Pedagogical and psychological methods of conflict resolution are: Ways to resolve pedagogical conflicts

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

There is also a special group of conflicts - pedagogical ones.

N.V. Samukina divides pedagogical conflicts into three large groups: 1. Motivational conflicts that arise due to weak motivation for schoolchildren’s educational activities. 2. Conflicts associated with shortcomings in the organization of education at school. 3. Conflicts between students, teachers and schoolchildren, teachers and administration.

IN AND. Zhuravlev classifies pedagogical conflicts according to the interaction of the teacher with age groups of students. In the elementary grades, these are conflicts of ethics and transcendental ethics associated with violations of pedagogical tact by the teacher and offenses; didactic, caused by discipline, discrimination of students, inadequate assessment of failure and professional shortcomings of teachers. In working with a teenager -

More often than others, we encounter conflicts of student discipline, conflicts of didactic interaction, conflicts of teacher methodological errors and conflicts of teacher violations of ethics. In high school, these are conflicts associated with inadequate discipline and conflicting behavior of the teacher.

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

Features of pedagogical conflicts:

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

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

3. The difference in age and life experience of the participants separates their positions and gives rise to different degrees of responsibility for mistakes.

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

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

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

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

The dynamics of conflict consist of three main stages: growth, implementation and attenuation. Successful blocking of the conflict (transferring it from the area of ​​communicative interactions to the objective-active plane) is possible only at the first stage. Once a conflict has flared up, it can no longer be suppressed. Educational correction is effective at the third stage, when tension has been released and both parties have “thrown out their emotions.”

Since the best way to resolve conflicts is their prevention, a psychologist needs to work with teachers to improve their social-psychological

hygienic competence. This first direction of work between a psychologist and a teacher.

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

Method of introspection lies in the fact that the teacher puts himself in the place of the student, and then reproduces thoughts in his imagination And the feelings that he thinks this student is experiencing in a given situation. After such an “immersion” into the inner world of another, a conclusion is drawn about the motives and external drivers of his behavior, goals and aspirations. Based on the results of the analysis, interaction with a person is built. The effectiveness of this method is high, but not unlimited. There is a danger of mistaking one’s own thoughts and feelings for the thoughts and feelings of a child. When using this method, it is necessary to compare your ideas and existing patterns with the child’s real actions and change them in case of discrepancy.

Empathy method based on the technique of feeling into the inner experiences of another person. If the teacher is an emotional person prone to intuitive thinking, then this method will be useful for him. This type most often includes literature teachers, teachers of art disciplines, who belong to the “artist” type. This method makes it possible to achieve high results if the teacher can trust his intuition and stop the emergence of intellectual interpretations in time.

Logical analysis method suitable for those who have a predominant element of rationalization of mental life. To understand an interaction partner, such a person builds a system of intellectual ideas about him based on the situation. The type of “thinkers” includes teachers of physics and mathematics.

Method creativity allows you to turn the problems of a conflict situation into new opportunities and benefit from it

maximum benefit. It consists of turning a problem into a task. Based on creative response, accepting the situation as it is, the desire to learn something from any situation, and the use of positive affirmations.

Positive self-affirmation method based on a win/win strategy. It allows one to assert oneself not through an attack, searching for the culprit, or formulating demands, but through “I-statements” that reflect the essence of the event, a person’s needs, feelings, and views on the situation.

Shared Power Method based on partnerships: “power with...”, not “power over...”. Allows you to achieve the most desirable results for an individual, while simultaneously creating value for another person.

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

Method for analyzing conflict situations using a win/win strategy that allows you to reflexively find a variety of solutions to a problem with benefits for both parties.

Method of socio-psychological training, allowing the development of social and communicative competence in group interaction conditions.

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

Imagination method helping to develop social reflexivity, predicting behavior patterns of a communication partner and one’s own reactions, etc.

Introduction…………………………………………………………………………………..3

Chapter first.

1.1 Definition of conflict, content, types and methods of occurrence………………………………………………………………………………….4

1.2. Conflicts in the conditions of educational activities……………………………14

Chapter two.

Specifics of resolving pedagogical conflicts……………………………………………………………………………………….17

Conclusion……………………………………………………………...…..24

References……………………………………………………………25

Introduction.

In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.

Aggression is an obstacle to the formation of relationships, morality, and social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

1.1. Definition of conflict, content, types and methods of occurrence.

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict- a form of social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in the case of internal conflict), arising due to a divergence of desires, interests, values ​​or perceptions.

Stated differently, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values ​​or desires of one of them means a step back for the other or others.

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

- "authentic" - when a conflict of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;

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

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

- "misattributed" - when conflict relations are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

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

- "false" - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

Conflict situation- such a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle.

That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

There are four types of conflicts:

- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, and interests of the individual;

- interpersonal, characterized by the fact that actors strive to realize mutually exclusive goals in their life activities;

- intergroup, characterized in that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them;

- personal-group– occurs when an individual’s behavior does not conform to group norms and expectations.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed.

There are signals that warn of conflict. Among them:

· a crisis(during a crisis, usual norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);

· misunderstanding(caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);

· incidents(some little thing may cause temporary excitement or irritation, but this passes very quickly);

· voltage(a condition that distorts the perception of another person and his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);

· discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).

It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.

Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds, this concept is associated with the deterioration of relationships, violation of discipline, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values ​​and norms, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students , as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a condition that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

Based on the foregoing, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very presence of conflicts was perceived as a negative phenomenon, interfering with the normal functioning of the pedagogical system and causing its structural disturbances.

It has been established that contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

– study of existing advanced pedagogical experience;

– second – mastering knowledge of the patterns of development of conflicts and ways of preventing and overcoming them; (the path is more labor-intensive, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

· position of neutrality - the teacher tries not to notice and not to interfere in the clashes that arise among students;

· conflict avoidance position – the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;

· position of expedient intervention in the conflict – the teacher, relying on good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show teenagers the inappropriateness of some of the forms they use to resolve conflict (fighting, name-calling, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

Theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:

The basis of a conflict is often an understandable contradiction, and the conflict itself can be constructive or destructive;

Most teachers remain wary of conflicts among students;

Conflicts should not be “feared” because they are natural;

Conflicts among adolescents, due to their age characteristics, are a common and common phenomenon;

The cause of the conflict can be the assertion of one’s “I”;

Intrapersonal conflict can cause interpersonal conflict;

It is advisable for teachers to intervene in the conflict not so much in order to eliminate it, but to help the teenager get to know himself, his friend, his educational team;

Before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;

A conflict situation and conflict, with the skillful use of management mechanisms, can become effective means of educational influence;

A social educator needs deep specialized knowledge to successfully manage conflicts among adolescents.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process, and that create the potential for conflict. Subjective conditions include the level of education and development of children, awareness of the degree of conflict in the situation by its participants, and their moral and value orientations.

According to their direction, conflicts are divided into the following types:

Socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts—violations in the area of ​​relationships. The reasons for the relationship may be the following: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or simultaneously in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, the support of others;

Psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;

Social conflict – situational conflicts from case to case;

Psychological conflict occurs outside of communication with people, occurs within the individual.

Conflicts are classified according to the degree of their reaction to what is happening:

Fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

Acute long-term conflicts arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

Weak, sluggish conflicts are typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

Weakly expressed, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.

