Pedagogy synopsis of the features and resolution of pedagogical conflicts. Pedagogical conflicts and ways to resolve them
Introduction ………………………………………………………………………… ..3
Chapter first.
1.1 Definition of the conflict, content, types and methods of its course ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
1.2. Conflicts in the context of educational activities …………………………… 14
Chapter two.
The specifics of the settlement of pedagogical conflicts .............................................. 17
Conclusion ……………………………………………………………… ...… ..24
References ……………………………………………………………… 25
Introduction.
In moments of social cataclysms, we all note the growth of 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, upbringing, strict observance of laws, which leads to the manifestation of base instincts and (which Dostoevsky feared) - to permissiveness, aggressiveness.
Aggressiveness is a hindrance in 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 educate children in an attentive attitude towards others, to prepare them for a benevolent attitude towards people, and to teach them to cooperate.
For this, the teacher needs to master well the skills and abilities of preventing and resolving conflict situations, since the problem of interaction between the participants in the pedagogical process is becoming increasingly acute for the modern school.
In numerous publications about the problems of the modern school, it is often noted that its main problem is the teacher's lack of interest in the child's personality, unwillingness and inability to know his inner world, hence the conflicts between teachers and students, school and family. This, first of all, reveals not so much the unwillingness of teachers as their inability, 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 the conflict, content, types and methods of flow.
In order to skillfully use the conflict in the pedagogical process, it is necessary, of course, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using the conflict, to a person who has only an everyday idea of the conflict process.
Conflict is a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case of an internal conflict), arising from a mismatch of desires, interests, values or perceptions.
In other words, a conflict is a situation when two or more subjects interact in such a way that a step forward in meeting 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, the subjects of which are the participants in the pedagogical process.
Typological division of conflicts:
- "genuine" - when a clash of interests exists objectively, is recognized by the participants and does not depend on any. an easily changing factor;
- "accidental or conditional" - when conflict relations arise due to random, easily amenable to circumstances that are not recognized by their participants. Such relations can be terminated in the case of realizing the real available alternatives;
- "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 the conflict relationship is attributed to the wrong parties, between which the actual conflict is being played out. This is done either deliberately with the aim of provoking a clash in the enemy's group, thereby "masking" 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 grounds 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 such a combination of human interests that creates the basis for a real confrontation between social subjects. The main feature is the emergence of an object of conflict, but so far the absence of an open active struggle.
That is, in the process of the development of a collision, a conflict situation always precedes a conflict, is its basis.
There are four types of conflicts:
Intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, interests of the individual;
Interpersonal, characterized by the fact that the actors strive to realize mutually exclusive goals in their life;
Intergroup, characterized by the fact that the conflicting parties are social groups pursuing incompatible goals and hindering each other on the path of their implementation;
Personality-group - arises in the event of a discrepancy between the behavior of the individual and 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. Further, 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 behaviors. Finally, the content of the incident is analyzed.
There are warning signals for conflict. Among them:
• crisis (during a crisis, ordinary 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 (a little thing can cause temporary excitement or irritation, but it goes away very quickly);
Stress (a state that distorts the perception of another person and the actions of his actions, feelings change for the worse, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);
Discomfort (intuitive feeling of excitement, fear, which is difficult to express in words).
It is pedagogically important to monitor the signals that indicate the onset of a conflict.
In the practice of a social teacher, it is not so much the elimination of the incident that is more interested in the analysis of the conflict situation. After all, the incident can be drowned out by “pressing”, while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.
Today, conflict is viewed as a very significant phenomenon in pedagogy that cannot be ignored and which should be given special attention. Neither the collective nor the individual can develop without conflict, the presence of conflicts is an indicator of normal development.
Considering the conflict as an effective means of educational influence on the individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and the corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon that testifies to failures in their educational work. Most teachers still retain a wary attitude towards the very word "conflict", in their minds this concept is associated with a deterioration in relationships, a violation of discipline, 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 the latter.
Most scholars believe that a conflict is an acute situation that arises as a result of a clash of personal relationships with generally accepted norms. Others define a conflict as a situation of interaction of people either pursuing mutually exclusive or unattainable goals by both conflicting parties, or seeking to realize incompatible values and norms in their relationships, 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, high school students, especially as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation where the subject cannot realize the internal necessities of his life (motives, aspirations, values, etc.); as an internal struggle that generates external, objectively given contradictions, as a state that gives rise to displeasure with a whole system of motives, as a contradiction between needs and the possibilities of their satisfaction.
Based on the above, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very existence of conflicts was perceived as a negative phenomenon that interfered with the normal functioning of the pedagogical system and caused its structural disturbances.
It has been established that the contradictions that arise among adolescents do not always lead to conflict. Skillful and sensitive pedagogical leadership determines whether a contradiction grows into a conflict or finds its resolution in discussions and disputes. The successful resolution of the conflict sometimes depends on the position taken by the teacher in relation to her (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 pedagogical activity.
There are two approaches to preparing for conflict resolution:
- study of the available advanced teaching experience;
- the second - mastering the knowledge of the patterns of development of conflicts and methods of their prevention and overcoming; (the path is more laborious, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).
VM 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 interfere in the collisions that arise among the pupils;
· The position of avoiding conflict - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of the situation;
· The position of expedient intervention in the conflict - the teacher, relying on good knowledge of the collective of pupils, the 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, the teacher often lacks the culture and technology of interaction with pupils, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve the conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way of reconciling the parties. It helps to show adolescents the inappropriateness of some of the forms they use to resolve conflict (fights, nicknames, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, not taking into account the views and opinions of the adolescent himself. Neither logic nor emotionality succeeds if the teacher ignores the views and experience of the pupil.
A theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:
An explainable contradiction often lies at the heart of the conflict, and the conflict itself can be constructive and destructive;
Most teachers remain wary of student conflicts;
Conflicts should not be “feared” because they are natural;
Conflicts among adolescents due to their age characteristics are widespread and common;
High emotional “heat” in communication often leads to conflict;
Conflict can be caused by the assertion of one's “I”;
Intrapersonal conflict can cause interpersonal conflict;
It is advisable for teachers to intervene in a conflict not so much in order to eliminate it as to help a teenager in knowing 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;
The social educator needs deep specialized knowledge to successfully manage adolescent conflict.
Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include what exists more or less independently of the pedagogical process, and what creates the potential for conflict. Subjective conditions make up the level of upbringing and development of children, the awareness of the degree of conflict of the situation by its participants, their moral and value orientations.
By their focus, conflicts are divided into the following types:
Socio-pedagogical - they are manifested both in relations between groups and with individuals. This group is based on conflicts - violations in the field of relationships. The reasons for the relationship can be as follows: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or at the same time in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, support of others;
Psychological and pedagogical conflicts - they are based on the contradictions that arise in the educational process in conditions of a deficit in the harmonization of the relationships that are developing in it;
Social conflict - situational conflicts from time to time;
Psychological conflict - occurs outside of communication with people, occurs within the personality.
