In the course of its professional activity the teacher, in addition to his immediate duties related to the education and upbringing of the younger generation, has to communicate with colleagues, students, and their parents.
With daily interaction conflict situations hardly possible. And is it necessary? After all, having correctly resolved a tense moment, it is easy to achieve good constructive results, bring people together, help them understand each other, and make progress in educational aspects.
Definition of conflict. Destructive and constructive ways to resolve conflict situations
What is conflict? The definitions of this concept can be divided into two groups. In the public mind, conflict is most often a synonym for hostile, negative confrontation between people due to the incompatibility of interests, norms of behavior, and goals.
But there is another understanding of the conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.
Depending on the results of conflict resolution, they can be designated as destructive or constructive. Bottom line destructive collision is the dissatisfaction of one or both parties with the result of the collision, the destruction of relations, resentment, misunderstanding.
Constructive is a conflict, the solution of which became useful for the parties who took part in it, if they built, acquired something valuable for themselves in it, were satisfied with its result.
Variety of school conflicts. Causes and solutions
Conflict in school is a multifaceted phenomenon. When communicating with participants in school life, the teacher also has to be a psychologist. The following "debriefing" of collisions with each group of participants can become a "cheat sheet" for the teacher in exams on the subject "School conflict".
Student-student conflict
Disagreements between children are a common occurrence, including in school life. In this case, the teacher is not a conflicting party, but sometimes it is necessary to take part in a dispute between students.
Causes of conflicts between students
- struggle for authority
- rivalry
- deceit, gossip
- insults
- resentment
- hostility towards the teacher's favorite students
- personal dislike for a person
- affection without reciprocity
- fight for a girl (boy)
Ways to resolve conflicts between students
How to constructively resolve such disagreements? Very often, children can resolve the conflict situation on their own, without the help of an adult. If intervention by the teacher is necessary, it is important to do so in a calm manner. It is better to do without pressure on the child, without public apologies, limiting himself to a hint. It is better if the student himself finds an algorithm for solving this problem. Constructive conflict will add social skills to the child's experience that will help him communicate with peers, teach him how to solve problems, which will be useful to him in adulthood.
After resolving the conflict situation, the dialogue between the teacher and the child is important. It is good to call a student by name, it is important that he feels an atmosphere of trust and goodwill. You can say something like: “Dima, conflict is not a reason to worry. There will be many more such disagreements in your life, and that's not a bad thing. It is important to solve it correctly, without mutual reproaches and insults, to draw conclusions, to correct some mistakes. Such a conflict would be beneficial."
The child often quarrels and shows aggression if he does not have friends and hobbies. In this case, the teacher can try to remedy the situation by talking to the student's parents, recommending that the child be enrolled in a circle or sports section, according to his interests. A new activity will not leave time for intrigue and gossip, it will give you an interesting and useful pastime, new acquaintances.
Conflict "Teacher - parent of the student"
Such conflict actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.
Causes of conflict between teacher and parents
- different ideas of the parties about the means of education
- dissatisfaction of the parent with the teaching methods of the teacher
- personal animosity
- the parent's opinion about the unreasonable underestimation of the child's grades
Ways to resolve conflict with the student's parents
How can one constructively resolve such grievances and break the stumbling blocks? When a conflict situation arises at school, it is important to understand it calmly, realistically, without distortion, look at things. Usually, everything happens in a different way: the conflicting person closes his eyes to his own mistakes, while simultaneously looking for them in the opponent's behavior.
When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause of the conflict with the “difficult” parent, to assess the correctness of the actions of both parties, to outline the path to a constructive resolution of the unpleasant moment.
The next step on the path to agreement will be an open dialogue between the teacher and the parent, where the parties are equal. The analysis of the situation will help the teacher express his thoughts and ideas about the problem to the parent, show understanding, clarify the common goal, and together find a way out of the current situation.
After conflict resolution, the conclusions drawn about what was done wrong and how one should act so that a tense moment does not come will help prevent similar situations in the future.
Example
Anton is a self-confident high school student who does not have outstanding abilities. Relations with the guys in the class are cool, there are no school friends.
At home, the boy characterizes the guys with negative side, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with teachers, notes that many teachers underestimate his grades.
Mom unconditionally believes her son, assents to him, which further spoils the boy's relationship with classmates, causes negativity towards teachers.
The conflict erupts when a parent comes to school in anger and complains about teachers and school administration. No persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child finishes school. Obviously, this situation is destructive.
What could be a constructive approach to solving an urgent problem?
Using the above recommendations, we can assume that Anton's class teacher could analyze the current situation something like this: “Anton provoked the conflict between the mother and the school teachers. This speaks of the boy's inner dissatisfaction with his relationship with the guys in the class. The mother added fuel to the fire by not understanding the situation, increasing her son's hostility and distrust towards the people around him at school. What caused the return, which was expressed by the cool attitude of the guys towards Anton.
The common goal of parent and teacher could be the desire to rally Anton's relationship with the class.
A good result can be given by the teacher's dialogue with Anton and his mother, which would show the desire of the class teacher to help the boy. It is important that Anton wants to change himself. It is good to talk with the guys in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, organize extracurricular activities that help bring kids together.
Conflict "Teacher - student"
Such conflicts are perhaps the most frequent, because students and teachers spend almost less time together than parents with children.
Causes of conflict between teacher and students
- lack of unity in the demands of teachers
- excessive demands on the student
- inconsistency of the teacher's demands
- non-compliance by the teacher
- the student feels underestimated
- the teacher cannot accept the shortcomings of the student
- personal qualities of the teacher or student (irritability, helplessness, rudeness)
Conflict resolution between teacher and student
It is better to defuse a tense situation without bringing it to conflict. To do this, you can use some psychological techniques.
A natural reaction to irritability and raising the voice are similar actions.. The consequence of a conversation in raised tones will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher will be a calm, friendly, confident tone in response to the violent reaction of the student. Soon the child will be “infected” with the calmness of the teacher.