Conflict pedagogical situations are distinguished by time: permanent and temporary (discrete, one-time); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

Most conflicts are subjective in nature and are based on one of the following psychological reasons:

Insufficient knowledge of a person;

Misunderstanding his intentions;

Misconception of what he really thinks;

Erroneous interpretation of the motives for committed actions;

An inaccurate assessment of a given person's relationship to another.

From a psychological point of view, the occurrence of any of these reasons, any combination of them, leads in practice to the humiliation of a person’s dignity, gives rise on his part to a fair reaction in the form of resentment, which causes the same reaction from the offender, while neither one nor the other person is able understand and realize the reasons for mutually hostile behavior.

All subjective factors influencing the conflict can be: characterological and situational. The first includes stable personality traits, the second includes overwork, dissatisfaction, bad mood, and a feeling of uselessness.

In conflict situations, their participants resort to various forms of defensive behavior:

- aggression(manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation, self-accusation);

- projection(the reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

- fantasy(what cannot be accomplished in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

- regression(the goal is replaced; the level of aspirations decreases; while the motives of behavior remain the same);

- target replacement(psychological stress is directed to other areas of activity);

- avoiding an unpleasant situation(a person unconsciously avoids situations in which he failed or was unable to complete the intended tasks).

There are a number of stages in the dynamics of conflict development:

1. Presumptive stage– is associated with the emergence of conditions under which a conflict of interests may arise. These conditions include: a) a long-term conflict-free state of a collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later a desire arises to look for those responsible; everyone considers himself to be on the right side, wronged unfairly, which gives rise to conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) information-sensory hunger, lack of vital information, long-term absence of bright, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a broad public scale provokes the emergence of rumors, speculation, and generates anxiety (among teenagers, a passion for rock music is like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one feels deprived, a “second-class person”; e) style of organizing life and managing a team.

2. Stage of conflict initiation– clash of interests of different groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can be definitely realized only by infringing on the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) the idea of ​​a conflict of interests arises, but this is an imaginary, apparent conflict that does not affect the interests of people, members of the team.

3. Stage of conflict maturation– a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious readiness to act in one way or another in order to remove the sources of the uncomfortable state. A state of psychological tension encourages an “attack” or a “retreat” from the source of unpleasant experiences. People around you can guess about a ripening conflict faster than its participants; they have more independent observations, judgments freer from subjective assessments. The psychological atmosphere of a team or group can also indicate the maturation of a conflict.

4. Conflict Awareness Stage– the conflicting parties begin to realize, and not just feel, a conflict of interests. A number of options are possible here: a) both participants come to the conclusion that the conflicting relationship is inappropriate and are ready to abandon mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; another participant goes to further aggravation; considers the other party’s compliance as weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

Objective content of a conflict situation.

1. Participants in the conflict. In any conflict, the main actors are people. They can act in a conflict as private individuals (for example, in a family conflict), as officials (vertical conflict) or as legal entities (representatives of institutions or organizations). In addition, they can form various groups and social groups.

The degree of participation in the conflict can be different: from direct opposition to indirect influence on the course of the conflict. Based on this, the following are identified: the main participants in the conflict; support groups; other participants.

The main participants in the conflict. They are often called parties or opposing forces. These are those subjects of the conflict who directly carry out active (offensive or defensive) actions against each other. The warring parties are the key link in any conflict. When one of the parties leaves the conflict, it ends. If in an interpersonal conflict one of the participants is replaced by a new one, then the conflict changes and a new conflict begins.

2. Subject of the conflict . It reflects the conflict of interests and goals of the parties. The struggle that occurs in a conflict reflects the desire of the parties to resolve this contradiction, usually in their favor. During the course of a conflict, the struggle may escalate and subside. To the same extent, the contradiction subsides and intensifies.

The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.

3. Object of conflict . The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, sometimes it is considered as a reason, a reason for conflict. The object of the conflict can be a material (resource), social (power) or spiritual (idea, norm, principle) value, which both opponents strive to possess or use. To become the object of a conflict, an element of the material, social or spiritual sphere must be at the intersection of personal, group, public or state interests of subjects who seek control over it. The condition for conflict is the claim of at least one of the parties to the indivisibility of the object, the desire to consider it indivisible, to fully own it. To resolve a conflict constructively, it is necessary to change not only its objective components, but also its subjective ones.

4. Micro and macro environment. When analyzing a conflict, it is necessary to highlight such an element as the conditions in which the participants in the conflict find themselves and act, that is, the micro- and macroenvironment in which the conflict arose.

Important psychological components of a conflict situation are the aspirations of the parties, strategies and tactics of their behavior, as well as their perception of the conflict situation, i.e. those information models of the conflict that each party has and in accordance with which the participants organize their behavior in the conflict.

Conflicts in the context of educational activities

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren . Its impact can manifest itself in various aspects.

First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. Personal communication style and pedagogical “cooperation” tactic ” determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts , regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or perhaps just good advice. The involvement of those in conflict in joint activities, the participation of other students, especially class leaders, in resolving the conflict, etc. have a positive impact.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

Activities arising from the student’s academic performance and his/her performance of extracurricular assignments;

Behaviors (actions) arising from a student’s violation of the rules of conduct at school and outside of it;

Relationships arising in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Conflicts of behavior in any mistake a teacher makes when resolving a conflict gives rise to new problems and conflicts that involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.

It is important that the teacher knows how to correctly determine your position in the conflict, since if the class collective is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher’s inept resolution of problem situations and are, as a rule, long-lasting in nature. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Features of pedagogical conflicts

Among them are the following:

The teacher is responsible for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;

Differences in the life experiences of participants give rise to different degrees of responsibility for mistakes in conflict resolution;

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

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

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

By controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;

Do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me,” but “I feel deceived”);

Do not insult the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensatory” actions cannot correct them);

Try not to kick the student out of class;

If possible, do not contact the administration;

do not respond to aggression with aggression, do not affect his personality,

evaluate only his specific actions;

Give yourself and your child the right to make mistakes, not forgetting that “only those who do nothing make no mistakes”;

Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);

Do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

Specifics of resolving pedagogical conflicts.

There are few problems between people or groups of people that can be solved in an instant.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.

First of all, we need to find out what happened. What is the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values ​​must be clearly separated from facts. And the leader must present the ideal solution from his side. facts.

Then we ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.

Once the conflict has been analyzed, we can begin to work together in a collaborative spirit to find steps to bring everyone to reconciliation.

Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc.

Constructive conflict - when an acute problem is revealed, it leads to a confrontation with a real problem and ways to solve it, and helps to improve. (You can compare: truth is born in a dispute.)

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature.

As a rule, they arise due to the teenager’s sense of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to stable personal mutual hostility and even enmity.

Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex.

Experienced teachers know what to say (selection of content in a dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it (confidence in the result).

In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation.

The actual conflict between teacher and student can be analyzed at three levels:

From the point of view of objective features of the organization of the educational process at school;

From the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

From the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.

In social psychology and pedagogy, five types of relationships are identified:

- diktat relationship – strict discipline, clear requirements for order and knowledge in official business communication;

- relations of neutrality – free communication with students on an intellectual and cognitive level, the teacher’s passion for his subject, erudition;

- guardianship relationship – caring to the point of obsession, fear of any independence, constant contact with parents;

- confrontational relationship – hidden hostility towards students, constant dissatisfaction with work on the subject; a dismissive business tone in communication;

- cooperative relationship – participation in all matters, interest in each other, optimism and mutual trust in communication.

Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word in itself should lead the child to obedience and acceptance of their demands and guidelines.