Conflicts are distinguished according to the degree of their reaction to what is happening:
Fast-flowing conflicts are distinguished by a great emotional coloring, extreme manifestations of the negative attitude of the conflicting ones. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on the characteristics of the character, mental health of the individual;
Acute long-term conflicts arise in cases where the contradictions are sufficiently stable, deep, difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;
Weakly expressed sluggish conflicts are characteristic of contradictions that are not very sharp in nature, 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. The resolution of such conflicts is difficult, much depends on the initiator of the conflict.
Weakly expressed, fast-paced conflicts are the most favorable form of collision of contradictions, but it is easy to predict a conflict only if it was the only one. If, after that, such conflicts appear, outwardly proceeding mildly, then the prognosis may be unfavorable.
There are conflicting pedagogical situations in time: permanent and temporary (discrete, one-time); on the content of joint activities: educational, organizational, labor, interpersonal, etc .; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members in solving business problems, and the latter - on the basis of contradictions in personal interests. Personal conflicts can relate to people's perception and assessment of each other, real or apparent injustice in assessing their actions, work results, etc.
Most conflicts are subjective in nature and are based on one of the following psychological causes:
Not good enough knowledge of the person;
Misunderstanding of his intentions;
Misconception of what he really thinks;
Erroneous interpretation of the motives of the committed acts;
Inaccurate assessment of the relationship of a given person to another.
From a psychological point of view, the occurrence of any of these reasons, any combination of them leads in practice to humiliation of a person's dignity, engenders a fair reaction on his part in the form of an offense, which causes the same reaction of the offender, while neither one nor the other person is able to understand and understand the causes of mutually hostile behavior.
All subjective factors influencing the conflict can be: characterological and situational. The first include stable personality traits, the second - overwork, dissatisfaction, bad mood, a sense of uselessness.
In conflict situations, their participants resort to various forms of defensive behavior:
Aggression (manifests itself in conflicts along the "vertical", ie between a student and a teacher, between a teacher and school administration, etc .; it can be directed at other people and at oneself, often takes the form of self-humiliation, self-accusation);
Projection (reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows you to cope with excessive internal stress);
Fantasy (what cannot be done in reality, begins to be achieved in dreams; the achievement of the desired goal occurs in the imagination);
Regression (there is a substitution of goals; the level of aspirations decreases; at the same time, the motives of behavior remain the same);
Replacement of the goal (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 carry out the intended tasks).
There are a number of stages in the dynamics of conflict development:
1. Presumptive stage - 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 the collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later there is a desire to look for the guilty; everyone considers himself the right side, unjustly offended, then creates a conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overloads, which lead to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) informational-sensory hunger, lack of vital information, prolonged absence of vivid, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a wide public scale provokes the appearance of rumors, conjectures, gives rise to anxiety (among adolescents - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group, no one should feel left out, a “second-class person”; e) the style of life organization and team management.
2. The stage of origin of the conflict - the 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 realized definitely only at the expense of infringing on the interests of others; b) a clash of interests, which affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) there is an idea of a collision of interests, but this is an imaginary, apparent collision that does not affect the interests of people, members of the team.
3. The stage of maturation of the conflict - a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious willingness to act in one way or another in order to remove the sources of the uncomfortable state. The state of psychological stress prompts to "attack" or "retreat" from the source of unpleasant experiences. People around them can guess about a maturing conflict faster than its participants, they have more independent observations, more free from subjective judgments. The ripening of the conflict can also be evidenced by the psychological atmosphere of the collective, the group.
4. Stage of awareness of the conflict - the conflicting parties begin to realize, and not just feel the clash of interests. A number of options are possible here: a) both participants come to the conclusion that conflicting relations are inexpedient 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 concede; another participant goes to further aggravation; considers the compliance of the other side 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.
The objective content of the conflict situation.
1. Participants in the conflict. In any conflict, people are the main actors. They can act in a conflict as 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 groupings 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 distinguished: the main participants in the conflict; support groups; other participants.
The main participants in the conflict. They are often referred to as sides or opposing forces. These are the subjects of the conflict who directly take active (offensive or defensive) actions against each other. The opposing sides 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 also changes, a new conflict begins.
2. The subject of the conflict. It reflects the clash of interests and goals of the parties. The struggle taking place in the conflict reflects the desire of the parties to resolve this contradiction, as a rule, in their favor. In the course of a conflict, the struggle can escalate and subside. To the same extent, the contradiction calms down 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 the 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 cause, a reason for conflict. The object of the conflict can be material (resource), social (power) or spiritual (idea, norm, principle) value, to possession or use of which both opponents strive. To become an object of conflict, an element of the material, social or spiritual sphere must be at the intersection of the personal, group, public or state interests of the subjects who seek to control it. The condition for the 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. For a constructive resolution of the conflict, it is necessary to change not only its objective components, but also subjective ones.
4. Micro- and macroenvironment. When analyzing a conflict, it is necessary to single out such an element as the conditions in which the parties to the conflict are and act, that is, the micro and macro environment in which the conflict arose.
Important psychological components of a conflict situation are the aspirations of the parties, the strategies and tactics of their behavior, as well as their perception of the conflict situation, that is, those information models of the conflict that each of the parties has and in accordance with which the participants organize their behavior in the conflict.
Conflicts in the context of educational activities
The school is characterized by all sorts of conflicts. The pedagogical sphere is a collection of all types of purposeful personality formation, and its essence is the activity of transferring 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 are an administrator; administrator - administrator.
The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for class leadership. In middle grades, there is often a conflict between a group of guys and a group of girls. There may be a conflict between three or four teenagers with the whole class, or a conflict confrontation between one student and a class may erupt.
The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can be manifested in various aspects.
First, the teacher's interaction style 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 interpersonal relationships between students and classmates and parents. The personal style of communication and the pedagogical tactics of “cooperation” determine the most conflict-free relations of children with each other. However, this style is owned by a small number of primary school teachers. Primary school teachers with a pronounced functional style of communication adhere to one of the tactics (“dictate” or “guardianship”) that increase the tension of interpersonal relations in the classroom. A large number of conflicts characterize relations in the classes of “authoritarian” teachers and in senior school age.
Secondly, the teacher is obliged to intervene in the conflicts of students, to regulate them. This, of course, does not mean suppressing them. Depending on the situation, administrative intervention may be necessary, or just good advice. Involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.
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 progress, the performance of extracurricular tasks;
Behavior (actions) arising from the violation by the student of the rules of conduct in and out of school;
Relationships arising in the sphere of emotional and personal relationships between students and teachers.
