. This fact is confirmed by the use of bright, colorful colors and the image of children going to school.

The school itself is decorated and the sun is visible in the sky. All these signs indicate a child’s positive attitude towards school.

In December the children painted the school again.

In the picture, school has already become a reality for the child (it is

very close to both the child and the viewer). The use of bright colors also conveys a positive attitude towards the school. Attention is drawn to the author of the work himself, whose figure is sufficiently drawn, especially the elements of clothing, which may indicate the presence of a positional motive for teaching (the child seems to be showing off on the threshold of the school).

But maybe someone has a different image of the school. Let's consider. Here we see, here is a frequently seen image of a school. A school in the form of a “gray” faceless building with repeated stereotypical images. The absence of people and the dominance of gray are alarming. There are some drawings at school. This can be considered as an indirect sign that the author of the drawing has a play motive, i.e. The child at school is attracted to non-educational forms of activity.

How to form learning interests and a positive attitude towards school?

The development of a child’s motivation was analyzed in detail by V.D. Shadrikov. He distinguishes three stages in a child’s life:

First stage (from birth to two years)– the development of a child is determined by his desire. The author says that, not being able to induce a child to act with a word, as well as influence him with a word, an adult is forced to create conditions that meet the needs of the child at the current moment in life. As a result, the child is in an environment where his behavior is based on his own motivation. His actions are aimed at satisfying his own needs. This is the “golden time” in a child’s development.

Second stage (from two to six to seven years)– the child’s wishes are limited. “When organizing the child’s behavior, we (parents) more and more often, instead of creating conditions to meet the child’s needs, we tell him what he can and cannot do.”

The third stage (from the age of seven – the moment the child enters school)– the child’s wishes are forgotten. “I want” and “I can’t” are replaced by a harsh “must”, in which desire is neglected and people try not to notice it.

Thus, “the motive turns into a phantom. And at the same time, true pedagogy, based on the child’s motives, turns into phantom pedagogy, pedagogy from which the child disappears, because there cannot be a living person without desires.”

The solution to this problem, according to the author of this statement, is to “return to the interests of the child - this means reviving in him an insatiable appetite for knowledge, awakening his abilities, opening the way to the manifestation of talent and genius in everyone.”

An important condition for the formation of educational motivation is the development of students' interests.

What factors stimulate the development of cognitive interests of schoolchildren? (This is what relates to the direct work of the teacher). These include:

1. Nurturing broad social motives for educational activities, understanding its meaning, awareness of the importance of the processes being studied for one’s own activities.

2. Providing students with the opportunity to demonstrate mental independence and initiative in their studies; the use of such questions and tasks, the solution of which requires active search activity from students.

3. Creating a problem situation, confronting students with a difficulty that they cannot solve with the help of their existing stock of knowledge, convincing them of the need to gain new knowledge or apply old ones in a new situation. Light material that does not require mental effort does not arouse interest. But the difficulty of the educational material and the learning task leads to an increase in interest only when this difficulty is feasible and surmountable; otherwise interest quickly wanes.

4. Using a variety of teaching materials and teaching techniques. For example, arousing cognitive interest in students using the technique of detachment, i.e. showing students the new, unexpected, important in the familiar and ordinary.

At the same time, learning new things should be based on the knowledge the student already has.

5. A significant factor in the emergence of interest in educational material is its emotional coloring, the living word of the teacher.

The teacher’s skill lies in making it personally significant without neglecting the social. This personal significance should first of all extend to educational activities. The tasks that are set for the student must not only be understood, but also accepted as personally significant.

“In conditions of conscious learning, motives can include direct interest in the task, awareness of the importance of the knowledge being acquired, and the desire to establish oneself among one’s comrades, to test and demonstrate one’s abilities, to establish oneself in the hierarchy of social relations in the class, to listen to the teacher’s approval and

parents."

For me, as a teacher, “it is important to structure the educational process so that from the very first day of learning, the student sees his movement forward, his daily enrichment with knowledge and skills, his path from ignorance to knowledge. It is necessary to give the motives of self-determination and self-improvement a personal meaning so that the student establishes a connection between his current learning and his future.”