To make the right decision, the teacher often lacks time and information; he sees the fact that the course of the lesson is being disrupted, but it is difficult for him to understand what caused it, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they usually remain silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.

Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) quarrel at recess, teacher’s mood; e) his ability or inability to organize work in the lesson; f) health status and personal qualities.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher. In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

Forecasting responses and actions of students in conflict situations can provide significant assistance to a social educator. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). Thus, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

M.M. Rybakova suggests taking into account students’ responses in conflict situations as follows:

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

Age and individual characteristics of participants in a conflict situation;

The situation through the eyes of the student and teacher;

The teacher’s personal position in the situation that has arisen, the teacher’s real goals when interacting with the student;

New information about students in the situation;

Options for repayment, warning and resolution of the situation, adjustment of student behavior;

The choice of means and techniques of pedagogical influence and the identification of specific participants in the implementation of the goals at present and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

Analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

Determining means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

Planning the course of pedagogical intervention, taking into account possible response actions of students, parents, and other participants in the situation;

Analysis of results;

Adjustment of the results of pedagogical influence;

Self-esteem of the class teacher, mobilization of his spiritual and mental strength.

Psychologists consider the main condition for resolving a constructive conflict to be open and effective communication between the conflicting parties, which can take various forms:

- statements, conveying how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

- open and personal statements relating to state, feelings and intentions;

information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

- demonstration the fact that the partner is perceived as an individual despite criticism or resistance regarding his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.). As we see, the choice of actions to change the course of the conflict situation has priority.

Failure to fulfill educational assignments due to lack of skill, knowledge of the motive (change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

Incorrect execution of teaching assignments; adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

Emotional rejection of the teacher (change the style of communication with this student);

Emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

Perceive the situation as it really is;

Do not make hasty conclusions;

When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;

Learn to put yourself in the other party's shoes;

Do not let the conflict grow;

Problems must be solved by those who created them;

Treat the people you interact with respectfully;

Always look for a compromise;

Conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission conflict is a joint activity of its participants aimed at ending opposition and solving the problem that led to the clash. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradiction and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:

Depletion of resources on both sides necessary for the fight;

Loss of motive to fight, reduction in the importance of the object of the conflict;

Reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict). Under eliminating conflict understand the impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive influence on the conflict (threat of violence, loss of life, lack of time or material capabilities).

Resolving the conflict is possible using the following methods:

Removal of one of the participants from the conflict;

Exclusion of interaction between participants for a long time;

Eliminating the object of conflict.

Evolving into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. Outcome of the conflict is considered as a result of the struggle from the point of view of the state of the parties and their attitude towards the object of the conflict. The outcomes of the conflict can be:

Elimination of one or both parties;

Suspension of the conflict with the possibility of its resumption;

Victory of one of the parties (mastery of the object of the conflict);

Division of the conflict object (symmetrical or asymmetrical);

Agreement on the rules for sharing the object;

Equivalent compensation to one of the parties for possession of the object by the other party;

Refusal of both parties to encroach on this object.

Termination of conflict interaction - the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

Search for common or similar points of contact for the purposes and interests of the participants is a two-way process and involves an analysis of both one’s own goals and interests and the goals and interests of the other party. If the parties want to resolve a conflict, they must focus on the interests, not the personality of the opponent. When resolving a conflict, a stable negative attitude of the parties towards each other remains. It is expressed in a negative opinion about the participant and in negative emotions towards him. To begin to resolve the conflict, it is necessary to soften this negative attitude.

It is important to understand that the problem that caused the conflict is best solved together by joining forces. This is facilitated, firstly, by a critical analysis of one’s own position and actions. Identifying and admitting one's own mistakes reduces the participant's negative perceptions. Secondly, you must try to understand the interests of the other. To understand does not mean to accept or justify. However, this will expand your understanding of your opponent and make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. Everyone has something positive, and it is necessary to rely on it when resolving a conflict.

Conclusion.

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training for social educators.

It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities, knowledge and skills.

It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.

It is shown that the process of developing the practical readiness of a social teacher to resolve conflicts among adolescents is individually creative, staged and systematically organized. The content and logic of this process is determined by the structural components of readiness and corresponding educational technologies.

List of used literature.

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

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

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

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

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

7.Materials of the website websites.pfu.edu.ru

8.Mudrik A.V. Teacher: skill and inspiration. - M., 1986

9. Ponomarev Yu.P. Game models: mathematical methods, psychological analysis. – M.: Nauka, 1991. – 160 p.

10. Prutchenkov A.S. Communication skills training. - M., 1993

11. Fisher R., Yuri U. The path to agreement or negotiations without defeat - M.: Nauka, 1990 - 158 p.

12. Shipilov A.I. Socio-psychological features of conflicts between superiors and subordinates in a department: Dis....cand. psycho. Sci. – M., 1993. – 224 p.

Coursework on the topic:

Conflict as a pedagogical problem

Introduction

Chapter 1. The essence of conflict in the pedagogical process

1 Concept and features of pedagogical conflicts

2 Types and groups of pedagogical conflicts

3 Causes of pedagogical conflicts

Chapter 2. Settlement and resolution of pedagogical conflicts

1 Resolution of pedagogical conflicts

2 Ways and methods of resolving pedagogical conflicts

Conclusion

Bibliography

Introduction

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

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

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

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This, first of all, shows not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

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

The following tasks follow from the goal:

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

Studying the causes of conflicts in school;

Studying ways and methods of resolving and resolving pedagogical conflicts.

The subject of the course work is pedagogical conflict.

The subjects of my work are teachers and students.

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

Chapter 1. The essence of conflict in the pedagogical process

.1 Concept and features of pedagogical conflict

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1.2 Types and groups of pedagogical conflicts

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

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

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

between the administration and parents;

between the administration of educational institutions and students.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Pedagogical conflicts can be divided into three large groups.

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

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

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

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

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

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

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

1.3 Causes of pedagogical conflicts

The eternal problems of the pedagogical process - what to teach and how to teach - are global problems for the entire world education system. They have become especially acute on the eve of the 21st century. Currently, the entire world education system is experiencing a crisis. The essence of the crisis lies in the fact that the existing system of education and upbringing is not able to effectively perform the functions of socialization of new generations. One of the options for overcoming the global crisis is the creation of a new system of education and upbringing that meets the requirements of modern society

Let us consider the most typical problems for the Russian education system and the causes of various types of conflicts.

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

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

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

The scarcity of allocated funds leads to such negative consequences as:

social and labor conflicts, strikes, rallies, picketing of government institutions, hunger strikes and other forms of protest;

closure of educational institutions due to lack of funds for their maintenance (heating, electricity, repairs, etc.);

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

extreme dissatisfaction of education workers with material remuneration for their work. Low wages force educators to look for additional income, which negatively affects the teaching process.

Age periodization and the identification of situations and conflicts characteristic of each age enable the teacher to navigate the reasons that disrupt interaction with students.

In general terms, such reasons may be the actions and communication of the teacher, the personality traits of the student and the teacher, and the general situation at school.