Activity conflicts arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or poor performance. Such conflicts often occur with students with learning difficulties; when a teacher teaches a subject in the classroom for a short time and the relationship between him and the student is limited to educational 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 marks as a means of punishing those who violate discipline. These situations often cause talented, independent students to leave school, while the rest of them are less motivated to learn in general.
Conflicts of actions every mistake of the teacher in resolving the conflict gives rise to new problems and conflicts, in which other students are involved; a conflict in pedagogical activity is easier to prevent than to successfully resolve.
It is important that the teacher knows how to correctly determine his position in the conflict, since if the class team acts on his side, then it is easier for him to find the best way out of the current situation. If the class begins to have fun with the offender 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, of a long-term nature. These conflicts acquire a personal meaning, give rise to a long-term dislike of the student towards the teacher, and disrupt their interaction for a long time.
Features of pedagogical conflicts
Among them are the following:
The responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society, where students learn the norms of relations between people;
Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
The difference in the life experience of the participants gives rise to a different degree of responsibility for mistakes in resolving conflicts;
Different understanding of events and their causes (the conflict “through the eyes of a teacher” and “through the eyes of a student” is seen in different ways), therefore, it is not always easy for a teacher to understand the depth of a child's feelings, and a student - to cope with emotions, to subordinate them to reason;
The presence of other students makes them participants from 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 to be able to put the interests of the student as a developing personality in the first place;
Controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
Do not ascribe to the student your understanding of his position, go to “I-statements (not“ you are deceiving me ”, but“ I feel deceived ”);
Do not offend the student (there are words that, when spoken, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);
Try not to kick the student out of the class;
If possible, do not contact the administration;
do not respond to aggression with aggression, do not affect his personality,
assess only his specific actions;
Give yourself and your child the right to make mistakes, not forgetting that “only the one who does nothing is not mistaken”;
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.
The specifics of the settlement of pedagogical conflicts.
There are few problems between people or groups of people that can be solved in an instant.
Successful conflict resolution therefore usually involves a cycle of defining the problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict should be identified before developing a policy to resolve them.
First of all, you need to find out what happened. What is the problem? It is important at this stage to state the facts so that everyone agrees on the definition of the problem. Feelings and value judgments should be clearly separated from facts. And the leader must present the ideal solution from his side. facts.
Then 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, it is possible to move on to a joint, cooperative search for steps to bring everyone to reconciliation.
Conflicts are destructive and constructive. Destructive - when he does not touch on important work problems, divides the team into groups, etc.
Constructive conflict - when an acute problem is revealed, it leads to a collision with a real problem and ways to solve it, helps to improve. (You can compare: in a dispute, truth is born.)
When resolving conflicts between a teacher and a student, in addition to analyzing the causes of the conflict, it is necessary to take into account the age factor
Along with business conflict situations “teacher-student”, there are frequent contradictions of a personal nature.
As a rule, they arise due to the adolescent's feeling 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 in the case of the wrong tactics of the teacher, it can lead to persistent personal mutual hostility and even enmity.
Getting into a conflict situation, the 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, the resolution of the conflict situation is achieved by establishing mutual understanding between people, eliminating omissions, inconsistencies. However, the problem of understanding another person is quite complicated.
Experienced teachers know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of speaking to the child (time and place), when to say and why to say (confidence in the result).
In the communication of a teacher with 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 information, then in the process of communicating with a child, the influence 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, due to which adults often interrupt him, which further complicates the statement (“Okay, everything is clear, go!”). Secondly, teachers often have no time to listen to the student, although he has a need to talk, and when the teacher needs to learn something, the student has already lost interest in the conversation.
The really emerging conflict between the teacher and the student can be analyzed at three levels:
From the point of view of the objective features of the organization of the educational process at school;
From the point of view of the social and psychological characteristics of the class, the teaching staff, the specific interpersonal relations between the teacher and the 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 in relation to each other, in readiness for constructive behavior in future conflicts.
The real mechanism for establishing normal relations is seen in reducing the number and intensity of conflicts by translating them into a pedagogical situation when interaction in the pedagogical process is not disturbed, although such work is associated with certain difficulties for the teacher.
In social psychology and pedagogy, there are five types of relationships:
Diktat relations - strict discipline, clear requirements for order, for knowledge in official business communication;
Relations of neutrality - free communication with students at the intellectual and cognitive level, the teacher's enthusiasm for his subject, erudition;
Guardianship relations - care to the point of obsession, fear of any independence, constant contact with parents;
Confrontational attitudes - latent dislike for students, constant dissatisfaction with the work on the subject; dismissive business tone in communication;
Cooperation relations - 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; for this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to the word addressed to him, his sensitivity to falsehood in communication with adults. The teacher's word acquires a convincing force of influence only if he knows the student well, showed attention to him, helped him in some way, i.e. established an appropriate relationship with him through joint activities. Meanwhile, novice teachers are inclined to believe that their word in itself should lead the child to obedience and acceptance of their requirements and attitudes.
To make the right decision, the teacher often lacks time and information, he sees the fact of violation of the course of the lesson, but it is difficult for him to understand what caused this, 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 are usually silent about it, and when trying 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 to what happened and his position.
Objective causes of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) a quarrel at recess, the mood of the teacher; 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 unjust punishment, incorrect assessment of his activities and actions. By responding correctly to the adolescent's behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.
Conflict situations in the classroom, especially in teenage classes, are recognized by the majority as typical, natural. To resolve them, the teacher must be able to organize the collective educational activities of adolescent students, strengthening the business relationship between them; it comes to a conflict, as a rule, with a student who is poorly performing, “difficult” in behavior. You can not punish behavior for poor grades in the subject - this leads to a protracted personal conflict with the teacher. In order for the conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient informational basis for making a psychologically sound decision in a situation that has arisen. The teacher's hasty reaction, as a rule, causes an impulsive response from the student, leads to the exchange of “verbal blows,” and the situation becomes conflictual.
Psychological analysis is also used to switch attention from indignation at the student's deed to his personality and its manifestation in activities, actions, relationships.
Predicting the responses and actions of students in conflict situations can provide a significant help to a social teacher. This was pointed out by many pedagogues-researchers (B.S.Gershunsky, V.I.Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F.Spirin, etc.). So, M.M. Potashnik recommends either to be forced to try on, to adapt to the situation, or to consciously and purposefully influence it, i.e. create new things.
M.M. Rybakova proposes to take into account the responses of students in conflict situations as follows:
Description of the situation that has arisen, conflict, action (participants, cause and place of origin, activities of participants, etc.);
Age and individual characteristics of participants in a conflict situation;
The situation through the eyes of a student and teacher;
The personal position of the teacher in the situation that has arisen, the real goals of the teacher when interacting with the student;
New information about students in the situation;
Options for repayment, prevention and resolution of the situation, correction of student behavior;
The choice of means and methods of pedagogical influence and the determination of specific participants in the implementation of the set goals at the present time and in the future.