Now, let's think about how you, parents, can influence the formation of learning interests and motives.

Remember, talk in groups, what phrase do you most often greet your child from school? (statements from parents)

Let's think together about what phrase you can use to greet a child from school so that it encourages him to study and shows support and love to his parents. (After discussion, parents come to a consensus.)

As a rule, they ask: “How are you? What new things did you learn at school? Do you need my help or can you handle your homework (preparing for a test) on your own?” We recommend using it when communicating with a child who has returned from school.
Now let’s discuss in groups how to act pedagogically and psychologically correctly in a given situation in order to ultimately support the child’s cognitive and social motivation in educational activities.

Tasks for each group.

Situation: The child gets a bad mark on his English test. Contents of the test: letters of the English alphabet are written under the dictation of the teacher.

Solution:“You know, when I was little, this material was also difficult for me. Let's try to understand the material that is so difficult for you. Let's look at the textbook again. I think this will help us. And then I will dictate the letters to you, and you will write. And so every day. We have four days until the next lesson.”

Situation: the child boasts that he managed to copy from a neighbor, and therefore he received an A in dictation.

Solution:“It’s good that you got an A, but at the same time you don’t know how to write words correctly. Next time, suddenly your neighbor gets sick, and there is no one to write it off from. Let me help you learn the words. Or maybe you can handle it yourself?”

Teacher's Note: Sometimes children mistake it for cheating that they simply looked at their neighbor’s notebook, and their words and assignments coincided. But in any case, you need to offer your help to the child, make sure that he knows this task, encourage him and tell him that cheating does not provide true knowledge.

Situation: a child comes home from school and to the question “What’s interesting at school?” says: “I’m not interested in school.”

Solution:“Come on, tell me in more detail what happened today.” Teacher's Note. Most often, this phrase tells the parent that the teacher is teaching lessons in a boring way or is of little interest to this particular child. But that's not true. A competent parent understands that any teacher is in love with his profession and his subject. He cannot teach a boring lesson (exceptions are extremely rare). Moreover, other children are happy to go to school. Most often it is the child himself. Most likely, something doesn’t work out for him, and due to his suspiciousness, he attaches great importance to it, so everything else may simply not interest him. Or someone offended him (perhaps his parents didn’t buy a toy), and he sulked - there’s no time for studying. Maybe your beloved grandmother is sick and all your studies are not a joy. Maybe a little sister was born - all the attention is on her. And this childhood resentment, “dislike” suppresses the mood, reduces the cognitive motive, and the phrase “I’m not interested in school” is simply a protest. In any case, you need to talk to your child often and frankly, and be attentive to his “little problems and aspirations.” Often, conflict situations that are unresolved in childhood give rise to complexes that persist in an adult and prevent him from living a peaceful life. Therefore, the phrase “I’m not interested in school” should alert a parent. And in no case should you look for reasons only in the teacher, in the school. Start solving this problem with a frank heart-to-heart conversation with your child.

Situation: a child comes home from school and says: “I’m bored at school. I already know everything.”

Solution:“It’s great that you already know everything! Can you tell me why the word go is spelled “b”? What molecules does water consist of? What kind of planet is this “Proserpina”? How many zeros are there in the number trillion? "No". “So you don’t know everything yet! You're probably just tired. I also work a lot and get tired. Let’s relax together, go to the stadium (pizzeria, zoo), and tomorrow with new strength you will go to learn new and interesting things from your wonderful teacher Olga Sergeevna!”

Teacher's Note. It is very important to support your child and show that you are interested in his problem. You also need to use examples of your school knowledge to convince him that he still doesn’t know the most interesting things. It is imperative to express your respect for the teacher so that the child understands that you respect the teacher. This means that your child will respect him, listen and obey him.

Summarizing.

So, let's summarize our meeting. How can we still form educational interests and motives in our children?