Here are examples of the causes of conflicts:

the teacher’s low ability to predict student behavior in the classroom;

the unexpectedness of their actions often disrupts the planned course of the lesson, causing irritation in the teacher and the desire to remove the “interference” by any means;

lack of information about the reasons for what happened makes it difficult to choose the optimal behavior and tone of address appropriate to the situation;

other students witness the situations, so the teacher strives to maintain his social status by any means and thereby often leads the situation to a conflict;

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

a student’s assessment is often based on a subjective perception of his action and little awareness of his motives, personality characteristics, and living conditions in the family;

the teacher finds it difficult to analyze the situation that has arisen and is in a hurry to strictly punish the student, citing the fact that excessive severity towards the student will not harm;

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

personal qualities and non-standard behavior of students are the cause of constant conflicts with them;

The teacher’s personal qualities are also often the cause of conflicts (irritability, rudeness, vindictiveness, complacency, helplessness, etc.)

Additional factors are the prevailing mood of the teacher when interacting with students, lack of teaching abilities, lack of interest in teaching work, the teacher’s life problems, the general climate and organization of work in the teaching team.

The reason for many conflicts is that school leaders consider the low level of pedagogical communication between teachers who cannot stop in time, avoid harsh words, not reproach for problems in the family, do not emphasize negative qualities, and do not make fun of them in front of their peers. These are well-known provisions, but they are often violated by many teachers.

Many teachers find it difficult to conduct dialogue with students of different ages. The dialogue between a teacher and students is often conducted at the command and administrative level and contains a set of stereotypical expressions, reproaches, threats, and dissatisfaction with the student’s behavior. This type of communication continues throughout many years of schooling, and by high school age many students have developed a responsive style of communicating with teachers.

Conflicts arise when students are alone with the teacher (there are no conflicts in the presence of strangers or school administration), so it is difficult for the administration to help him prevent and resolve them.

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parent and administrator (managers at various levels: director, head teachers, etc.).

There are 10 types of confrontations:

Student - student;

Student - teacher;

Student - parents;

Student - administrator;

Teacher - teacher;

Teacher - parents;

Teacher - administrator;

Parents are parents;

Parents are administrators;

Administrator - administrator.

Conflicts among students occur quite often. The main causes of conflicts between students are rudeness, boorishness, cruelty, and anger. But most often this kind of conflict occurs among primary and secondary school students. Conflicts between senior students are rare; they are older and have outgrown various grievances; are more friendly with their schoolmates; they have enough other problems. The reasons for such conflicts are the following:

personal dislike of each other;

inadequacy of assessments and self-esteem;

tactlessness in communication, envy of another’s successes, etc.

Leadership conflicts are the most common among “student-student”; in middle classes, groups of boys and girls conflict.

The second type of conflict is “student - teacher”. The reasons for such confrontations and conflicts are:

insults from students;

tactless behavior;

disrespectful attitude towards teachers;

lack of preparation of homework;

systematic (without good reason) absences from classes;

differences in value orientations;

dependent attitude to study, laziness, reluctance to study;

poor preparation for lessons, lack of independent thinking, low level of general education;

lack of interest in studying;

violation of discipline in class, etc.

And if we consider the conflict from the students’ point of view, the reasons may be the following:

insults from teachers;

tactless behavior;

bias in grading;

overstatement of demands;

uninteresting teaching of the lesson by the teacher, etc.

Conflicts in “teacher-student” interactions, in addition to motivational ones, can also cause conflicts of a moral and ethical nature. Most conflict situations in which a teacher and a student are participants are characterized by a discrepancy, and sometimes even a direct opposite, of their positions regarding learning and the rules of behavior at school. Lack of discipline, laxity, a frivolous attitude towards the study of one or another student and excessive authoritarianism and intolerance of the teacher are the main reasons for acute interpersonal clashes.

The cause of many conflicts is also the disrespectful attitude of teachers towards their students, the unwillingness or inability to see the student as an ally and partner in joint activities. Interpersonal and group conflicts among school students are common. The process of socialization (adaptation, self-identification, etc.) involves various kinds of conflicts not only in the school environment. The problem is that the very structure of building a modern mass school according to the principle of subordination and opposition - “teacher - student”, “senior - junior”, “strong - weak”, “successful - unsuccessful” - and all this stimulates children’s conflict, which generates cruelty, anger, and rudeness in group and interpersonal relationships among schoolchildren.

Student-parent conflict. Conflicts of this kind most often arise due to misunderstanding on the part of parents or an unfavorable family environment (drunkenness, fights between parents). The reasons for such quarrels may be:

children do little homework;

they don’t always obey their parents and do everything their own way;

due to poor studies;

children spend a lot of time outside or in the yard;

they listen to tape recorders a lot, watch TV;

behave badly at school;

due to the choice of future profession;

do not put away their things;

read little, etc.

As you can see, the main reasons for conflicts between children and parents are studies and misunderstanding of each other.

Conflicts in the teaching environment: “teacher - teacher”, “teacher - administrator”, “administrator - administrator”. These types of conflicts take place secretly, unnoticed by others. In fact, they represent typical organizational conflicts. They may occur for the following reasons:

Tactless attitude towards each other;

Due to inconvenient class schedule;

Transferring responsibilities to each other;

Administrative abuses;

Uneven distribution of teaching load.

The greatest number of conflicts in the teaching environment is caused by the problem of teaching load. Teachers consider it to be the main cause of school conflicts, and they are dissatisfied with both its excess and its deficiency.

The reason for the increase in tension and conflicts in the teaching environment is also the teacher’s vulnerability from unfair accusations from other participants in the socio-pedagogical process: school administration, employees of higher education authorities, parents of schoolchildren and the students themselves. At the same time, teachers who show deep interest in their work more often come into conflict with representatives of the administration and other colleagues who formally approach their duties, and the latter more often conflict with students and their parents and, accordingly, their more “conscientious” colleagues.

A tense atmosphere and conflicts in school communities are also created by unjustified benefits and privileges enjoyed by certain categories of employees. They can be: the “favorites” of the director or head teacher; those who demand more persistently; teachers with titles; the one who works better; members of school trade union committees, etc.

If we summarize the causes of conflicts that occur in the teaching environment, they can be reduced to two reasons:

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

An outdated administrative system for managing school institutions, built on the “boss-subordinate” principle, in which there is almost no room for normal human communication.

Conflicts between teachers can arise for various reasons: from problems with the school schedule to clashes of an intimate and personal nature.

In the teacher-administration interaction, conflicts arise due to problems of power and subordination.

Conflicts between teachers and parents. The reason for this confrontation is children (school students). This conflict, as a rule, cannot be resolved without the intervention of the administrator. Most often, parents believe that their child is treated poorly by the teacher; evaluates biasedly: finds fault, underestimates. Parents often accuse teachers of incompetence. Teachers, in turn, accuse the family and parents of withdrawing themselves from the process of teaching and upbringing, i.e. Parents shift all communication and education onto the shoulders of teachers.

Interpersonal conflicts that arise between teachers and students can be business or personal in content.

The frequency and nature of conflicts depend on the level of development of the class team: the higher this level, the less often conflict situations are created in it. In a close-knit team, there is always a common goal supported by all its members, and in the course of joint activities, common values ​​and norms are formed. In this case, there are mainly business conflicts between the teacher and students, which arise as a consequence of objective, substantive contradictions in joint activities. They are positive in nature, as they are aimed at identifying effective ways to achieve a general group goal. However, such a conflict does not exclude emotional tension and a clearly expressed personal attitude towards the subject of disagreement. But personal interest in general success does not allow the conflicting parties to settle scores, to assert themselves by humiliating the other. In contrast to a personal conflict, after a constructive resolution of the issue that gave rise to the business conflict, the relationships between its participants are normalized.