It is known from the literature that it is advisable to resolve a conflict situation according to the following algorithm:
Analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting a hierarchy of tasks, determining actions;
Determination of the means and ways of resolving the situation, taking into account the possible consequences based on the analysis of interactions between educator - student, family - student, student - class team;
Planning the course of pedagogical influence, taking into account the possible response of students, parents, other participants in the situation;
Analysis of the results;
Correction 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 the state, feelings and intentions;
information containing feedback on how the participant in the conflict perceives the partner and interprets his behavior;
Demonstrating that the partner is perceived as a person despite criticism or resistance in relation to his specific actions.
The actions of the teacher to change the course of the conflict can be attributed to the actions that prevent it. Then, conflict-tolerant actions can be called non-constructive actions (postpone the solution of a conflict situation, shame, threaten, etc.) and compromise actions, and conflict-prone - repressive actions (contact the administration, write a report, etc.) and aggressive actions (break the student's work , make fun of, etc.). As you can see, the choice of actions to change the course of a conflict situation has a priority value.
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 (to change the forms of work with this student, teaching style, correction of the level of "difficulty" of the material, etc.);
Incorrect execution of training instructions to correct the assessment of the results and the course of teaching, taking into account the clarified 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 tone, communication style, offer help, switch the attention of other students).
In resolving the conflict, much depends on the teacher himself. Sometimes you should resort to introspection in order to better understand what is happening and try to initiate change, thereby drawing the line between emphasized self-affirmation and self-criticism.
The procedure for resolving conflicts is as follows:
Perceive the situation as it really is;
Don't jump to conclusions;
When discussing, one should analyze the opinions of opposing parties, avoid mutual accusations;
Learn to put yourself in the shoes of the other side;
Don't let the conflict grow;
Problems must be solved by those who created them;
Respectfully treat the people with whom you communicate;
Always seek a compromise;
A common activity and constant communication between the communicants can overcome the conflict.
The main forms of the end of the 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 collision. Conflict resolution presupposes 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, which they defended in the conflict. Often the resolution of a conflict is based on a change in the attitude of opponents to its object or to each other. Conflict resolution is different from the resolution of topics, then 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. At the end of a conflict, the underlying contradiction is not always resolved.
The decay of a conflict is a temporary cessation of resistance while maintaining the main signs of conflict: contradictions and tensions. The conflict moves from an “explicit” form to a latent one. Fading conflict usually occurs as a result of:
Depletion of the resources of both sides needed to fight;
Loss of motivation to fight, reducing the importance of the object of conflict
Reorientation of the opponents' motivation (the emergence of new problems, more significant than the struggle in the conflict). The elimination of the conflict is understood as such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “non-constructiveness” of elimination, there are situations that require quick and decisive impacts on the conflict (threat of violence, loss of life, lack of time or material opportunities).
Elimination of the conflict is possible using the following methods:
Removing one of the participants from the conflict;
Excluding the interaction of participants for a long time;
Elimination of 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 relationship to 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 renewal;
Victory of one of the parties (seizure of the object of the conflict);
Division of the object of the conflict (symmetric or asymmetric);
Agreement on the rules for sharing the facility;
Equal compensation of one of the parties for the possession of the object by the other party;
Refusal of both parties to encroach on this object.
Termination of conflict interaction is the first and obvious condition for the beginning of the resolution of any conflict. Until those two sides strengthen their position or weaken the position of a participant with the help of violence, there can be no talk of resolving the conflict.
The search for common or similar points of contact in the goals, interests of the participants is a two-way process and involves the analysis of both their goals and interests, and the goals and interests of the other side. If the parties want to resolve the conflict, they must focus on the interests, and not on the personality of the opponent. When the conflict is resolved, a stable negative attitude of the parties to each other remains. It is expressed in a negative opinion about the participant and in negative emotions in relation to him. To begin to resolve the conflict, it is necessary to mitigate 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. Revealing and admitting one's own mistakes reduces the negative perception of the participant. Secondly, it is necessary to try to understand the interests of the other. To understand is not to accept or justify. However, this will broaden the understanding of the opponent, 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. Each 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 relations. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training of social teachers.
It has been established that since the conflict is often based on a contradiction, subordinate to certain laws, social teachers should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence for their successful resolution in various pedagogical situations.
Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social teachers have the knowledge and skills of the corresponding personal qualities, knowledge and skills.
It is stated that the practical readiness of a social teacher to resolve conflicts among students is an integral personal education, the structure of which includes motivational-value, cognitive and operational-performance components. The criteria for this readiness are the measure, integrity and the measure of the formation of its main components.
It is shown that the process of forming the social teacher's practical readiness to resolve conflicts among adolescents is individually creative, stage-by-stage and systematically organized. The content and logic of this process is determined by the structural components of readiness and the corresponding educational technologies.
List of used literature.
Abulkhanova-Slavskaya K.A. Personal development in the process of life // Psychology of personality formation and development. - M., 1981
Aleshina Yu.E. Problems of the theory and practice of mediation of participants // Personality, communication, group processes: Sat. reviews. - M .: INION, 1991 .-- S. 90-100
Andreev V.I. Fundamentals of pedagogical conflict management. - M., 1995
Bern E. Games People Play. Psychology of Human Relations; People who play games. Psychology of human destiny / Per. from English - SPb., 1992
Zhuravlev V.I. Fundamentals of pedagogical conflict management. Textbook. Moscow: Russian Pedagogical Agency, 1995.184 p.
Materials of the website www.azsp.ru
Materials of the website websites.pfu.edu.ru
A. V. Mudrik Teacher: skill and inspiration. - M., 1986
Ponomarev Yu.P. Game models: mathematical methods, psychological analysis. - M .: Nauka, 1991 .-- 160 p.
Prutchenkov A.S. Communication skills training. - M., 1993
Fischer R., Uri U. The path to agreement or negotiations without defeat - Moscow: Nauka, 1990 - 158 p.
A.I. Shipilov Socio-mental characteristics of conflicts between superiors and subordinates in the unit: Dis .... Cand. psycho. Science. - M., 1993 .-- 224 p.
The study showed that adolescents are most often presented with strategies of competition and cooperation, and almost no strategy of avoidance. 2.5 Recommendations for teachers on resolving conflicts in adolescence in small groups From all that has been said, it follows that adolescents have an increased level of aggression and conflict, most of them do not ...
Conflictin psychology it is considered as a collision 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. Conflict signals are a crisis of relationships, tension in communication, misunderstandings, incidents, and general discomfort. If the conflict is resolved destructively, its consequences will be anxiety, helplessness, confusion, collapse, denial, withdrawal, escalation, polarization. Conversely, if the conflict is resolved constructively, the person feels that everything is going smoothly, experiences the joy of communication, a sense of success, efficiency, energy. Allocate 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.