Take an interest in the child’s educational activities using the phrase: “What new did you learn at school?”

Remember your childhood more often and enter into your child’s situation, help him with homework and preparing for tests.

Be attentive to the smallest children's problems, do not brush them aside, because they can interfere with the formation of educational interests and motives.

Talk openly with your child more often.

Talk and convince the child that the knowledge acquired at school will be useful, or rather necessary, for him in his future life.

Show by example how good it is to know, read, teach, study.

Final words from the teacher:

Thank you, dear parents, for your understanding and cooperation. I want you to know and understand that we have a common cause - raising children, and it is in our common interests that your child is successful and studies well. Therefore, I ask you to take a constructive approach to solving emerging problems, conflicts, and misunderstandings. If we are ready for cooperation and dialogue, then we will succeed. And our children will study well, with interest and benefit for themselves and for society.

Educational and substantive consultation for parents.

Extracurricular activities for the second half of the year.

EXAMPLE DEVELOPMENTS
PARENT MEETINGS IN PRIMARY SCHOOL

(grades 1–4)

1 CLASS

FIRST MEETING

Subject : MEET THE PARENTS
FIRST GRADE STUDENTS

Meeting objectives:

1. Introduce parents to teachers, school, administration, school services and each other.

2. Help the family prepare for their child’s first grade education.

Issues for discussion:

Where can parents get advice on raising a child?

What laws should education in the family follow?

What is interesting about an individual family: traditions and customs (exchange of experience)?

Meeting plan(exemplary)

I. Getting to know the school principal and school administration.

II. Introduction of the teacher who will work with the class.

III. Tour of the school building.

IV. Mini-lecture “Laws of education in the family. What should they be like?

V. Questioning parents on the topic of the meeting.

VI. Self-presentation is the calling card of the family.

VII. Parent training “Child in the mirror of parents.”

Progress of the meeting

I. Opening speech by the school director(option).

– Dear fathers and mothers, grandfathers and grandmothers, all adults who came to the first meeting with the school, the threshold of which your kids will cross in September!

Today we announce you and ourselves as members of one large ship team called “School”. Our voyage begins today and ends in 12 years. We will be together for so long, and while our ship will sail on the ocean of Knowledge, we will experience storms and storms, sorrows and joys. I want this voyage to be interesting, joyful and significant in the life of every child and every family.

How to learn to overcome difficulties, how to learn to fall, hitting as few bumps as possible, where to get advice, a comprehensive answer to an insoluble question - all this can be found in the office of the deputy director of an elementary school.

II. Speech by the Deputy Director of Primary School.

The speech should contain information about the traditions and customs of the primary school, and the requirements for students. It is necessary to introduce parents to the school's charter, give each family a school business card, indicate the days of consultations of the deputy director of the primary school, and introduce the primary school teacher who will work with a specific class.

III. Teacher's self-presentation.

The teacher conducts self-introduction (option):

1. A story about yourself, about your choice of teaching profession.

2. A story about your graduating students, about plans for the future in working with the new class.

IV. Self-representation of families.

The self-representation of families at the parent meeting is very interesting. This is a kind of calling card of the family. It is advisable to tape-record speeches of parents talking about themselves at the meeting. Such work will make it possible to immediately determine the characteristics of families, the degree of their openness, the system of family values and relationships. It will be important for the class teacher to analyze mini-stories about the family.

FAMILY SELF-REPRESENTATION PLAN

1. Last name, first name, patronymic of parents.

2. Age of parents, family birthday.

3. Interests and hobbies of the family.

4. Traditions and customs of the family.

5. Family motto.

You can write down the family motto on a piece of Whatman paper that is attached to the board in the classroom. This material can be successfully used in working with students.

V. Tour of the school building.

After the self-introduction of parents and teachers and the establishment of a warm atmosphere, a tour of the school is held. It is very important to show parents the psychological service office, introduce it to its work schedule, and offer to write down the psychological service hotline.