Dissatisfaction and irritability most often come from lagging behind students who dishonestly perform school duties. You can inspire a student to succeed in his studies and help him forget his discontents by entrusting him with a responsible task and expressing confidence that he will do it well.
A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom, and will make it easy to implement the proposed recommendations.
It is worth noting that in the dialogue between the teacher and the student, it is important to take into account certain things. It is worth preparing for it in advance in order to know what to say to the child. How to say - a component no less important. A calm tone and the absence of negative emotions are what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats, is better to forget. You need to be able to listen and hear the child.
If punishment is necessary, it is worth considering it in such a way as to exclude the humiliation of the student, a change in attitude towards him.
Example
A sixth grade student, Oksana, does poorly in her studies, is irritable and rude in her communication with the teacher. At one of the lessons, the girl prevented other children from completing assignments, threw papers at the children, and did not react to the teacher even after several remarks addressed to her. Oksana didn't respond to the teacher's request to leave the class either, remaining seated. The teacher's irritation led him to the decision to stop teaching, and after the bell to leave the whole class after the lessons. This, of course, led to the discontent of the guys.
Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.
A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop interfering with the children, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate little porridge today, her throw range and accuracy suffer, the last piece of paper never reached the addressee. After that, calmly continue to lead the lesson further.
After the lesson, you could try to talk to the girl, show her your benevolent attitude, understanding, desire to help. It's a good idea to talk to the girl's parents to find out. possible cause such behaviour. Paying more attention to the girl, trusting responsible assignments, assisting in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.
A single algorithm for resolving any school conflict
- The first thing that will be helpful when the problem is ripe is calmness.
- The second point is the analysis of the situation without vicissitudes.
- The third important point is open dialogue between the conflicting parties, the ability to listen to the interlocutor, to calmly state one's view on the problem of the conflict.
- The fourth thing that will help to come to the desired constructive result is identification of a common goal, ways of solving the problem, allowing to come to this goal.
- The last, fifth point will be conclusions, which will help to avoid communication and interaction errors in the future.
So what is conflict? Good or evil? The answers to these questions lie in the way you deal with stressful situations. The absence of conflicts at school is an almost impossible phenomenon.. And they still need to be addressed. A constructive decision brings with it trusting relationships and peace in the classroom, a destructive one accumulates resentment and irritation. Stop and think at the moment when irritation and anger surged - important point in choosing their own way of resolving conflict situations.
Conflicts at school are an integral part of the educational process. In itself, the conflict between peers is not something out of the ordinary. Such a conflict contains the possibility of personal growth, as the need to learn to defend one's position in front of classmates increases, to have one's own point of view on any issue. Often conflicts at school are episodic, that is, they break out from time to time between all students. A child, once in a children's team, must learn to live according to its laws. It is not always immediately possible to do this painlessly and easily. What are school conflicts, is it worth trying to avoid them?
Causes of conflicts at school
Like any phenomenon, conflicts among classmates have their own reasons. Most often, conflicts arise between students of the same class and are based on a mismatch of characters, a clash of different opinions on a particular issue. Most conflicts occur during adolescence. The age of thirteen - sixteen years is characterized by increased impressionability, suspiciousness and anxiety. One careless word can provoke the development of a conflict. Young people and girls at this age do not yet have sufficient tolerance and tolerance towards others. They see everything in black and white and give their own assessment to any phenomenon. The resolution of such conflicts in some cases requires the participation of parents in the life of the child. What are the main causes of conflicts among schoolchildren?
The struggle for authority
The most common reason for the development of conflict is the struggle for the opportunity to be the main among peers. A child with leadership qualities of character will strive to demonstrate his strength to others. Boys, most often, prove their superiority with the help of physical strength, and girls learn to manipulate gracefully. In any case, there is a struggle for authority. A teenager is trying with all his might to be heard and thereby satisfy his deep need for recognition. This process cannot be called fast and calm. Sometimes years pass before yesterday's child understands which methods are acceptable and which are better to refuse.
Insults and insults
Another reason for acute conflict with peers is multiple grievances and misunderstandings. The situation when the weak and defenseless are offended in the class is, unfortunately, not uncommon today. The conflict, formed by the need to defend one's individuality, leads to the formation of personality traits such as distrust and isolation. School bullying is harmful not only to the one who is constantly bullied, but also to other students. Adolescents see a picture of impartial aggressive actions, behind which there is often complete impunity.
Grievances and insults among students of the same class necessarily lead to a pronounced conflict. Whatever the reason for the bright disagreement, it requires mandatory resolution. Children do not know how to hide their feelings, they want to understand the current situation immediately. At the same time, discipline and the general atmosphere in the team suffer. Teachers complain that students become uncontrollable and aggressive.
Unrequited sympathy
An important cause of conflict in the classroom is the first love. During puberty, adolescents begin to be interested in peers of the opposite sex. There is a kind of strong leap in development. A boy or girl simply cannot continue to live in the old way. They begin to look for additional opportunities to please, to impress. Unrequited feelings can lead to a dramatic outcome: apathy, inner emptiness and unwillingness to reveal to anyone the depth of their experiences. I must say that at this age, unrequited sympathy is very common. Moreover, there is a fair opinion that once in a life every person experienced for himself what it means to be rejected by the object of his adoration.
During the first courtship, many teenagers become nervous and irritable. This happens for the reason that they still have little experience in building trusting relationships. At the same time, every young person over the age of fifteen needs close relationships, wants to achieve maximum understanding and be heard by others. Mismatch own feelings with reality leads to the emergence of open conflicts that require immediate resolution.
Types of conflicts at school
Conflicts at school have their own specifics and are distinguished by the different involvement of an adult in this process. The severity can be strong or quite weak. A hidden conflict often remains invisible to others, since its participants do not move to active actions for a long time. Examples of conflicts show how important it is to act at the first sign of trouble and the appearance of psychological discomfort in a child. Allocate the following types of conflicts in the school.