N.V. Samoukina divides pedagogical conflicts into three large groups: 1. Motivational conflicts arising from the weak motivation of the educational activities of schoolchildren. 2. Conflicts related to shortcomings in the organization of education at school. 3. Conflicts of interaction between students, teachers and students, teachers and administration.
IN AND. Zhuravlev classifies pedagogical conflicts according to the interaction of the teacher with the age groups of students. In the primary grades, these are conflicts of ethics and transcendental ethics associated with violations of the teacher's pedagogical tact and delinquency; didactic, caused by discipline, discrimination against students, inadequate grades of academic failure, and teacher disabilities. In working with adolescents, conflicts of student discipline, conflicts of didactic interaction, conflicts of methodological mistakes of a teacher and conflicts of violations of ethics are most common. In high school, these are conflicts associated with inadequate discipline and conflicting teacher behavior.
MM. Rybakova connects conflicts with various pedagogical situations: conflicts of activity, conflicts of behavior (actions), conflicts of relations.
Features of pedagogical conflicts:
1. Professional responsibility of the teacher for the correct resolution of the conflict situation: the school is a model of society, where students learn the social norms of relations between people.
2. Participants in conflicts have different social status (teacher - student), which determines their different behavior in the conflict.
3. The difference in the age and life experience of the participants divides their positions, gives rise to a different degree of responsibility for mistakes.
4. Different understanding of events and their causes by the participants (the conflict is seen differently through the eyes of a teacher and a student).
5. The presence of other students in a conflict makes them participants from witnesses, and the conflict acquires an educational meaning.
6. The professional position of the teacher in the conflict obliges him to take the initiative to resolve the conflict and put the interests of the emerging personality in the first place.
7. The conflict of pedagogical activity is easier to prevent than to successfully resolve.
The dynamics of the conflict consists of three main stages: growth, realization and fading. Successful blocking of the conflict (transferring it from the field of communicative interactions to the subject-activity plane) is possible only at the first stage. If a conflict has flared up, it is no longer possible to suppress it. 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 to prevent them, the psychologist needs to work with teachers to improve their socio-psychological competence. This is first direction of work of a psychologist with a teacher.
Social and communicative competence - it is the ability of the individual to effectively interact with the people around him in the system of interpersonal relations. It includes: the ability to navigate social situations; the ability to correctly determine the personality traits and emotional state of other people; the ability to choose adequate methods of communication and implement them in the process of interaction. Preventive methods that contribute to the formation of these skills that can be taught to teachers are the following methods.
Introspection method lies in the fact that the teacher puts himself in the place of the student, and then in his imagination reproduces the thoughts and feelings that, in his opinion, this student is experiencing in this situation. After such "immersion" in the inner world of another, a conclusion is made about the motives and external stimuli of his behavior, goals and aspirations. Interaction with a person is based on the results of the analysis. The effectiveness of this method is high, but not unlimited. There is a danger of mistaking your own thoughts and feelings for the thoughts and feelings of the child. Applying this method, it is necessary to check your ideas and established schemes with the child's real actions and change them in case of discrepancy.
Empathy methodbased on the technique of feeling into the inner experiences of another person. If the teacher is an emotional person, inclined to intuitive thinking, then this method will be useful for him. This type includes most often language teachers, teachers of art disciplines, belonging to the type of "artists". 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 the interaction partner, such a person builds a system of intellectual ideas about him according to the situation. The type of "thinkers" includes teachers of physics and mathematics.
Creativity method allows you to turn the problems of a conflict situation into new opportunities and get the maximum benefit from it. It consists in turning a problem into a task. Based on creative response, acceptance of the situation as it is, the desire to learn something in any situation, the use of positive statements.
Method of positive self-affirmation based on a win / win strategy. It allows one to assert oneself not by attack, searching for the culprit, formulating demands, but by means of “I-statements” reflecting the essence of the event, needs, feelings, and a person's views on the situation.
Shared Power Method is based on partnerships: "power with ...", not "power over ...». Allows you to achieve the most desirable results for a person, while creating value for another person.
Emotion control method based on respect for the feelings of other people, awareness of their own feelings, the ability to convey them to another. This becomes possible with the development of skills for self-concentration, safe discharge of emotions and the development of a desire to improve relationships.
Conflict analysis method with the help of a win / win strategy, allowing in a reflexive way to find a variety of solutions to the problem with the benefit of both parties.
Method of socio-psychological training, allowing to develop social and communicative competence in the context of group interaction.
Intuition method,used in individual and group forms of work with teachers. It is based on making decisions in objectively difficult situations, which are based not so much on professional knowledge as on experience and intuition.
Imagination method, helping to develop social reflection, predicting the behavior of the communication partner and their own reactions, etc.
Conflict prevention methods
Imagination method.
Creativity method.
Intuition method.
The method of pedagogical analysis of conflict situations.
Introspection method.
Empathy method.
Emotion control method
Optimal self-affirmation method.
The joint power method.
Logical analysis method.
Social psychological training method.
Expansion method
Psychological games and exercises
Modalities "I".
Unusual reaction.
Telepathy.
Who will behave how?
A journey into yourself.
Switching to the interlocutor
Equilibrium.
Everyone should win.
Stop the monologue, organize a dialogue.
Switching to the interlocutor.
All kinds of games and exercises.
"You can't see the forest because of the trees."
Training of professional and pedagogical communication is one of the methods of conflict prevention. Traditional in terms of technique, it has a specific content. The developed communication skills and abilities contribute to the formation of the teacher's professional competence in the field of communication.
Teacher effectiveness training
For teaching purposes, T. Gordon's training on teacher effectiveness development can be used. Its purpose is to switch the teacher to active listening (student problem) and “I-statement” (teacher problem). The training consistently works through conflict situations.
Training objectives:
Working with a window of acceptance, developing an empathic attitude towards students;
Development of active (empathic) listening skills;
Development of skills for identifying problem zones;
Work with “I-statements”;
Expanding the problem-free zone of the optimal space in which real learning takes place.
The training uses a six-step model for resolving problem situations:
1. Determination of the problem belonging.
2. Generation of possible solutions.
3. Evaluation of decisions in the form of "I-statements".
4. Determination of the best solution.
5. Determination of the means of implementing the solution.
6. Assessment of how well the given solution solves the problem.
Psychological criteria for the effectiveness of training.
1. If the decision is good, then there are no negative experiences. Decisions are negatively assessed, not learners.
2. There is no feeling of guilt and irritability.
3. Motivation increases.
4. There are no mutual dislikes.
5. No need to use force (pressure).
6. Not imaginary, but real problems are revealed.
Upon completion of the training, teachers are advised to:
1. Become an effective communication consultant.
2. Model your own values in behavior.
3. Carry out inner work on yourself:
Study additional literature,
Develop the ability to learn from students,
Attend personal growth groups.