VI. Advice for parents.

At the end of the meeting, each family receives a mandate in the form of a scroll, which contains the laws for raising a child in the family. Parents are given the opportunity to read the laws and ask questions to the teacher.

VII. Parent survey.

Held at the end of a meeting on a designated topic.

You can take a group photo as a souvenir of your parents’ first “school” day.

SECOND MEETING

Subject : THE PROBLEM OF ADAPTATION
FIRST GRADERS AT SCHOOL

Form: round table.

Meeting objectives:

1. Introduce the parent team to possible problems of adaptation of children in the first year of education.

Issues for discussion:

Physiological difficulties of adaptation of first-graders at school.

Psychological difficulties of adaptation of first-graders at school.

The system of relationships between children in the classroom.

Progress of the meeting

I. Discussion of the child's first day of school.

Parents share their impressions with each other and teachers: in what mood the child came home, how family members congratulated him, what gifts he received.

II. Parental workshop-game “Basket of Feelings”.

It might look something like this.

Teacher's word . Dear moms and dads! I have a basket in my hands, at the bottom of it there are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, and filled your entire existence. Place your hand in the basket and take the “feeling” that has overwhelmed you most for a long period of time, name it.

Parents name the feelings that overwhelm them, which they experience painfully.

Such an assignment allows you to focus on the importance of the event, identify problems and difficulties that arise in families, and discuss these problems while considering the topic of the meeting.

Physiological conditions for a child’s adaptation to school.

Discussion of the issue.

Psychological difficulties of a child’s adaptation to school.

When discussing this problem, it is necessary to pay attention to the following important conditions for psychological comfort in the life of a first-grader:

– creation of a favorable psychological climate towards the child on the part of all family members;

– the role of the child’s self-esteem in adaptation to school (the lower the self-esteem, the more difficulties the child has at school);

– developing interest in school and the school day;

– mandatory acquaintance with the children in the class and the opportunity to communicate with them after school;

– inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);

– exclusion of such penalties as deprivation of pleasure, physical and mental punishment;

– taking into account temperament during the period of adaptation to school education;

– providing the child with independence in educational work and organizing control over his educational activities;

– encouraging the child not only for academic success, but also moral stimulation of his achievements;

– development of self-control and self-esteem, self-sufficiency of the child.

Relationships between classmates.

● Don’t take away someone else’s, but don’t give away yours either.

● They asked - give, they try to take away - try to defend yourself.

● Don't fight without reason.

● If they call you to play, go, if they don’t call you, ask permission to play together, it’s not shameful.

● Play honestly, don't let your comrades down.

● Don’t tease anyone, don’t whine, don’t beg for anything. Don't ask anyone for anything twice.

● Don't cry because of your grades, be proud. Don’t argue with the teacher because of grades and don’t be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.

● Don’t snitch or slander anyone.

● Try to be careful.

● Say more often:let's be friends, let's play, let's go home together.

● Remember: you are not the best, you are not the worst! You are unique to yourself, parents, teachers, friends!

THIRD MEETING

Subject : TV IN FAMILY LIFE
AND A FIRST GRADER

Meeting objectives:

1. Together with parents, determine the advantages and disadvantages of having a TV in a child’s life.

2. Determine the names and number of programs for children to watch.

Issues for discussion:

The role of television in a child's life.

The influence of television programs on the formation of a child’s character and cognitive sphere.

Questions for discussion:

Do you think that TV should be among the main household items?

What TV shows, in your opinion, shape a child’s personality?

TO How, in your opinion, should a child watch TV? Consider possible options.

Progress of the meeting

I. Teacher's opening speech(option).

– Is TV in a child’s life good or bad? How much time and what programs should children watch? Should we turn off the TV if we think that the program will be uninteresting to the child? These and other questions today require answers.

N some statistics:

Two thirds of our children aged 6 to 12 watch television daily.

A child's daily television viewing time averages more than two hours.

50% of children watch TV shows in a row, without any choice or exception.

25% of children aged 6 to 10 watch the same TV shows 5 to 40 times in a row.