Conflict between students
This type of conflict is characterized by the formation of persistent rejection of some persons by others. The warring parties create unbearable conditions for each other, participate in various conspiracies. The participants in the conflict are children and adolescents. The unwritten rule of such conflicts is their duration, aggressiveness, cruelty towards their opponents. Children not only do not try to understand each other, but also deliberately exacerbate hostility with manifestations of a contemptuous attitude, demonstrative disrespect.
Example: there is a physically weak boy in the class, over whom everyone makes fun and mocks. Other students constantly provoke him into an open quarrel. The conflict escalates over time, but is not resolved in any way, because the young man does not want to respond with cruelty to the attacks of his classmates. Those guys who take his side are also persecuted by the leader and his group.
Teacher and pupil
A fairly common type of conflict is misunderstanding between the teacher and students. How often do students feel that they are unfairly given poor grades and little effort is made to improve the situation! Neither the rejection of teachers, nor the condemnation of classmates works. Sometimes a child, for some reason, is so immersed in himself and his own world that he ceases to notice the events taking place around him. The conflict from this only drags on, which does not contribute to its resolution. Meanwhile, the child is not always to blame for the teacher-student model. The teacher is in any case older and wiser than any teenager, so he should try to eliminate the conflict, or at least reduce it to a minimum. I must say that teachers are also not always attentive to students. Bad mood, domestic problems, own ailments - all this leaves a serious imprint on the personality. Many teachers suffer from the fact that they hang negative labels on the child and treat him with prejudice from the very first mistake, without giving him the opportunity to correct it.
Example: a girl, a student of the sixth grade, does not have time in the subject of English language. The teacher gives her unsatisfactory marks. The child, in desperation, tries to correct the situation, but she does not succeed - she launched the subject too much due to a long illness. The teacher does not want to go into these details, believing that the student should fill the gap on her own.
Teacher and student's parents
Often the conflict occurs between the parents of one of the students and the teacher himself. Parents accuse the teacher of prejudice against their child. In this situation, everyone suffers, especially the child. The teacher develops a negative opinion about a particular student, and he involuntarily bypasses him with his attention in his work. The child gets used to the fact that he is deprived of the praise of the teacher and in the future does not try to correct the situation. Parents are completely disappointed in the education system.
Example: the parents of a second-grade student, for any reason, arrange a “showdown” with the teacher, asking where the child has a four, why not five? The conflict grows: the child develops a reluctance to learn, because in front of his eyes, the parents behave incorrectly with the teacher. The teacher begins to seek help from the head teacher and principal.
Conflict resolution at school
Any conflict needs to be resolved. Otherwise, the tension builds up, and the problems only increase. How can school disagreements be minimized? In a dispute, everyone is sure of their own rightness. Meanwhile, if you try to understand your opponent, you can significantly reduce the effect of the conflict itself. All you have to do is put yourself in the opponent's shoes. Teachers should try to imagine how a child feels when he started school material (albeit through his own fault), and no one wants to understand him. Parents are constantly scolded for poor academic performance. How can a child independently find a way out of this situation if he is deprived of all support in advance?
The resolution of conflicts in the school should begin with the acceptance of responsibility for one's actions and actions. The student must be aware that he has responsibilities that must be fulfilled. Teachers should strive to see positive qualities of character in children, try to establish contact with each individual child, and present the material being studied in an intelligible and exciting way.
Thus, the topic of school conflicts is not new at all. Everyone has encountered it at least once in their life. The well-being of the child, the formation of his worldview depends on how quickly and correctly it is possible to resolve a significant disagreement between the participants in the contradiction.
Andreus Christina
it research project, students of grade 10 (2009), which discusses the causes of conflict situations between elementary school students and ways to prevent their occurrence. As part of the project, the student, together with a psychologist, developed and conducted developmental classes for students in grades 2-3, aimed at removing emotional tension in the classroom and improving the overall culture of communication between students, which led to a decrease in conflict.
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ST. PETERSBURG GOVERNMENT
EDUCATION COMMITTEE
State educational institution
average comprehensive school № 569
Nevsky district of St. Petersburg
Conflicts in primary school:
causes and prevention
Research work
10th grade students Andreus Christina
Supervisor:
Fedina Natalia Valerievna,
educational psychologist
highest qualification category
St. Petersburg
March 2010
Introduction
The formation and development of a child as a person is a complex process that does not proceed on its own, but in interaction with others, under the influence of various factors. The comprehensive and harmonious development of the child is possible only under conditions of specially organized pedagogical influence, which are the processes of education and training. The strongest factor influencing the formation of personality is communication, especially in the learning process. M.I. Lisina gives the following definition of communication: “communication is the process of interaction between two or more people,aimed at harmonizing and uniting their efforts in order to establish relations and achieve a common result”
The need for communication is formed on the basis of biological, material, social and spiritual needs, which lead to the emergence of various motives.
A motive is a conscious or unconscious cause of human activity aimed at achieving a goal. Motives include desires, interests, beliefs, aspirations. (Lisina M. I.) Adhering to the concept of Leontiev's activity, the motive is a “objectified need”, which means that the motive of the activity coincides with its subject. This means that the motive for communication is another person, his specific qualities.
Analyzing the development of the child's communication needs, three groups of motives can be distinguished:
- cognitive, when an adult or another child acts as a source of new information and organizer of new experiences;
- business or active, when an adult or other child is a partner in joint practical activities, an assistant and a model of correct actions;
- personal, when an adult or another child is a person that influences the formation of self-esteem in a child, the development of a child as a member of society.
Since motives are aimed at achieving goals, the child needs to master certain means.
Means of any activity according to A.N. Leontiev - these are the operations with the help of which the goal of the action is achieved. M.I. Lisina identifies three main categories of means of communication:
- expressive-mimic, i.e. smile, look, expressive movements of hands and body, expressive vocalizations, etc.;
- object-effective - locomotor, objective movements and postures (approach, removal, handing objects, attraction to oneself, repulsion, etc.);
- speech means of communication.