The exercise system includes two cycles:
I ... Exercises aimed at mastering the elements of pedagogical communication, contributing to the development of communication skills, the acquisition of communication management skills.
II ... Exercises to master the entire communication system in a given pedagogical situation.
I cycle
1. Developing the ability to act organically and consistently in a public setting (playing any stage, element of the lesson at a different pace with different introductory tasks: a late student, an unfulfilled task, a conflict with a student, etc.).
2. Formation of muscle freedom in the process of pedagogical activity (exercises for the release and clamping of muscles, retention and release of tension in the process of rest, walking and performing pedagogical activity).
3. Achievement of emotional well-being of the teacher in the classroom (tests for choosing the optimal pace, rhythm, posture, movement).
4. Development of skills of voluntary attention, observation, concentration (selection and expansion of circles of attention - small, medium, large).
5. Development of the simplest communication skills (addressing and demonstrating attention to the interlocutor, attracting the attention of others by means of facial expressions and pantomimics, non-verbal expression of demands, transmission of emotional states).
6. Mastering the technique of intonation, facial expressions, pantomimics: a) say with different intonations in the voice the words: "Hello", "Let's get to work", "Goodbye" - loudly, quietly; short, drawn out; stuttering, convincingly, in the affirmative; enthusiastically, thoughtfully; defiantly, mournfully, tenderly, rudely; ironically, playfully, maliciously; the tone of a responsible employee; disappointed, triumphant, etc .; b) enter an unfamiliar class as an inexperienced teacher; self-confident master teacher; a deep old man; ballet dancer; Hamlet; soldier; c) smile like a winner; defeated; sycophant; subordinate to his superiors; the boss to his subordinate; mother to baby; d) frown, as a student frowns, who was undeservedly given a two; a teacher requiring student advice; angry teacher, father (mother), friend, etc.
7. Overcoming the suggested characteristics according to the presented photographs (selection and characteristics of the people depicted in the photographs, of which only one is a positive person, cheerful, affectionate, intelligent, angry, etc.).
8. Study of children's emotional reactions from photographs and emotional identification of oneself with them.
9. Verbal pedagogical influence (logic, expressiveness, emotionality of speech, figurative transmission of information in a pedagogical monologue) and forecasting its effectiveness.
II cycle
1. Revealing the emotional and psychological state of the teacher in the lesson and the ability to self-regulation (self-analysis of the lessons of colleagues based on observation, reflection of one's own state at different stages of the lesson based on self-observation and study of video recording).
2. Identifying and solving a pedagogical problem (the ability to highlight moments during the lesson that require teacher intervention, evaluate their actions, correlate their methods with specific tasks, predict actions in anticipated circumstances and with the imposed requirements - trust, approval, advice, play, hint, condition, distrust, condemnation).
3. Development of pedagogical imagination, intuition, skills of improvisation in communication (analysis of the pedagogical situation - forecasting interpersonal relations, development of pedagogical invariants for solving the same problem).
In a generalized form, the methods of teacher self-improvement can be presented in the form of a table, highlighting in it the main problems of teachers and the pedagogical and psychological methods intended for their solution.
Secondthe direction in the work of a psychologist with teachers is teaching ways to resolve the arising pedagogical conflicts. We are talking about such methods known in conflictology and social psychology as conflict mapping, development of alternatives, mediation and negotiations.
Cartography process The conflict consists of three stages: defining the problem with a general statement, identifying the main participants in the conflict, clarifying the concerns and needs of each of them. This technique allows you to limit the discussion to a certain formal framework (drawing up a map of the conflict), which helps to avoid excessive display of emotions. As a result, a situation is created that is conducive to a joint discussion of the problem; there is an opportunity to speak; it becomes possible to see the point of view of others; new solutions to the problem arise.
Development of alternatives behavior is the next logical step after considering the conflict in general terms. The development of alternatives to conflict behavior includes their discussion, choice-analysis and implementation. When choosing, the criteria of feasibility, sufficiency and fairness are usually used. For the implementation of alternatives, it is necessary to determine the essence of the measures, their implementers and the deadlines for their implementation. Usually, when developing alternatives, the problem is broken down into parts.
Negotiation.There is always an opportunity to come to an agreement in a conflict, therefore negotiations are one of the forms of its resolution. The educator can negotiate himself, with the help of a psychologist or other authority figure, and also act as a mediator (arbitrator). Negotiations include several stages: preparation (gathering facts, studying the needs and requirements of opponents, setting goals for resolving the conflict), the negotiation process and their completion. During negotiations, it is necessary to listen to the opinion of the other side; use a win / win strategy; find out with the help of questions the positions of the parties; separate the personality from the problem; take into account objections; be flexible; reduce your claims if they are not real; use feedback. At the conclusion of negotiations, clear agreements are needed that would prevent future conflicts.
Mediation.This is a way of resolving the conflict with the help of a third party - objective and not involved in the conflict. The mediation rules presuppose three main functions of the mediator: bringing the parties to an agreement (solving the problem without accusations, excuses, lies, violations of ethics); listening to the participants (everyone's story, everyone repeating what has already been said, each opponent's expression of their attitude to the conflict) and conflict resolution (each party's explanation of the conditions for reaching agreement). The mediator helps both parties achieve what they want.
In addition to the above direct methods of resolving conflict situations, a psychologist can use indirect ways of extinguishing conflicts. Their fund includes psycho-muscular relaxation, dramatization of conflict, exchange of roles, emotional response through the verbalization of one's own feelings, etc. Prevention of conflict behavior is the development of reflexive behavior; empathy; and creative approaches that serve as a means of overcoming stubbornness, rigidity; learning the ability to cooperate with others, etc.
If we consider the conflicts associated with the personal and professional incompetence of the teacher, then their prevention and correction are associated either with the work on the personality, or with the improvement of professionalism, i.e. using methods and means that are non-specific for pedagogical conflictology.
Thus, while working in an educational institution, a psychologist deals with collective and individual subjects in need of psychological support. He must be aware that his success in working with individual teachers and the teaching staff as a whole not only contributes to professional satisfaction and psycho-emotional well-being of each employee, but also creates a good basis for humanizing the pedagogical process as a whole, increasing its effectiveness. Thus, the psychologist makes a significant contribution to the development of each personality in the school team.
test questions
1. What is an individual style of pedagogical activity? What kinds of styles can it include?
2. Is it possible to form a style of pedagogical activity? In what ways and methods?
3. What methods can a psychologist use in the prevention and resolution of pedagogical conflicts?
Seminar Topics
1. The style of pedagogical activity, its diagnosis and formation.
2. Pedagogical conflicts: prevention and resolution.
3. Training the effectiveness of teacher T. Gordon.
Self-study assignments
1. Describe the individual style of your favorite teacher (teacher).
2. Make a bank of conflict situations for the workshop (kindergarten teacher - child).
3. Try to use "I-statements" in a conflict situation, analyze their effects.
Literature
Vasilyeva E.Yu.Style of pedagogical activity. Arkhangelsk, 1997.