38% of children aged 6 to 12 years old, when determining the rating of the use of free time, put TV in first place, excluding sports, outdoor walks and communication with family.

But you might think that these statistics do not apply to our children? In vain. Here are the results of a class survey conducted around the following questions:

How many times a week do you watch TV?

Do you watch TV alone or with your family?

Do you like to watch everything or do you prefer certain programs?

If you found yourself on a desert island, what items would you order from a good wizard to make your life interesting and not boring?

II. Discussion of the results of the analysis of children's answers to the proposed questions.

III. Discussion.

What to do and is it necessary to do something? Perhaps you should simply ban watching TV or limit your child to certain programs?

What does TV give a child? Is there anything positive about watching TV, especially for first graders?

The problem is discussed and opinions are exchanged.

Opinions of 10-year-old students about watching television.

Watching TV allows you to:

– relax, forget daily problems, get away from fears and worries;

– find answers to questions that adults do not answer because they are busy;

– understand with the help of TV what is “good” and what is “bad”;

– learn about various phenomena in different fields of knowledge;

– develop imagination, fantasy, and emotional sphere.

Teacher's comment, discussion.

For this parent meeting, you can prepare an exhibition of children’s drawings “I’m watching TV.”

1) Together with the children, determine TV programs for viewing by adults and children for the next week.

2) Discuss favorite TV shows of adults and children after watching.

3) Listen to children’s opinions about adult programs and express their opinions about children’s programs.

4) TV should not be a significant part in the life of parents, then it will become a positive example for the child.

5) It is necessary to understand that a child who watches scenes of violence and murder every day gets used to them and may even experience pleasure from such episodes. It is necessary to exclude them from viewing by children.

V. Homework for parents:determine for yourself the answers to the questions:

How much time does your child spend watching TV?

Does he ask questions after watching the programs, does he want to discuss the program with you?

What programs does he prefer?

What program would you like to take part in?

How to prevent children from hearing from their parents: “ ABOUT Do you do your homework in the evening?”, “What were you doing, sitting in front of the TV again?” etc.

Note to parents:

It must be remembered that the influence of television on the psyche of children is very different from its similar influence on adults. TO for example, according to research results, first-graders cannot clearly determine where the truth is and where the lie is. They blindly trust everything that happens on the screen. They are easy to control, manipulate their emotions and feelings. Only from the age of 11 do children begin to consciously perceive what television offers.

FOURTH MEETING

Subject : EMOTIONS POSITIVE
AND NEGATIVE

Form: family council.

Meeting objectives:

1. Get acquainted with the self-esteem of the students in the class.

2. Determine the reasons for the predominance of negative or positive emotions in students.

Progress of the meeting

I. Opening speech by the teacher(option).

– Dear moms and dads! Today we have a parent meeting, which we are holding in the form of a family council. The family council meets when the matter is urgent and requires a comprehensive analysis. Before we move on to advice on the announced problem, please listen to a tape recording of children's answers to the question: what am I? (For example, I am kind, handsome, smart, etc.)

After listening to the recording, parents must answer the question about the motives for the child’s choice of adjectives denoting positive and negative qualities. There is an exchange of exchanges.

– Today we will talk about human emotions. I would like to draw your attention to those emotions that stimulate the development of neuroses and destroy the child’s health. These are emotions of destruction - anger, malice, aggression and emotions of suffering - pain, fear, resentment. Observing children, we have to admit that the emotions of suffering and destruction are closer to them than the emotions of joy and goodness.

II. Parent training.

Questions:

Give examples of situations from your life, from the life of your family, or observed situations associated with negative and positive emotions.

Can you say that you heard echoes of negative emotions in the guys' answers on the tape? (According to psychologists, positive emotions appear in a person when he is loved, understood, recognized, accepted, and negative emotions when his needs are not met.) How to form positive emotions? Where to start?

There are pieces of paper in front of you. Write down on them expressions that are prohibited in communicating with a child in your family, as well as recommended and desirable expressions.