Chapter 2. Settlement and resolution of pedagogical conflicts

.1 Resolution of pedagogical conflicts

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

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

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

Stages of conflict management.

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

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

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

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

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

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

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

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

In this case, the following conflict options may arise:

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

parents with student - against teacher;

teacher and student - against parents;

everything is against everyone;

every man for himself.

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

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

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

Don't respond to aggression with aggression;

Do not insult or humiliate your opponent;

Give your opponent the opportunity to speak;

Try to express your understanding and sympathy;

Don't jump to conclusions;

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

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

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

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

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

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

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

2.2 Ways and methods of resolving pedagogical conflicts

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

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

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

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

The most effective way to resolve conflicts is negotiation.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The main goal of psychological analysis of a situation is to create a sufficient information basis for making a psychologically sound decision in the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

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

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

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

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

There are also game methods for resolving conflicts.

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

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

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

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

Conclusion

pedagogical conflict management resolution

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training for social educators.

Teachers and students often encounter conflict situations. However, we must strive to ensure that the conflict occurs in the business sphere and does not spill over into the personal sphere.

It has been established that since the basis of a conflict is often a contradiction that is subject to certain laws, social educators should not afraid conflicts, and, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.

It must be remembered that any mistake a teacher makes when resolving situations and conflicts is replicated in the perception of students, is stored in their memory and has a long-term impact on the nature of relationships.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities.

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

It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.

It is shown that the process of developing the practical readiness of a social teacher to resolve conflicts among adolescents is individually creative, staged and systematically organized. The content and logic of this process is determined by the structural components of readiness and corresponding educational technologies.

Each pedagogical situation has an educational impact on its participants: the student enters the situation with one set of attitudes, but leaves it with a different assessment of his own actions; the self-assessment of the adult participants in the situation also changes.

Bibliography

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

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

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

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

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

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

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

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

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

.Materials from the website www.azsp.ru

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

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

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

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

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

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

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

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

Tutoring

Need help studying a topic?

Our specialists will advise or provide tutoring services on topics that interest you.
Submit your application indicating the topic right now to find out about the possibility of obtaining a consultation.

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

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

Essay

Ways to resolve pedagogical conflicts

Introduction

1. Definition of conflict

2. Conflicts in the context of educational activities

3. Features of pedagogical conflicts

4. Specifics of resolving pedagogical conflicts

Conclusion

Bibliography

Introduction

In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.

Aggressiveness is an obstacle to the formation of relationships, morality, and social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

1. Definition of conflictthat

In order to skillfully use conflict in the pedagogical process, it is necessary, naturally, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using conflict to a person who has only an everyday understanding of the conflict process.

Conflict is a form of social interaction between two or more subjects (subjects can be represented by an individual/group/oneself - in the case of internal conflict), arising due to a divergence of desires, interests, values ​​or perceptions.

In other words, conflict is a situation where two or more entities interact in such a way that a step forward in satisfying the interests, perceptions, values ​​or desires of one of them means a step back for the other or others.

We are considering a pedagogical conflict, that is, a conflict whose subjects are the participants in the pedagogical process.

Typological division of conflicts:

- “genuine” - when a conflict of interests exists objectively, is recognized by the participants and does not depend on anyone. easily changing factor;

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

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

- “incorrectly attributed” - when conflict relations are attributed to parties other than those between whom the actual conflict is playing out. This is done either intentionally with the aim of provoking a clash in the enemy group, thereby “obscuring” the conflict between its true participants, or unintentionally, due to the lack of truly true information about the existing conflict;

- “hidden” - when conflict relations, due to objective reasons, should take place, but are not actualized;

- “false” - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of “conflict” and “conflict situation”; the difference between them is very significant.

A conflict situation is a combination of human interests that creates the ground for real confrontation between social actors. The main feature is the emergence of a subject of conflict, but so far the absence of open active struggle.

That is, in the process of development of a conflict, a conflict situation always precedes the conflict and is its basis.

There are four types of conflicts:

intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, and interests of the individual;

interpersonal, characterized by the fact that actors strive to realize mutually exclusive goals in their life activities;

intergroup, characterized by the fact that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them;

personal-group - occurs when an individual’s behavior does not correspond to group norms and expectations.

To predict a conflict, you must first figure out whether there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where special attention is paid to their motives, value orientations, distinctive features and behavior patterns. Finally, the content of the incident is analyzed.

There are signals that warn of conflict. Among them:

· crisis (during a crisis, usual norms of behavior lose their force, and a person becomes capable of extremes - in his imagination, sometimes in reality);

· misunderstanding (caused by the fact that some situation is associated with the emotional tension of one of the participants, which leads to a distortion of perception);

· incidents (some little thing can cause temporary excitement or irritation, but this passes very quickly);

· tension (a state that distorts the perception of another person and his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into conflict);

· discomfort (an intuitive feeling of excitement, fear that is difficult to express in words).

It is pedagogically important to monitor signals indicating the emergence of a conflict.

In practice, a social educator is more interested not so much in eliminating an incident as in analyzing a conflict situation. After all, an incident can be suppressed through “pressure,” while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is looked at today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither a team nor an individual can develop without conflict; the presence of conflicts is an indicator of normal development.

Considering conflict to be an effective means of educational influence on an individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon indicating failures in their educational work. Most teachers still have a wary attitude towards the very word “conflict”; in their minds, this concept is associated with the deterioration of relationships, violation of discipline, and a phenomenon harmful to the educational process. They strive to avoid conflicts by any means, and if they exist, they try to extinguish the external manifestation of them.

Most scientists believe that conflict is an acute situation that arises as a result of a clash between an individual’s relationships and generally accepted norms. Others define conflict as a situation of interaction between people either pursuing mutually exclusive or simultaneously unattainable goals for both conflicting parties, or seeking to realize in their relationships incompatible values ​​and norms, such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very complex psychological atmosphere in any group of schoolchildren, especially high school students , as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject is unable to realize the internal needs of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a condition that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

Based on the foregoing, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very presence of conflicts was perceived as a negative phenomenon, interfering with the normal functioning of the pedagogical system and causing its structural disturbances.

It has been established that contradictions that arise among adolescents do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether a contradiction will grow into a conflict or find its resolution in discussions and disputes. Successful resolution of a conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoidance of conflicts, expedient intervention in the conflict). Managing a conflict, predicting its development and being able to resolve it is a kind of “safety technique” for teaching activities.

There are two approaches to preparing for conflict resolution:

– study of existing advanced pedagogical experience;

– second - mastering knowledge of the patterns of development of conflicts and ways to prevent and overcome them; (the path is more labor-intensive, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

· position of neutrality - the teacher tries not to notice or interfere in clashes that arise among students;

· position of conflict avoidance - the teacher is convinced that conflict is an indicator of his failures in educational work with children and arises due to ignorance of how to get out of the current situation;

· the position of expedient intervention in the conflict - the teacher, relying on good knowledge of the group of students, relevant knowledge and skills, analyzes the causes of the conflict, makes a decision either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, teachers often lack the culture and technique of interacting with students, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve a conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way to reconcile the parties. It helps to show teenagers the inappropriateness of some of the forms they use to resolve conflict (fighting, name-calling, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, without taking into account the views and opinions of the teenager himself. Neither logic nor emotionality achieves the goal if the teacher ignores the views and experiences of the student.

Theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:

the conflict is often based on an understandable contradiction, and the conflict itself can be constructive or destructive;

Most teachers remain wary of conflicts among students;

conflicts should not be “feared” because they are natural;

conflicts among teenagers due to their age characteristics are a common and common phenomenon;

high emotional intensity in communication often leads to conflict;

the cause of the conflict may be the assertion of one’s “I”;

intrapersonal conflict can cause interpersonal conflict;

It is advisable for teachers to intervene in the conflict not so much in order to eliminate it, but to help the teenager get to know himself, his friend, his educational team;

before intervening in a conflict, it is necessary to know the reasons for its occurrence, otherwise the intervention may acquire a pedagogically negative character;

a conflict situation and conflict, with skillful use of management mechanisms, can become effective means of educational influence;

A social educator needs deep specialized knowledge to successfully manage conflicts among adolescents.

Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include those that exist more or less independently of the pedagogical process, and that create the potential for conflict. Subjective conditions include the level of education and development of children, awareness of the degree of conflict in the situation by its participants, and their moral and value orientations.

According to their direction, conflicts are divided into the following types:

socio-pedagogical - they manifest themselves both in relationships between groups and with individuals. This group is based on conflicts - violations in the area of ​​relationships. The reasons for the relationship may be the following: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or simultaneously in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, the support of others;

psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in conditions of a lack of harmonization of the relationships that develop in it;

social conflict - situational conflicts from case to case;

psychological conflict - occurs outside of communication with people, occurs within the individual.

Conflicts are classified according to the degree of their reaction to what is happening:

fast-flowing conflicts are characterized by great emotional overtones and extreme manifestations of the negative attitude of those in conflict. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits and mental health of the individual;

acute long-term conflicts - arise in cases where contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

mild, sluggish conflicts - typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to clearly reveal its position or avoids, as far as possible, open confrontation. Resolving this kind of conflict is difficult; much depends on the initiator of the conflict.

mild, fast-flowing conflicts are the most favorable form of conflict, but a conflict can be easily predicted only if there was only one. If after this similar conflicts appear that seem to proceed mildly, then the prognosis may be unfavorable.

Conflict pedagogical situations are distinguished by time: permanent and temporary (discrete, one-time); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members when solving problems of a business nature, and the latter - on the basis of contradictions in personal interests. Personal conflicts may concern people’s perception and assessment of each other, real or perceived injustice in the assessment of their actions, work results, etc.

Most conflicts are subjective in nature and are based on one of the following psychological reasons:

insufficient knowledge of a person;

misunderstanding his intentions;

misconception of what he really thinks;

erroneous interpretation of the motives for committed actions;

inaccurate assessment of a given person’s relationship to another.

From a psychological point of view, the occurrence of any of these reasons, any combination of them, leads in practice to the humiliation of a person’s dignity, gives rise on his part to a fair reaction in the form of resentment, which causes the same reaction from the offender, while neither one nor the other person is able understand and realize the reasons for mutually hostile behavior.

All subjective factors influencing the conflict can be: characterological and situational. The first includes stable personality traits, the second includes overwork, dissatisfaction, bad mood, and a feeling of uselessness.

In conflict situations, their participants resort to various forms of defensive behavior:

aggression (manifests itself in “vertical” conflicts, i.e. between a student and a teacher, between a teacher and the school administration, etc.; it can be directed at other people and at oneself, often taking the form of self-humiliation and self-accusation);

projection (reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows them to cope with excessive internal tension);

fantasy (what cannot be achieved in reality begins to be achieved in dreams; achieving the desired goal occurs in the imagination);

regression (the goal is replaced; the level of aspirations decreases; while the motives of behavior remain the same);

goal replacement (psychological stress is directed to other areas of activity);

avoiding an unpleasant situation (a person unconsciously avoids situations in which he failed or was unable to complete the intended tasks).

2. Conflicts in the context of educational activities

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

Conflicts between students at school

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

The most common leadership conflicts among students reflect the struggle of two or three leaders and their groups for primacy in the class. In middle school, a group of boys and a group of girls often conflict. A conflict between three or four teenagers and a whole class may arise, or a conflict between one student and the class may break out.

The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can manifest itself in various aspects.

First, the teacher’s style of interaction with other students serves as an example for reproduction in relationships with peers. Research shows that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of students' interpersonal relationships with classmates and parents. The personal style of communication and the pedagogical tactics of “cooperation” determine the most conflict-free relationships between children and each other. However, a small number of primary school teachers master this style. Primary school teachers with a pronounced functional communication style adhere to one of the tactics (“dictation” or “tutelage”) that increase the tension of interpersonal relationships in the classroom. A large number of conflicts characterize relationships in the classes of “authoritarian” teachers and in high school age.

Secondly, the teacher is obliged to intervene in student conflicts and regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or perhaps just good advice. The involvement of those in conflict in joint activities, the participation of other students, especially class leaders, in resolving the conflict, etc. have a positive impact.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common part of reality. According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

activities arising from the student’s academic performance and his/her performance of extracurricular tasks;

behavior (actions) arising from a student’s violation of rules of conduct at school and outside of it;

relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts arise between a teacher and a student and are manifested in the student’s refusal to complete an educational task or poor performance of it. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Conflicts of actions: any mistake a teacher makes when resolving a conflict gives rise to new problems and conflicts, which involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.

It is important that the teacher is able to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).

Relationship conflicts often arise as a result of the teacher’s inept resolution of problematic situations and, as a rule, are long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

3. Features of pedagogical conflicts

Among them are the following:

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

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

the difference in the life experiences of the participants gives rise to different degrees of responsibility for mistakes in conflict resolution;

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

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

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

controlling their emotions, being objective, giving students the opportunity to substantiate their claims, “let off steam”;

do not attribute to the student your understanding of his position, switch to “I-statements” (not “you are deceiving me,” but “I feel deceived”);

do not insult the student (there are words that, when uttered, cause such damage to the relationship that all subsequent “compensatory” actions cannot correct them);

try not to kick the student out of class;

if possible, do not contact the administration;

do not respond to aggression with aggression, do not affect his personality,

evaluate only his specific actions;

give yourself and your child the right to make mistakes, not forgetting that “only those who do nothing make no mistakes”;

Regardless of the results of resolving the contradiction, try not to destroy the relationship with the child (express regret about the conflict, express your affection for the student);

do not be afraid of conflicts with students, but take the initiative to resolve them constructively.

4. Specifics regulatedof pedagogical conflicts

There are few problems between people or groups of people that can be solved in an instant.

Successful conflict resolution therefore typically involves a cycle consisting of identifying a problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict must be identified before policies can be developed to resolve it.

First of all, we need to find out what happened. What is the problem? At this stage, it is important to lay out the facts so that everyone agrees on the definition of the problem. Feelings and values ​​must be clearly separated from facts. And the leader must present an ideal solution from his side of the facts.

Then we ask all stakeholders: how do they feel and what would they like to see as an ideal solution? Several options are possible.

Once the conflict has been analyzed, we can begin to work together in a collaborative spirit to find steps to bring everyone to reconciliation.

Conflicts are destructive and constructive. Destructive - when it does not concern important work issues, divides the team into groups, etc.

Constructive conflict - when an acute problem is revealed, it leads to a confrontation with a real problem and ways to solve it, and helps to improve. (You can compare: truth is born in a dispute.)

When resolving conflicts between a teacher and a student, it is necessary, in addition to analyzing the causes of the conflict, to take into account the age factor

Along with business conflict situations “teacher-student”, there are often contradictions of a personal nature.