Zhuravlev V.I.Pedagogical conflictology. M., 1995.
Zimnyaya I.A.Pedagogical psychology. Rostov n / a., 1997.
Kan-Kalik V.A.Training of professional and pedagogical communication. M., 1990.
Krupenin A.L., Krokhina I.M. An effective teacher. Practical psychology for teachers. Rostov n / D., 1995.
Kuzmina N.V.Professionalism of the teacher. M., 1989.
Markova A.K.Psychology of teacher's work. M., 1993.
Section I ................................................ .................................................. ............................... 2
INTRODUCTION TO THE SPECIALTY OF A PRACTICAL PSYCHOLOGIST ....................... 2
Chapter 2 ................................................ .................................................. .............................. 29
PSYCHODIAGNOSTICS AS THE BASIS OF THE PRACTICAL ACTIVITY OF THE PSYCHOLOGIST ............................................ .................................................. ...................... 29
Chapter 3 ................................................ .................................................. .............................. 35
PSYCHOLOGICAL COUNSELING ................................................ .......... 35
IN THE ACTIVITIES OF A PSYCHOLOGIST ............................................... .................................. 35
EDUCATION ................................................. .................................................. .............. 35
Chapter 4 ................................................ .................................................. .............................. 46
PSYCHO-CORRECTION AS A DIRECTION OF ACTIVITIES OF A PSYCHOLOGIST OF EDUCATION ............................................ .................................................. ................... 46
Chapter 2 ................................................ .................................................. .............................. 71
METHODOLOGY OF WORK OF A PSYCHOLOGIST WITH YOUNGER SCHOOLS ............... 71
Section III ................................................ .................................................. ......................... 115
METHODS OF WORK OF A SCHOOL PSYCHOLOGIST WITH CHILDREN OF THE "RISK GROUP" AND CHILDREN SUFFERED FROM VIOLENCE .................................. .... 115
Section IV ................................................ .................................................. ......................... 167
METHODOLOGY OF WORK OF A PSYCHOLOGIST WITH FAMILIES OF STUDENTS ........................... 167
Section V ................................................ .................................................. .......................... 209
METHODOLOGY OF WORK OF A PSYCHOLOGIST WITH A PEDESTRIAN EDUCATIONAL INSTITUTION ........................................... ............................ 209
Society cannot develop without a collision of interests. It is when contradictions are resolved that truth is born. Pedagogical conflict is no exception. In a dispute, each of the parties is trying to prove exactly its innocence, defends its own point of view during the incident, which provokes a clash of interests.
When creating and resolving it, the age and status of its participants are of great importance. Also, a successful or destructive decision will depend on how well the participants have mastered the strategies of its repayment.
Pedagogical conflict has its own specifics and features:
Professional responsibility of a teacher for the correct way out of a controversial situation, because educational institutions are a small model of society;
The participants in the conflict have different determinants of the behavior of the parties in it;
The existing difference in life experience and age divides the positions of the participants in the conflict and creates different responsibility for mistakes in resolving it;
Different understanding of events and their causes by the participants in a disputable situation: it is difficult for children to cope with their emotions, and the teacher does not always understand the child's position;
A pedagogical conflict in which witnesses are present has an educational value, which should be remembered by an adult;
The professional position of a teacher in a disputable situation obliges him to be proactive in resolving it;
If in the process the teacher made a mistake or mistake, this leads to the emergence of new incidents, in which other participants are included.
The main contradictions in the field of education were and remain falling under the category of "what and how to teach." It is in this regard that "clashes" often occur between teachers and legal representatives of the child, since the latter believe that their child was underestimated or incorrectly explained the material.
Pedagogical conflict is an inevitable part of the educational process, because there will always be people dissatisfied with each other's actions: not all teachers and educators share the positions of parents, just as the latter do not agree with the teacher on every issue.
The main thing in this dispute is to try to find a compromise solution that would suit everyone, because the activity of the teacher and the work of the educator depend on how comfortable the psychological climate will be.
Methods for resolving pedagogical conflicts are a rather difficult procedure for any representative of this profession. When choosing them, you should be guided by some basic rules:
Try to extinguish the conflict, that is, transfer it from the emotional part to the business one, to the calm one, so that there is an opportunity to come to an agreement;
You should try to prevent a conflict situation, since it is easier to do than to look for ways to resolve it later;
Resolve a controversial situation "here and now" so as not to aggravate it. Even if this was only partially done, the work done opens the door for further positive agreement.
Conflicts in teaching are commonplace. This is the sphere so they are inevitable. The teaching staff of the school, and especially the kindergarten, is largely composed of women, and they have to "get along" with each other every day. And in addition to internal interactions, there are also conversations with the parents of children, who are not always friendly. Therefore, they are inevitable, the main thing is that they are not destructive.
Introduction ………………………………………………………………………… ..3
Chapter first.
1.1 Definition of the conflict, content, types and methods of its course ………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
1.2. Conflicts in the context of educational activities …………………………… 14
Chapter two.
The specifics of the settlement of pedagogical conflicts .............................................. 17
Conclusion ……………………………………………………………… ...… ..24
References ……………………………………………………………… 25
Introduction.
In moments of social cataclysms, we all note the growth of 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, upbringing, strict observance of laws, which leads to the manifestation of base instincts and (which Dostoevsky feared) - to permissiveness, aggressiveness.
Aggressiveness is a hindrance in 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 educate children in an attentive attitude towards others, to prepare them for a benevolent attitude towards people, and to teach them to cooperate.
For this, the teacher needs to master well the skills and abilities of preventing and resolving conflict situations, since the problem of interaction between the participants in the pedagogical process is becoming increasingly acute for the modern school.
In numerous publications about the problems of the modern school, it is often noted that its main problem is the teacher's lack of interest in the child's personality, unwillingness and inability to know his inner world, hence the conflicts between teachers and students, school and family. This, first of all, reveals not so much the unwillingness of teachers as their inability, 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 the conflict, content, types and methods of flow.
In order to skillfully use the conflict in the pedagogical process, it is necessary, of course, to have a theoretical basis: to know well its dynamics and all its components. It is useless to talk about the technology of using the conflict, to a person who has only an everyday idea of the conflict process.
Conflict- a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case of an internal conflict), arising from a mismatch of desires, interests, values or perceptions.
In other words, a conflict is a situation when two or more subjects interact in such a way that a step forward in meeting 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, the subjects of which are the participants in the pedagogical process.