Conclusion: When communicating with children, you should not use the following expressions, for example:

I told you a thousand times that...

How many times must I repeat...

What are you thinking about...

Is it really difficult for you to remember that...

You become…

You are the same as...

Leave me alone, I have no time...

Why is Lena (Nastya, Vasya, etc.) like this, and you are not...

When communicating with children, it is advisable to use the following expressions:

You are my smartest (handsome, etc.).

It's so good that I have you.

You're doing great for me.

I love you very much.

How well you did it, teach me.

Thank you, I am very grateful to you.

If it weren't for you, I would never have gotten through this.

Try to use the listed desirable expressions as often as possible.

1) Accept your child unconditionally.

2) Actively listen to his experiences and opinions.

3) Communicate with him as often as possible, study, read, play, write letters and notes to each other.

4) Do not interfere with his activities that he can handle.

5) Help when asked.

6) Support and celebrate his successes.

7) Talk about your problems, share your feelings.

8) Resolve conflicts peacefully.

9) Use phrases that evoke positive emotions in communication.

10) Hug and kiss each other at least four times a day.

IV. Homework for parents:Write a letter for your child to open during their senior year of school.

1. Do you encourage your child to show positive emotions? How do you do this?

2. Does your child show negative emotions? Why do you think they arise?

3. How do you develop positive emotions in your child? Give examples.

The survey is carried out during the meeting, the teacher allocates 10–15 minutes for this. Parents give the answer sheets to the teacher, who uses them in further work with parents and students.

FIFTH MEETING

Subject
“TURNING THE PAGES...”

Form: oral journal.

Oral journal - these are sheets of whatman paper, folded in the form of a large book, intertwined with ribbon. Each sheet is a page of the class’s life for the year.

Progress of the meeting

I. Review of oral journal pages.

Page one . “Our life in lessons” (fragments of lessons).

Page two . “Our breaks” (physical education break, games, etc.).

Page three . “Our life after lessons” (the brightest moments of activities held in the classroom over the year).

Page four. “Our creativity” (show of students’ creativity: reading poems, songs, group activities).

Page five. “We and our parents” (rewarding parents for their work in the classroom).

The medal is a child's hand, painted and decorated by children.

Page six . “Our plans for the summer” (each student receives an assignment for the summer that he must complete for the whole class).

II. Results of the work of parents and students for the year.

The class teacher, a representative from the parent committee, makes a presentation.

At the end of the meeting, students take photos with their parents and teachers. Photos taken previously at other class meetings and events are presented.

2nd CLASS

FIRST MEETING

Subject : PHYSICAL DEVELOPMENT OF A JUNIOR SCHOOLCHILDREN
AT SCHOOL AND AT HOME

Meeting objectives:

1. Discuss with parents the new stage in the physical and mental development of children.

2. Increase parental control over physical training.

Issues for discussion:

The importance of physical culture for the full development of personality.

Physical education lesson and its requirements for the student.

Meeting plan

I. Parent survey(at the beginning of the meeting the teacher conducts it).

II. Reporting data on the influence of physical culture on personality development(it is possible to involve a physical education teacher and medical workers).

III. Operational analysis of survey results(given at the end of the meeting).

Questionnaire for parents

1. Does your child like physical education lessons?

2. Do you ask your child about physical education at home?

3. How would you like to see a physical education lesson?

For the meeting, you can prepare an exhibition of drawings “I am in a physical education lesson.”

SECOND MEETING

Subject : AGGRESSIVE CHILDREN. CAUSES
AND CONSEQUENCES OF CHILDREN'S AGGRESSION

Meeting objectives:

1. Determine the level of aggression of class students using the teacher’s observations and the results of a parent survey.

2. Help parents understand the causes of aggression in children and find ways to overcome them.

Issues for discussion:

Causes of childhood aggression.

Parental power, its types and ways of influencing the child.

P to overcome children's aggressiveness. Recommendations for overcoming childhood aggression.