The quality of communication, its productivity depends on the formation of means.
However, communication for a child is not only the ability to make contact and conduct a conversation with an interlocutor, but also to listen carefully and actively, use facial expressions and gestures to more effectively express one's thoughts, as well as be aware of oneself and others.
Chapter 1. The Problem of Conflicts in Psychological and Pedagogical Literature
Conflict is a clash of opposing goals, interests, positions, opinions and views. For a conflict to arise, an incident is necessary - when one side infringes on the other. There are different types of conflicts:
intrapersonal conflict- such a conflict can arise with low satisfaction with life, friends, studies, relationships with peers, low self-confidence and close people, as well as in connection with stress.
interpersonal conflict- when people with different views and character traits cannot get along with each other at all, their views and goals differ radically.
Conflict between the individual and the group- may arise if this person takes a position that differs from the position of the group, for example, the whole class disrupts the lesson, and one teenager remains in the class, despite his stable moral position, his relationship with the class will be a conflict, as he goes against the opinion of the group .
Intergroup conflict- arises from the contradictions and ideological attitudes of two different groups.
For the emergence of any conflict, i.e., for the transition of a conflict situation into a conflict, an incident is necessary. For example, the child's aggressive behavior in response to the teacher's demands, or the actions of a classmate, manifested in a rude form, with a threat, in the form of an ultimatum, etc. An incident occurs when both sides enter into an open confrontation. At this stage, the conflict can still be stopped. Most often, conflicts arise in adolescence.
Everyone knows about the "crisis of adolescence" now.
Disputes with oneself, self-knowledge, self-affirmation and self-realization lead to conflicts within oneself.
This conflict is more characteristic of a teenager experiencing another age crisis, one of the most complex and acute crises. In addition to intrapersonal conflict, the teenager is faced with different situations and problems that lead him to conflict.
First of all, the beginning of adolescence is associated with physiological changes. But the problems of physiology are exacerbated by crises from the previous stages of the child's development. The manifestation of such qualities as separating oneself from parents and their guardianship is the need to gain one's own power over one's own life. This conflict is based on a recent developmental crisis of 7 years (communicative competence or underachievement). If during the period of elementary school a child has developed such a quality as communicative competence, it is easier for him to adapt to new conditions associated with gaining power over his own life, since he has fairly stable interests and aspirations.
If from this age the child endured "failure", there will be a conflict associated with adaptation to the new state of the teenager.
Therefore, our study is aimed at identifying ways to prevent conflicts in elementary school.
- Features of conflicts among primary school students
Conflicts in middle school are different from conflicts in elementary school. This is due to the age of the students. Primary schoolchildren are characterized by fragility, short duration of emotional experiences and a need for protection from adults.
The communication of a younger student is of a direct emotional nature. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior. In turn, this leads to conflicts.
The causes of conflicts are as diverse as the conflicts themselves. It is necessary to distinguish between objective causes and their perception by individuals.
Objective reasons can be relatively conditionally represented in the form of several fortified groups:
limited resources to be distributed;
difference in goals, values, methods of behavior, skill level, education;
interdependence of tasks; incorrect distribution of responsibility;
bad communications.
At the same time, objective reasons will only then be the causes of conflict when they make it impossible for an individual or a group to realize their needs, and affect personal and/or group interests. The reaction of the individual is largely determined by the social maturity of the individual, the forms of behavior acceptable for her, the social norms and rules adopted in the team. In addition, the participation of an individual in a conflict is determined by the significance of the goals set for him and by the extent to which the obstacle that has arisen prevents them from being realized. the more important the goal is for the subject, the more efforts he makes to achieve it, the stronger will be the resistance and the tougher the conflict interaction with those who interfere with this.
There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution.
Let us consider in more detail the causes of conflicts in primary school and ways to resolve and prevent them.
Chapter 2. Conflicts in elementary school in psychological and pedagogical research
The children's team actively forms interpersonal relationships. Communicating with peers, the younger student acquires personal experience of relationships in society, socio-psychological qualities (the ability to understand classmates, tact, politeness, the ability to interact). It is interpersonal relationships that give the basis for feelings, experiences, allow you to show an emotional response, help develop self-control. The spiritual influence of the collective and the individual is mutual.
The socio-psychological atmosphere of the team is also important. It should create optimal conditions for the development of a younger student: generate a sense of psychological security, satisfy the child's need for emotional contact, and be significant to other people.
The positive psychological and pedagogical potential of the children's team cannot develop spontaneously. What is needed is an “atmosphere surrounding the child” of social thought (L.S. Vygotsky), external pedagogical influence and guidance.
The behavior of junior schoolchildren is impulsive, not everyone has self-control, and it is not always able to restrain the increased emotionality of this age. Interpersonal conflicts are and are in the lower grades, but they flare up and go out easily.
In the psychological and pedagogical literature, the specifics of the emergence and development of conflicts in elementary school are quite widely described.
2.1. Causes of conflicts in elementary school
Age features of the younger student;
The specifics of the organization of the educational process in elementary school;
The attitude of younger students to the conflict, which includes: understanding the term conflict, the causes of conflicts, actions in case of conflicts.
Studying the causes interpersonal conflicts in the relationships of younger schoolchildren made it possible to reveal in the most general terms that these are: dissatisfaction with the needs of the individual in communication, self-affirmation, self-development, evaluation, recognition, as well as in her claims to a certain status in the group.
Svetlana Shabas notes: “Basically, conflicts between children occur on the basis of different levels of training (“he can read, but I can’t”), due to different ages classmates ("I'm older than you, so you shut up altogether") and - of course - of different sexes (I'm a boy - I'm stronger).