As a rule, they arise due to the teenager’s sense of adulthood and the desire to recognize himself as such, and on the other hand, the teacher’s lack of grounds for recognizing him as his equal. And if the teacher’s tactics are incorrect, it can lead to stable personal mutual hostility and even enmity.

Finding himself in a conflict situation, a teacher can direct his activity either to better understand his interlocutor, or to regulate his own psychological state in order to extinguish the conflict or prevent it. In the first case, resolution of a conflict situation is achieved by establishing mutual understanding between people, eliminating omissions and inconsistencies. However, the problem of understanding another person is quite complex.

Experienced teachers know what to say (selection of content in a dialogue), how to say it (emotional accompaniment of the conversation), when to say it in order to achieve the goal of the speech addressed to the child (time and place), with whom to say it and why to say it (confidence in the result).

In communication between a teacher and students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If, when communicating with adults, intonation can carry up to 40% of the information, then in the process of communicating with a child, the impact of intonation increases significantly. It is fundamentally important to be able to listen and hear the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect smooth and coherent speech from the student, which is why adults often interrupt him, making it even more difficult to speak (“Okay, everything is clear, go!”). Secondly, teachers often do not have time to listen to the student, although he has a need to talk, and when the teacher needs to find out something, the student has already lost interest in the conversation.

The actual conflict between teacher and student can be analyzed at three levels:

from the point of view of objective features of the organization of the educational process at school;

from the point of view of the socio-psychological characteristics of the class, teaching staff, specific interpersonal relationships between teacher and student;

from the point of view of age, gender, individual psychological characteristics of its participants.

A conflict can be considered productively resolved if there are real objective and subjective changes in the conditions and organization of the entire educational process, in the system of collective norms and rules, in the positive attitudes of the subjects of this process towards each other, in the readiness for constructive behavior in future conflicts.

The real mechanism for establishing normal relationships is seen in reducing the number and intensity of conflicts by transferring them into a pedagogical situation, when interaction in the pedagogical process is not disrupted, although such work is associated with certain difficulties for the teacher.

In social psychology and pedagogy, five types of relationships are identified:

diktat relations - strict discipline, clear requirements for order and knowledge in official business communication;

relations of neutrality - free communication with students on an intellectual and cognitive level, the teacher’s passion for his subject, erudition;

guardianship relationships - caring to the point of obsession, fear of any independence, constant contact with parents;

relationships of confrontation - hidden hostility towards students, constant dissatisfaction with work on the subject; a dismissive business tone in communication;

cooperative relationships - participation in all matters, interest in each other, optimism and mutual trust in communication.

Talking to a child is much more difficult than talking to an adult; To do this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to a word addressed to him, his sensitivity to falsehood in communication with adults. The teacher’s word acquires a convincing power of influence only if he knows the student well, has shown attention to him, and has helped him in some way, i.e. established appropriate relationships with him through joint activities. Meanwhile, novice teachers tend to believe that their word in itself should lead the child to obedience and acceptance of their demands and guidelines.

To make the right decision, the teacher often lacks time and information; he sees the fact that the course of the lesson is being disrupted, but it is difficult for him to understand what caused it, what preceded it, which leads to an incorrect interpretation of actions. Teenagers, as a rule, are more informed about the reasons for what is happening, they usually remain silent about it, and when they try to explain to the teacher, to clarify, he often stops them (“I’ll figure it out myself”). It is difficult for a teacher to accept new information that contradicts his existing stereotypes, to change his attitude towards what happened and his position.

Objective reasons for the occurrence of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) quarrel at recess, teacher’s mood; e) his ability or inability to organize work in the lesson; f) health status and personal qualities.

Conflict often arises from the teacher’s desire to assert his pedagogical position, as well as from the student’s protest against unfair punishment, an incorrect assessment of his activities or actions. By correctly responding to the teenager’s behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.

Conflict situations in lessons, especially in teenage classes, are considered by most to be typical and natural. To resolve them, the teacher must be able to organize the collective educational activities of teenage students, strengthening the business relationship between them; it comes to conflict, as a rule, with a student who is performing poorly or has “difficult” behavior. You cannot punish behavior with bad grades in a subject - this leads to a protracted personal conflict with the teacher. In order for a conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient information basis for making a psychologically based decision in the conditions of the situation that has arisen. A hasty reaction from a teacher, as a rule, causes an impulsive response from the student, leading to an exchange of “verbal blows,” and the situation becomes conflictual.

Psychological analysis is also used to shift attention from indignation at the student’s actions to his personality and its manifestation in activities, actions, and relationships.

Forecasting responses and actions of students in conflict situations can provide significant assistance to a social educator. This was pointed out by many teacher-researchers (B.S. Gershunsky, V.I. Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F. Spirin, etc.). Thus, M.M. Potashnik recommends either being forced to try on, adapt to the situation, or consciously and purposefully influence it, i.e. create something new.

M.M. Rybakova suggests taking into account students’ responses in conflict situations as follows:

description of the situation, conflict, action (participants, reason and place of occurrence, activities of participants, etc.);

age and individual characteristics of participants in a conflict situation;

the situation through the eyes of the student and the teacher;

the teacher’s personal position in the situation that has arisen, the teacher’s real goals when interacting with the student;

new information about students in the situation;

options for repayment, prevention and resolution of the situation, adjustment of student behavior;

the choice of means and methods of pedagogical influence and the identification of specific participants in the implementation of the goals at present and in the future.

It is known from the literature that it is advisable to resolve a conflict situation using the following algorithm:

analysis of data about the situation, identification of main and accompanying contradictions, setting educational goals, highlighting the hierarchy of tasks, determining actions;

determining means and ways to resolve the situation, taking into account possible consequences based on an analysis of interactions between teacher - student, family - student, student - class staff;

planning the course of pedagogical influence, taking into account possible response actions of students, parents, and other participants in the situation;

analysis of results;

Adjustment of the results of pedagogical influence;

Self-esteem of the class teacher, mobilization of his spiritual and mental strength.

Psychologists consider the main condition for resolving a constructive conflict to be open and effective communication between the conflicting parties, which can take various forms:

statements that convey how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;

open and personally colored statements regarding state, feelings and intentions;

information containing feedback regarding how the conflict participant perceives the partner and interprets his behavior;

demonstrating that the partner is accepted as an individual despite criticism or resistance to his specific actions.

The teacher’s actions to change the course of the conflict can be classified as actions that prevent it. Then conflict-tolerant actions can be called unconstructive actions (postponing the resolution of a conflict situation, shaming, threatening, etc.) and compromise actions, and conflict-producing actions can be called repressive actions (contact the administration, write a report, etc.) and aggressive actions (breaking up a student’s work , ridicule, etc.). As we see, the choice of actions to change the course of the conflict situation has priority.

Here are a number of situations and the behavior of a social teacher when they arise:

failure to fulfill educational assignments due to lack of skill, knowledge of the motive (change the forms of work with a given student, teaching style, correction of the level of “difficulty” of the material, etc.);

incorrect execution of teaching assignments, adjust the assessment of the results and progress of teaching, taking into account the identified reason for the incorrect assimilation of information);

emotional rejection of the teacher (change the style of communication with this student);

emotional imbalance of students (soften the tone, style of communication, offer help, divert the attention of other students).

In resolving a conflict, much depends on the teacher himself. Sometimes you need to resort to self-analysis in order to better understand what is happening and try to initiate changes, thereby drawing the line between emphasized self-affirmation and self-criticism.