Meeting plan

I. Questioning of parents.

II. Reporting the results of an analysis of the causes of child aggression(speech by teacher, recommendations to parents).

III. Operational analysis of parents' responses.

IV. Exchange of views on the topic of the meeting.

Questionnaire for parents

1. Is your child sometimes aggressive?

2. In what situations does he show aggression?

3. Who does he show aggression against?

4. What are you doing in your family to overcome your child’s aggressiveness?

THIRD MEETING

Subject : PUNISHMENT AND REINFORCEMENT IN THE FAMILY

Meeting objectives:

1. Determine the optimal positions of parents on the topic of the meeting.

2. Consider the proposed pedagogical situations in practice.

Issues for discussion:

Types of punishments and rewards in family education.

The importance of punishment and reward in the family (analysis of pedagogical situations and survey results).

Meeting plan

I. Speech by the class teacher based on the results of the survey.

II. Sharing experiences of parents.

Using materials from specialized literature and the results of a parent survey on the topic of the meeting held in advance, the teacher organizes an active parent exchange of experiences and makes recommendations based on his teaching experience.

Questionnaire for parents

1. What measures of punishment and reward are used in the family?

2. What do you punish and reward your child for?

3. How does the child react to rewards and punishments?

FOURTH MEETING

Subject : RESULTS OF THE PAST SCHOOL YEAR

It is carried out traditionally.

3 CLASS

FIRST MEETING

Subject : THE IMPORTANCE OF COMMUNICATION IN DEVELOPMENT
PERSONAL QUALITIES OF A CHILD

Meeting objectives:

1. Determine the meaning of communication for children and adults.

2. Consider the problems identified as a result of the survey of children and parents, and conduct a discussion on the topic of the meeting.

Issues for discussion:

Communication and its role in human life.

Child communication in the family. The results of this process are for adults and children.

Meeting plan

I. Teacher's speech, prepared according to specialized literature.

II. Operational survey and analysis of responses from parents and students, if they answered similar questions.

Questionnaire for parents

1. How much time a day do you spend communicating with your child?

2. And Do you know from the child himself about his educational successes, about school friends and friends outside of school, what is the name of his neighbor or deskmate?

3. What problems does your child have?

SECOND MEETING

Subject : CHILD’S LABOR PARTICIPATION IN FAMILY LIFE.
HIS ROLE IN THE DEVELOPMENT OF PERFORMANCE
AND PERSONAL QUALITIES

Meeting objectives:

1. Familiarization of parents with the forms of labor participation of the child in family life.

2. Determine the role of the family in nurturing the child’s hard work.

Issues for discussion:

Labor and its importance in a child’s life.

Intellectual work and performance.

The role of the family in the development of a child’s performance and hard work.

Meeting plan

I. Analysis of situations(speech by teacher).

Using the results of a parent survey conducted before the meeting, the teacher dwells on specific pedagogical situations.

II. Introducing the exhibition.

Parents get acquainted with the photo exhibition “Work in our family” prepared by students for the meeting.

Questionnaire for parents

1. Does your child like to work?

2. What does he like to do?

3. Can he do the work independently or only with your help?

4. How long can your child work?

5. Is work done enthusiastically or reluctantly?

THIRD MEETING

Subject : IMAGINATION AND ITS ROLE
IN THE LIFE OF A CHILD

Meeting objectives:

1. Emphasize the importance of imagination in the general and aesthetic development of a child.

2. Help parents develop creativity in their children.

Issues for discussion:

The role of imagination in human life.

Meeting plan

I. Questioning of parents.

III. Speeches by representatives of creative professions.

It is advisable to organize consultations with them for parents after the meeting.

Questionnaire for parents

1. Can your child imagine and dream?

2. Does your child like to transform?

3. Is the family stimulating the child’s desire to show imagination and invention (writing poems, holiday greetings, keeping diaries, decorating the house, etc.)?

FOURTH MEETING

Subject : RESULTS OF THE PAST SCHOOL YEAR –
MUSICAL HOLIDAY “WE AND OUR TALENTS”

Such a meeting is traditionally held.