But there is another important problem that is practically not talked about: it is the different incomes of families. This is a very difficult moment. First of all, the material world of the child speaks about the prosperity of the family: what portfolios, notebooks, and so on. can afford to buy a parent. The child says: "I brought a pen for myself from Paris," and a neighbor has a pen for 2 rubles. 30 kopecks... And do not think that in elementary school children do not understand this difference!
Thus, the causes can be divided into two groups, endogenous and exogenous. The first group includes reasons related to the social status of the child, the financial situation of the family, the characteristics of education, the attitude of the teacher to children. Exogenous causes include features nervous system child, his personal development, the level of development of communicative competencies.
2.2. Ways to resolve conflicts in elementary school
Let us consider the main ways of resolving and preventing conflicts that exist in the theoretical and practical literature. This is necessary in order to determine to what extent the existing ways of resolving and preventing conflicts can be used by elementary school teachers in order to form the experience of correct student relationships.
In this regard, we highlight three aspects:
- management of a conflict situation / conflict;
- directly ways to resolve the conflict;
- conflict prevention.
So, according to the formula of V.I. Andreeva, conflict is a problem + conflict situation + participants in the conflict + incident. Therefore, in order to resolve the conflict, it is necessary to make changes in the conflict situation. A conflict situation, as you know, cannot turn into a conflict without an incident, therefore, by changing the situation preceding the conflict, we can prevent the conflict.
Thus, if a conflict is a consequence of a certain conflict situation, then first of all it is necessary to conduct a correct diagnosis of the conflict situation, that is, if possible, determine the presence of a problem and potential participants in a possible conflict, their positions and the type of relationship between them.
According to H. Brodal, there are five main aspects of the diagnosis:
1) the origins of the conflict, that is, the subjective or objective experiences of the parties, the ways of "struggle", the events within the conflict, the contradiction of opinions or confrontation;
2) the biography of the conflict, that is, its history and the background against which it progressed;
3) parties to the conflict, whether individuals or groups;
4) position and relations of the parties, formal and informal; their interdependencies, their roles, personal relationships, and the like;
5) the initial attitude to the conflict - whether the parties want to resolve the conflict themselves, what are their hopes, expectations, conditions.
Therefore, the teacher in a conflict situation needs to identify its main structural elements, to objectively assess the conflict situation that has arisen, in order to find the correct constructive resolution of the conflict situation in the event of a conflict, including possible ways to prevent or extinguish the conflict, and, therefore, to establish such relationships in the environment, that will contribute to the implementation of educational goals and objectives.
In order to purposefully make changes in a conflict situation, it is necessary to know the basics of managing such a situation. Under the management of a conflict situation, we mean measures aimed at preventing an incident, and, therefore, do not contribute to the transition of a conflict situation into a conflict itself. There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution
Thus, when eliminating a conflict situation, a conflict that has not yet arisen can be considered resolved.
According to A.G. Pochebut and V.A. Chiker, conflict management involves the ability to maintain its value below the level at which it becomes threatening to the organization. Skillfully managing the conflict, you can resolve it, that is, eliminate the problem that caused this conflict.
Domestic researcher T.S. Sulimova identifies the following main models for managing the development of a conflict:
Chapter 3
In the process of studying the problem of conflicts in elementary school, we have formed the hypothesis that with an organized impact on elementary school students with the participation of a high school student, the process of forming the skill of conflict-free behavior will be more effective.
Based on the hypothesis, a goal pilot study-determination of ways to prevent conflicts in primary school.
In accordance with the goal, the following were set and resolved: tasks :
- identify the main causes of conflicts in primary school
- develop and conduct a series of thematic conversations with elementary school students;
- develop and conduct psychological game aimed at developing the skill of conflict-free interaction
- to determine the effectiveness of the chosen methods of conflict prevention in elementary school.
3.1. Causes of conflicts among 2nd grade students in the State Educational Institution Secondary School No. 569
As a result of the experiment, it was revealed the reasons the occurrence of conflicts among students of the 2nd grade in the State Educational Institution Secondary School No. 569. These include:
- Difficulties in communication, which are mainly expressed in negative statements in relation to each other. 42% of students noted that such a situation happens often, 44% rarely and 14% never. It is worth noting that the majority of students noted such a situation in relation to others as never happening - 61%, and only 16% noted that they also often tease and call their classmates names.
- Aggressive forms of communication, which were noted by 30% of students as a frequent manifestation, 39% as rare;
- Lack of understanding on the part of classmates, only 12% of students noted as a common reason, the majority (54%) did not mark this reason, and 35% noted it as rare.
Thus, the main causes of conflicts among students of the 2nd grade of the secondary school No. 569 are communication difficulties.
- Prevention of conflicts among students of the 2nd grade GOU secondary school No. 569
To form students' skills of conflict-free communication, the followingthematic conversations:
- Friendship
- Quarrels and peace
- Attitude towards people
- The value of each
aim these conversations wereTeaching students how to communicate effectively in the classroom.
During the conversations, we were able to show the children the possibility of conflict-free interaction, consolidate their self-regulation skills, increase mutual respect and develop an interest in communicating with each other.
The final stage of meetings with students was the game "Desert Island".The purpose of the game is to show students the importance of each in achieving a common goal.
During the game, the children had to complete a number of different tasks aimed at achieving a common goal. The tasks were thought out in such a way that each student of the class could prove himself. During the game, students were able to see their classmates from the best sides, which was emphasized in the discussion. Some students noted that they did not know about the abilities of their classmates and now treat them better.
As a result of the work carried out, there is a decrease in the number of students entering into conflict situations. The interest of students in studies in this direction has increased. We can assume that the methods we have chosen are effective, the hypothesis is confirmed.
Conclusion
The theme of conflict is inexhaustible. This is one of the problems that can be called eternal. As long as people exist, as long as society develops, there are disputes that lead to conflict situations.
The causes of conflicts are as diverse as the conflicts themselves. There are objective causes and their perception by individuals. In elementary school, you often have to deal with subjective reasons. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior.
Conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. Psychological and pedagogical studies describe a very small range of preventive measures aimed at preventing conflicts and conflict situations in primary school. The main ones are conversations and psychological games.
Since the work on the formation of communication skills is already being carried out by the school psychologist, we assumed that if some of the information is presented by one of the high school students, then the effectiveness will be higher.
In the course of the work, we proved our hypothesis. We noted a decrease in the frequency of conflicts in the second grades, as well as an increase in students' interest in classes. I have also changed: I began to treat children better younger age, changed her attitude towards others, overcame the barrier of public speaking.
In general, we can say that such work helps not only those to whom it is directed, but also those who carry it out.
We plan to continue working in this direction next year.
Bibliography
Find mutual language with all your classmates at once is not so easy. Due to different upbringing, character, different views on life, conflicts often occur among students.
In elementary grades, conflicts between students are of a very harmless nature. The boy pulled the girl's pigtail, someone shot a paper ball from a pen at his desk neighbor - such disagreements are forgotten by children instantly and in a few minutes the warring parties can become real friends for each other.
As they grow older, the range of interests of students expands, they begin to understand betrayal and friendship well, so they constantly evaluate each other's spiritual qualities. Here, the conflict can already gain serious momentum and even develop into a real brawl.
An example of a conflict situation between students can be well traced on the example of the famous feature film Scarecrow. There main character becomes a real outcast of the class and is constantly subjected to severe persecution by his classmates. Whatever the girl did, an offensive nickname was already firmly attached to her - a scarecrow.
Unfortunately, such situations are quite common in real life. When one student becomes hated by the whole class, it becomes unbearable for him to continue to exist in such a team. The so-called outcasts prefer to change their place of study instead of trying to change something in themselves.
The reason for the hatred on the part of classmates can be denunciations of the child to teachers. In almost every class, a real sneak is studying, who, at the first opportunity, gladly pledges all his friends to the school leadership. The class should be a single team. Most of all, children value loyalty in their friends.
If one of the students is noticed in slander, he is immediately put on the list of real traitors. Unfortunately, it is not uncommon for classmates to use not only insults but also fists against such scammers. It seems necessary for children to teach the sneak so that from now on he will change the line of his behavior. Teachers, of course, must stop any assault in the classroom and beyond, because the school is directly responsible for the life and health of all students without exception.
Also, most children do not like arrogance. Often excellent students of the class put themselves above their peers and, if possible, try to show the rest of the guys in their place. Such arrogant behavior of a child can result in a serious conflict, and the offender will certainly be punished. Moreover, there are always much more losers than excellent students, and they are always a mountain for each other.
The eternal war of honors and losers takes place in every class. Poor students, of course, are jealous of more successful classmates. The conflict situation is also fueled by teachers who publicly begin to praise some and shame others.
In addition, excellent students usually do not like to let them write off, which means that they are automatically recorded as personal enemies by losers. Some guys even manage to substitute excellent students. For example, you can discreetly replace the control work of a smart-ass or publicly ridicule him right in the middle of the lesson.
Various ridicules are also used - stick a sheet of paper with offensive words on your back, suddenly remove a chair right from under your enemy, put a pie with jam on the seat - the list of various kinds of jokes is inexhaustible and depends only on the child's violent imagination.
However, it is far from always that excellent students become outcasts of the class. Some guys manage to study well, and at the same time pay enough attention to their school friends. A loser will always appreciate if a classmate tries to help him pull up all the tails. Despite their young age, students are already well able to truly appreciate devotion and good attitude towards themselves.
If the conflict occurs right during the lesson, the teacher will always intervene in the situation and calm down the raging classmates. But what if the fight takes place outside the school? A student can be seriously injured, and there will be no one to separate the fighting students. Most often, during such skirmishes, there is a tendency for classmates to not interfere.
That is, the students will stand and silently watch the picture of their peers fighting. It is almost impossible for parents to monitor their child all the time, especially if the student is already in high school. That is why it is necessary from early childhood to invest in your child the right concepts about life, to teach him how to make friends and find a common language with his peers.
Student-student conflicts at school occur because of anything. Someone looked askance, a classmate took the girl away or did not let her write off during the control - the reasons for disagreements between students can be the same as in adulthood. At school, you can feud with some students, but also make friends for the rest of your life. The main thing is, no matter what, always remain human and try to help your classmates in difficult times.
Conflict between students is a fairly common occurrence. Parents need to be sure to teach their child how to get out of such situations with dignity, so as not to further aggravate the conflict.
Angry - be patient, cool a little,
Give in to reason, change anger to mercy.
Breaking any ruby is short and easy,
But it is impossible to reconnect the fragments.
Saadi, the great Persian writer and thinker.
Work at school is associated with rapidly changing situations, which, in turn, can lead to conflicts. As soon as a conflict arises, emotions "work" immediately, people experience tension, discomfort, which can harm the health of all participants in the conflict.
That's why class teacher it is important to have elementary ideas about conflicts, how to prevent a conflict that threatens to destroy good relations between children, how to behave during a conflict in order to reduce its intensity, how to end the conflict with the least losses or resolve it to the benefit of both parties.
One of the most important tasks of the teacher is to develop in children the ability to build relationships in the process of interacting with others on the basis of cooperation and mutual understanding, readiness to accept other people, their views, habits as they are. It is important to teach children communication skills and, if necessary, correct their behavior, otherwise the child may develop such forms of behavior that will become an obstacle in his relations with others and turn out to be destructive for his own development.
Modern psychology is characterized by the recognition of the dual nature of the conflict, including its positive role. The most important positive function of the conflict is that it can be a signal for change, an opportunity for rapprochement, relaxation of tension, "improvement" of relations and a source of development, that is, conflicts - with the right approach to them - can become an effective factor in the pedagogical process, educational impact for children, but at the same time it is necessary to create a friendly atmosphere.