The conflict resolution procedure is as follows:

perceive the situation as it really is;

do not make hasty conclusions;

When discussing, you should analyze the opinions of opposing parties and avoid mutual accusations;

learn to put yourself in the other party’s shoes;

do not let the conflict escalate;

problems must be solved by those who created them;

treat the people you interact with respectfully;

always seek a compromise;

conflict can be overcome by common activity and constant communication between those communicating.

The main forms of ending a conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Conflict resolution is a joint activity of its participants aimed at ending opposition and solving the problem that led to the conflict. Conflict resolution involves the activity of both parties to transform the conditions in which they interact, to eliminate the causes of the conflict. To resolve the conflict, it is necessary to change the opponents themselves (or at least one of them), their positions that they defended in the conflict. Often the resolution of a conflict is based on changing the attitude of opponents towards its object or towards each other. Conflict resolution differs from resolution in that a third party takes part in eliminating the contradiction between opponents. Its participation is possible both with the consent of the warring parties and without their consent. When a conflict ends, the contradiction underlying it is not always resolved.

The fading of the conflict is a temporary cessation of opposition while maintaining the main signs of the conflict: contradiction and tense relations. The conflict moves from an “overt” form to a hidden one. Conflict subsides usually as a result of:

* depletion of the resources of both sides necessary for the fight;

* loss of motive to fight, reducing the importance of the object of the conflict;

* reorientation of the motivation of opponents (the emergence of new problems that are more significant than the struggle in the conflict). By eliminating a conflict we mean such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “unconstructiveness” of elimination, there are situations that require quick and decisive influence on the conflict (threat of violence, loss of life, lack of time or material capabilities).

Resolving the conflict is possible using the following methods:

* removal of one of the participants from the conflict;

* exclusion of interaction between participants for a long time;

* eliminating the object of the conflict.

The escalation into another conflict occurs when a new, more significant contradiction arises in the relations of the parties and the object of the conflict changes. The outcome of the conflict is considered as the result of the struggle from the point of view of the state of the parties and their attitude towards the object of the conflict. The outcomes of the conflict can be:

* elimination of one or both sides;

* suspension of the conflict with the possibility of its resumption;

* victory of one of the parties (mastery of the object of the conflict);

* division of the conflict object (symmetrical or asymmetrical);

* agreement on the rules for sharing the object;

* equivalent compensation to one of the parties for the possession of the object by the other party;

* refusal of both parties to encroach on this object.

The cessation of conflict interaction is the first and obvious condition for the beginning of the resolution of any conflict. Until the two sides strengthen their position or weaken the position of a participant through violence, there can be no talk of resolving the conflict.

The search for common or similar points of contact in the goals and interests of the participants is a two-way process and involves an analysis of both one’s own goals and interests and the goals and interests of the other party. If the parties want to resolve a conflict, they must focus on the interests, not the personality of the opponent. When resolving a conflict, a stable negative attitude of the parties towards each other remains. It is expressed in a negative opinion about the participant and in negative emotions towards him. To begin to resolve the conflict, it is necessary to soften this negative attitude.

It is important to understand that the problem that caused the conflict is best solved together by joining forces. This is facilitated, firstly, by a critical analysis of one’s own position and actions. Identifying and admitting one's own mistakes reduces the participant's negative perceptions. Secondly, you must try to understand the interests of the other. To understand does not mean to accept or justify. However, this will expand your understanding of your opponent and make him more objective. Thirdly, it is advisable to highlight the constructive principle in the behavior or even in the intentions of the participant. There are no absolutely bad or absolutely good people or social groups. Everyone has something positive, and it is necessary to rely on it when resolving a conflict.

Conclusion

Education as a sociocultural technology is not only a source of intellectual wealth, but also a powerful factor in the regulation and humanization of social practice and interpersonal relationships. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training for social educators.

It has been established that since the basis of a conflict is often a contradiction that is subject to certain patterns, social educators should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence to successfully resolve them in a variety of pedagogical situations.

Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social educators have the knowledge and skills of the appropriate personal qualities, knowledge and skills.

It has been stated that the practical readiness of a social teacher to resolve conflicts among students represents an integral personal education, the structure of which includes motivational-value, cognitive and operational-executive components. The criteria for this readiness are the measure, integrity and degree of formation of its main components.

It is shown that the process of developing the practical readiness of a social teacher to resolve conflicts among adolescents is individually creative, staged and systematically organized. The content and logic of this process is determined by the structural components of readiness and corresponding educational technologies.

WITHlist of used literature

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

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

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

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

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

6. Mudrik A.V. Teacher: skill and inspiration. - M., 1986

7. Ponomarev Yu.P. Game models: mathematical methods, psychological analysis. - M.: Nauka, 1991. - 160 p.

8. Prutchenkov A.S. Communication skills training. - M., 1993

9. Fischer R., Yuri U. The path to agreement or negotiations without defeat - M.: Nauka, 1990 - 158 p.

10. Shipilov A.I. Socio-psychological features of conflicts between superiors and subordinates in a department: Dis....cand. psycho. Sci. - M., 1993. - 224 p.

Similar documents

Definition of conflict, content, types and methods of occurrence. Conflicts in the conditions of educational activities. Conflicts between students at school. Features of pedagogical conflicts. Specifics of resolving pedagogical conflicts.

course work, added 11/23/2002


Characterological, situational prerequisites and signals, types of conflicts. Causes of conflict situations in teaching activities. Situations of activity, behavior, relationships. Underestimation of the importance of developing the personal individuality of students and teachers.

presentation, added 08/22/2015


The concept of "conflict", "conflict situation". Destructive and constructive functions of conflicts. Sources and causes of conflicts. Outcomes of conflict situations. Basic rules of teacher behavior in a conflict situation.

abstract, added 08/21/2005


Educational work in kindergarten. The concept of a teacher’s readiness to resolve conflicts in preschool children as a psychological and pedagogical problem. Features of resolving children's conflicts in the educational process.

thesis, added 01/15/2015


Culture of resolving interpersonal conflicts. Rules of pedagogical communication. Basic forms of conflict behavior in schoolchildren. Indicators of constructive development of pedagogical conflicts. Undesirable consequences of conflict and ways to resolve it.

abstract, added 03/16/2010


Types and types of conflicts. Characteristics of pedagogical conflicts. Classification (typology) of various reasons for their occurrence. An event on civic education of students in the NGO system. Summary of the book by V.A. Sukhomlinsky "I give my heart to children."

test, added 04/06/2014


Aspects of methods for overcoming conflicts and stress. Conflict, its concept, structure and causes. Concept and physiological mechanisms of stress. Ways to resolve and resolve conflicts and stress. Teacher overcoming emotional burnout syndrome.

course work, added 04/27/2009


Characteristics of pedagogical communication between teacher and student, its specificity, role and significance. Identification of the causes of conflicts and their specificity in pedagogical communication. Determining ways to resolve conflicts in pedagogical communication.

course work, added 04/05/2011


Determination of the nature and description of conflict patterns in an educational institution. Revealing the specifics of conflicts between schoolchildren. Discrimination, tactlessness on the part of teachers and inadequate peer assessment criteria as causes of student conflicts.

course work, added 02/26/2015


Theoretical foundations for overcoming conflicts in children of senior preschool age. Conflicts as a psychological and pedagogical problem. Diagnosis of the level of conflict in children of senior preschool age. Implementation of conditions for overcoming conflicts.