4TH GRADE

Subject : PHYSIOLOGICAL GROWTH AND ITS INFLUENCE
FOR THE FORMATION OF COGNITIVE
AND PERSONAL QUALITIES OF THE CHILD

Meeting objectives:

1. Familiarize parents with the problems of physiological maturation of children.

2. Outline ways to influence the child’s personal qualities.

Issues for discussion:

Physiological maturation and its influence on the child’s behavioral reactions.

Pedagogical situations on the topic of the meeting.

Meeting plan

I. Questioning of parents.

II. Speech by the class teacher on the problem.

The teacher introduces parents to the general problems of physiological maturation.

III. Speeches by the school doctor and psychologist.

IV. Teacher's message based on the results of the analysis of questionnaires, which parents filled out during the meeting.

Questionnaire for parents

1. What has changed in your child lately?

2. How did he begin to behave at home?

3. Does he demonstrate his independence? (How and in what?)

4. Are you afraid of the upcoming conversation with your child about gender issues?

SECOND MEETING

Subject : CHILD'S ACADEMIC ABILITIES. WAYS OF THEIR DEVELOPMENT IN THE CLASS AND IN EXTRA-CURRICULAR ACTIVITIES

The meeting is held jointly with the students.

Form of conduct: educational “Olympic” games to determine the best (in writing, counting, reading, recitation, singing and etc.).

Meeting objectives:

The main task of games is to give each child the opportunity to show their abilities, their uniqueness and originality.

Issues for discussion:

Abilities, their types and significance in human life.

The abilities of students in our class and their implementation in educational activities.

Plan for the meeting (games)

I. Opening speech by the class teacher.

II. "Olympic" competitions.

Having made a short introduction about human abilities and their development, the teacher organizes “Olympic” competitions taking into account the specific abilities of the children. The panel of judges includes members of the administration, subject teachers and parents; they award the “Olympians”.

THIRD MEETING

Subject : SPEECH SKILLS AND THEIR IMPORTANCE
IN FURTHER TRAINING OF SCHOOLCHILDREN

Meeting objectives:

1. Assess students’ speech skills and abilities.

Issues for discussion:

Relevance of the problem. The influence of speech skills on the mental work of schoolchildren.

The role of parents in the development of speech skills. Features of conversational speech at home.

Meeting plan

I. Teacher’s opening speech based on the results of the analysis of students’ speech skills(essays, burime, etc.).

II. Speech by specialist teachers based on the results of the analysis of the psychological and pedagogical consultation(based on the results of four years of study) and formulating recommendations for the development of children’s speech skills in the family.

III. Meeting the class teacher and teacherswho will teach children in the fifth grade.

FOURTH MEETING

Subject : RESULTS OF FOUR YEARS OF STUDY

Preparatory work for the meeting.

A survey of students and parents should be conducted a week before the meeting.

The analyzed survey results are used by the class teacher in preparing the final meeting, which is held with the participation of students.

The meeting should be festive and memorable for both children and parents.

Issues for discussion:

P summarizing the results of four years of study.

ABOUT features (psychological and physiological) of the upcoming adaptation of primary school graduates to studying in secondary school.

Questionnaire for students

1. Did you enjoy studying in your class?

2. What subjects did you like most and why?

4. What do you remember most?

5. How do you imagine fifth grade teachers?

6. What kind of person do you want to become as you continue your studies?

7. How do you imagine your class teacher?

8. What should he be like for you to want to communicate with him?

9. What would you like to wish future first-graders?

10. What would you like to wish your first teacher?

Questionnaire for parents

1. How do you see your son or daughter’s future teachers? What character qualities should they have?

2. What professional qualities should they have?

4. What qualities do you want to develop in your child with the help of teachers who will work in the fifth grade?

5. What qualities would you like to change in your child with the help of the teachers who will work with him?

6. What could your child do besides academic work?

7. What do you expect from the class teacher who will work with your child?

8. How can you help your class to make life interesting for your child in this class?