I. Pre-conflict situation.
In the 1st quarter there were difficulties associated with exacerbation interpersonal relationships: constant complaints of children that they are not understood, not heard and not listened to by classmates, teased, called names, shouted at them, mutual insults appeared, claims to each other, there were isolated cases of fights, also on the basis of misunderstanding. All these actions represent a chain (escalation) of conflictogens that played a major role in the emergence of the conflict. The following types of conflictogens were present: this was the desire for superiority (7 people in the status of "cool"), the manifestation of aggression (in some cases there were fights) and the manifestation of selfishness (everyone believed that they did not listen to him, although he himself did not try to listen to the opinion surroundings). It was clear that the class had conflict situation.
Yes, the conflict was preceded by objective life situations in which the children were. The origins of conflict relations were needs children in safety, communication, contacts, interaction, respect, self-expression and self-affirmation.
And, indeed, the children were overexcited. They reacted sharply to the slightest reproaches, accusations against them. According to my observations, about 80% of the guys were on the verge of a "psychological breakdown", they could not calmly talk to each other, shouted, and when I started talking to them in order to sort out the situation (this happened every day), most of them "broke down", began to cry, and resentment against each other did not go away, but only intensified. At this stage, my task was to avert an impending conflict. To this end, every day I conducted individual, group conversations, in which I used the method of persuasion. I tried to show attention and respect for each child, to understand his situation, mentally put myself in his place, let everyone speak out, the emphasis was on his positive qualities. But there was a time when I used authoritarian methods during "showdowns" with children. And, it would seem, they resolved the contradiction, but during the next event, a quarrel necessarily arose. The situation escalated every day. It was clear that such relations could no longer be left. The "last straw" of my patience was the competition in the "nature", which was simply "broken" due to disagreements between the teams. All the guys quarreled again, the mood was spoiled.
II. direct conflict.
And it was, indeed, conflict, since there was a collision of oppositely directed, incompatible with each other positions in the interpersonal relations of children, associated with negative emotional experiences.
By type it was m interpersonal conflict, since it arose between the students of the class due to the incompatibility of views, interests, goals, needs.
The reasons for the conflict were: insufficient understanding in the process of communication individual personality traits children of the class (60% of the children of the class have the ability and desire to be leaders, this group of children strives to dominate, to be the first, to say their last word; the class leader, a girl, is so principled that sometimes it pushes other children to "hostile" actions, many children this class is characterized by excessive straightforwardness in statements, judgments, the desire to tell the truth to the eye, perseverance (by the way, these qualities appeal to me in guys), but not everyone likes this, increased emotionality, an underdeveloped personality trait - tolerance, inability to control one's emotional state tactlessness of a separate group of guys).
I was also clearly aware of other the reasons conflict in this marvelous class. Fifth grade is adaptation period to new learning environments. Children are included in a new system of relationships and communication with adults and comrades. Besides, it's early teens period. Physiological factors in development make themselves felt, the restructuring of the hormonal system begins, which leads to changes in well-being and mood. Becoming a teenager, a child often loses psychological balance. These factors contribute exacerbation interpersonal relationships in a team. Becomes dominant need for self-assertion, which can manifest itself in an increase in exactingness towards others, sensitivity to the injustice of others, in an increased need for recognition, attention, respect from peers and adults. Moreover, the teenager has inadequate self-esteem, inferiority complexes associated with the experience of their shortcomings, in relation to which they are painfully vulnerable. Overestimated self-esteem leads to the manifestation of impudence, painful pride, resentment, and underestimated - gives rise to anxiety, uncertainty, fears.
Therefore, I decided to hold a class hour, at which it was important for me:
- to lead children to awareness of the conflict in the classroom,
- discussion of different strategies for interaction in conflict;
- make them understand negative consequences the use of a destructive strategy that prevailed in their relationship and the importance of using a constructive strategy;
- I needed , so that the children themselves identify the reasons for this situation in the classroom;
- together with them to determine ways to resolve the conflict,
- that is, my task was to ensure that this conflict served as a way to identify and resolve conflicts.
Pre-class preparation
consisted of a deeper study of interpersonal relationships in the classroom. In addition to observing the children, talking to each one individually, I conducted a sociometric study that added to my understanding of the emotional structure of the class. I conducted a questionnaire that included questions such as "Are you always satisfied with the way your classmates communicate with you? What do you not like about communicating with classmates? What do you like about communicating with classmates? What communication do you dream of? those moments when you were not understood?
To conduct a class hour, I created a presentation, which included a short video clip from the life of the class. (One of the parents “filmed” on the phone certain moments of the children’s rest on that very one-day trip and a small part of the competition where the quarrel took place also got on camera. But, unfortunately, this was already a rather calm stage of their quarrel). Nevertheless, this story was a good material for a class hour.
My strategy of behavior in the conflict.
According to the method of resolving the conflict, I chose constructive way, giving preference to two styles of resolving this conflict: cooperation and compromise.
Because, with cooperation involves finding a solution that satisfies the interests of all children in the class. It involves the ability to control your emotions, explain your decisions and listen to the other side. Collaboration results in the acquisition of joint work experience and the development of listening skills.
A to compromise is the settlement of disagreements through mutual concessions. Communication partners converge on the "golden mean", that is, on the partial satisfaction of the interests of each child. I assumed that such a strategy would also be effective, because. it was clear that all children want the same thing - better relationships. As a rule, a compromise allows you to gain at least something rather than lose everything, and provides an opportunity to work out a temporary solution if there is no time to work out another.
During the class hour, I used methods of constructive interaction: persuasion, argumentation, attempt to agree.
used method of argumentative discussion, c whose purpose is to help resolve conflicts of opinion. I used all the positive aspects of such a famous admission to interactions like constructive dispute according to S. Kratochvil. During the discussion of our problem, we talked about a specific situation and discussed the specific behavior of the guys (specificity). All children were involved in the conversation ( involvement). Demonstrated clear, open communication, where everyone spoke for himself and thought what he said, there was good "feedback". It was "fair game".
III. Stage of conflict resolution
Consequences of the conflict.
It is possible that the conflict was the only way out of the tense situation.
Speaking about the positive aspects of the conflict, it should be noted that a particular consequence of the conflict was the strengthening of group interaction.
Thus, there are integrative consequences that determined the way out of a difficult situation, the conflict led to the resolution of problems, strengthened group cohesion, and led to mutual understanding.
results constructive dispute according to S. Kratochvil ) were also positive.
Every child learned something new, learned something new (informativeness), tension disappeared, bitterness decreased, claims were clarified (responding), discussion of the situation led to mutual understanding, some rapprochement. There is a feeling that the problem under discussion worries them, the self-esteem of each participant in the conversation was preserved (convergence). The situation was resolved, the problem was understood and practically resolved, there were apologies (quite unexpectedly for everyone at the end of the class hour, the class commander apologized to her classmate, justified herself for her behavior) and, finally, the rules for interaction in the class were drawn up ( improvement).
Measures to prevent future conflicts
1) Another series of class hours on this topic was held. main idea The idea was for the children to “play out” various “conflict situations from their lives” in a joking manner and learn to restrain their emotions during the conflict. It was important for me to "convey" to them the idea that in a conflict a person is dominated not by reason, but by emotions, which leads to affect, when consciousness simply turns off and a person is not responsible for his words and actions.
Experts in the field of conflictology have developed a code of conduct in conflict. (Samygin S.I., Stolyarenko L.D. Psychology of management. - Rostov - on Don, 1997. - p. 468-472).
We played these rules of behavior in a conflict in class hours. All this was presented in a humorous form, moreover, different methods of behavior were prepared by the children in advance. It was funny and fun. And the children were taught very important communication skills.
Here are the rules:
- Let your partner let off steam. If a partner is irritated and aggressive, it is often impossible to negotiate with him, so try to help him reduce internal tension. During his "explosion" it is recommended to behave calmly, confidently, but not arrogantly.
- Knock down aggression with unexpected tricks. For example, ask an unexpected question about a completely different, but significant business for a partner, or confidentially ask a conflicting interlocutor for advice.
- Do not give negative ratings to your partner, but talk about your feelings. Don't say, "You are cheating me," but rather, "I feel cheated."
- Ask them to frame the desired end result and problem as a chain of obstacles. A problem is something that needs to be solved, and the attitude towards a person is the background, the conditions in which one has to make a decision. Don't let your emotions rule you. Together with the interlocutor, identify the problem and focus on it: separate the problem from the person.
- Invite the client to express their thoughts on resolving the problem and their solutions. No need to look for the guilty and explain the situation. Look for a way out of it. There should be many options to choose the best one that can satisfy the interests of both communication partners.
- In any case, let your partner "save face". You should not respond with aggression to aggression and hurt the dignity of a partner. Let's evaluate the actions, not the personality.
- Reflect, like an echo, the meaning of statements and claims. The use of phrases like "Did I understand you correctly?", "You wanted to say:" eliminates misunderstandings and demonstrates attention to the interlocutor, which reduces his aggression.
- Don't be afraid to apologize if you feel guilty. Confident and mature people are capable of apologies, so this disarms the communication partner and inspires respect and trust in him.
- You don't have to prove anything. In a conflict, no one has ever been able to prove anything to anyone, since negative emotions block the ability to understand and agree. This is a waste of time and a useless exercise.
- Shut up first. Do not demand from the interlocutor - the "enemy": "Shut up", "Stop", but from yourself. But silence should not be tinged with gloating and defiance.
- Do not characterize the state of the opponent. Such phrases of the negative emotional state of the partner, such as "What are you angry / nervous / furious about" only strengthen and intensify the conflict.
- Regardless of the outcome of conflict resolution, try not to destroy the relationship.
2) Those rules of tolerant communication that were developed on class hour, the children and I finalized and placed them in our cool corner. (By the way, the name of our class is the city "Wizards". In the form of stars, these rules are located above our "city"). At the end of each week, when we sum up the results, each student "evaluates" his behavior, taking into account how he carried out the "laws of the city" Wizards ", after his assessment, there is a discussion in the" asterisks "if there are disagreements, then he" connects " team of the whole class.I think that this good experience, because such a technique "works" for the development of tolerance, and, as a result, for the prevention of conflicts.
3) Not a single contradiction, dissatisfaction, dispute goes unnoticed. We "understand" on the spot, analyze the situation, discuss together with the children.
4) In the future I plan to continue working on teaching children the skills of effective behavior in conflicts and their constructive resolution. We have accumulated a lot of experience in working with children in this area. (So, for example, a book called "How to teach children to cooperate?" (1998, author - K. Vopel) contains a large number of interactive games aimed at developing the "emotional" intelligence of children.
In addition, at present there are restorative technologies that include teaching schoolchildren the skills of mediation. Our school has a collection of methodological materials "Organization of the work of the school reconciliation service" (Perm, 2007), which contains materials on the organization of reconciliation services in educational institution. One of the goals of the School Reconciliation Service (SRS) is the social rehabilitation of participants in conflict situations based on the principles of restorative justice. The objectives of the SSP are to conduct reconciliation programs for participants in school conflicts; teaching schoolchildren methods of conflict resolution. I hope that such a service will appear in our school soon.
5) As you know, one of the main causes of conflicts can be an underdeveloped personality trait - tolerance. The authors of the book "Educating Tolerance in Schoolchildren" offer programs for working with children of different ages, methodological developments various forms of education of tolerance in children. I will continue to use the materials in this book in my work.
After 4 months, I again conducted a survey among the children, which showed that the conflict was resolved, 65% of the children were satisfied with the relationship in the class, they tease and call names 25%, everyone noted that they were pleased that there was a ban on surnames (without a name) and nicknames . Children became more balanced, a little calmer. In very rare cases, they turn to screaming, but someone immediately stops them. The situation has returned to normal.
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