Typological division of conflicts:
- "authentic"- when a clash of interests exists objectively, is recognized by the participants and does not depend on any easily changing factor;
- "random or conditional"- when conflicting relationships arise due to random, easily changeable circumstances, which are not recognized by their participants. Such relationships can be terminated in the event of realizing the really available alternatives;
- "displaced"- when the perceived causes of the conflict are only indirectly related to the objective reasons underlying it. Such a conflict can be an expression of true conflict relations, but in some symbolic form;
- "misattributed"- when the conflict relationship is attributed to the wrong parties between which the actual conflict is being played out. This is done either deliberately 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 conflicting relations, due to objective reasons, should take place, but are not actualized;
- "false"- a conflict that has no objective grounds 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, which creates the basis for a real confrontation between social subjects. The main feature is the emergence of an object of conflict, but so far the absence of an open active struggle.
That is, in the process of the development of a collision, a conflict situation always precedes a conflict, is its basis.
There are four types of conflicts:
- intrapersonal, reflecting the struggle of approximately equal in strength motives, drives, interests of the individual;
- interpersonal characterized by the fact that the actors strive to realize mutually exclusive goals in their life;
- intergroup characterized by the fact that the conflicting parties are social groups pursuing incompatible goals and hindering each other on the path of their implementation;
- individual-group – arises in the case of a discrepancy between the behavior of the individual and 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. Further, 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 behaviors. Finally, the content of the incident is analyzed.
There are warning signals for conflict. Among them:
· the crisis(in the course of a crisis, ordinary 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 it goes away very quickly);
· voltage(a state that distorts the perception of another person and the actions of his actions, feelings change to the worst, relationships become a source of continuous anxiety, very often any misunderstanding can develop into a conflict);
· the discomfort(an intuitive feeling of excitement, fear that is difficult to express in words).
It is pedagogically important to monitor the signals that indicate the onset of a conflict.
In the practice of a social teacher, it is not so much the elimination of the incident that is more interested in the analysis of the conflict situation. After all, the incident can be drowned out by “pressing”, while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.
Today, conflict is viewed as a very significant phenomenon in pedagogy that cannot be ignored and which should be given special attention. Neither the collective nor the individual can develop without conflict, the presence of conflicts is an indicator of normal development.
Considering the conflict as an effective means of educational influence on the individual, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and the corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon that testifies to failures in their educational work. Most teachers still retain a wary attitude towards the very word "conflict", in their minds this concept is associated with a deterioration in relationships, a violation of discipline, a phenomenon harmful to the educational process. They strive to avoid conflicts in any way, and if there are any, they try to extinguish the external manifestation of the latter.
Most scholars believe that a conflict is an acute situation that arises as a result of a clash of personal relationships with generally accepted norms. Others define a conflict as a situation of interaction between people either pursuing mutually exclusive or unattainable goals by both conflicting parties, or seeking to realize incompatible values and norms in their relationships, 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 cannot realize the internal necessities of his life (motives, aspirations, values, etc.); as an internal struggle that generates external, objectively given contradictions, as a state that gives rise to displeasure with a whole system of motives, as a contradiction between needs and the possibilities of their satisfaction.
Based on the above, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very existence of conflicts was perceived as a negative phenomenon that interfered with the normal functioning of the pedagogical system and caused its structural disturbances.
It has been established that the contradictions that arise among adolescents do not always lead to conflict. Skillful and sensitive pedagogical leadership determines whether a contradiction grows into a conflict or finds its resolution in discussions and disputes. The successful resolution of the conflict sometimes depends on the position taken by the teacher in relation to her (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 pedagogical activity.
There are two approaches to preparing for conflict resolution:
- study of the available advanced teaching experience;
- the second - mastering the knowledge of the patterns of development of conflicts and methods of their prevention and overcoming; (the path is more laborious, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).
VM 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 interfere in the clashes that arise among the pupils;
· position of avoiding conflict - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of this situation;
· position of expedient intervention in the conflict - the teacher, relying on a good knowledge of the collective of pupils, the relevant knowledge and skills, analyzes the causes of the conflict, decides to either suppress it, or give it an opportunity to develop to a certain limit.
The actions of the teacher in the fourth position allow you to control and manage the conflict.
However, the teacher often lacks the culture and technology of interaction with pupils, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve the conflict, but also to understand its causes. To resolve conflicts among adolescents, the method of persuasion is very appropriate as a way of reconciling the parties. It helps to show adolescents the inappropriateness of some of the forms they use to resolve conflict (fights, nicknames, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, not taking into account the views and opinions of the adolescent himself. Neither logic nor emotionality achieve the goal if the teacher ignores the views and experience of the pupil.
A theoretical analysis of psychological and pedagogical conflictology leads to the following preliminary conclusions:
An explainable contradiction often lies at the heart of the conflict, and the conflict itself can be constructive and destructive;
Most teachers remain wary of student conflicts;
Conflicts should not be “feared” because they are natural;
Conflicts among adolescents due to their age characteristics are widespread and common;
High emotional “heat” in communication often leads to conflict;
Conflict can be caused by the assertion of one's “I”;
Intrapersonal conflict can cause interpersonal conflict;
It is advisable for teachers to intervene in a conflict not so much in order to eliminate it as to help a teenager in knowing 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;
The social educator requires deep specialized knowledge to successfully manage adolescent conflict.
Conflicts can be initiated not only by objective, but also by subjective conditions. Objective circumstances include what exists more or less independently of the pedagogical process, and what creates the potential for conflict. Subjective conditions make up the level of upbringing and development of children, the awareness of the degree of conflict of the situation by its participants, their moral and value orientations.
By their focus, conflicts are divided into the following types:
Socio-pedagogical - they are manifested both in relations between groups and with individuals. This group is based on conflicts - violations in the field of relationships. The reasons for the relationship may be as follows: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or at the same time in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for attention, support of others;
Psychological and pedagogical conflicts - they are based on the contradictions that arise in the educational process in conditions of a deficit in the harmonization of the relationships that are developing in it;
Social conflict - situational conflicts from time to time;
Psychological conflict - occurs outside of communication with people, occurs within the personality.
Conflicts are distinguished according to the degree of their reaction to what is happening:
Fast-flowing conflicts are distinguished by a great emotional coloring, extreme manifestations of the negative attitude of the conflicting ones. Sometimes these kinds of conflicts end in difficult and tragic outcomes. Such conflicts are most often based on the characteristics of the character, mental health of the individual;
Acute long-term conflicts arise in cases where the contradictions are sufficiently stable, deep, difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;
Weakly expressed sluggish conflicts are characteristic of 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. The resolution of such conflicts is difficult, much depends on the initiator of the conflict.
Weakly expressed, fast-paced conflicts are the most favorable form of collision of contradictions, but it is easy to predict a conflict only if it was the only one. If, after that, such conflicts appear, outwardly proceeding mildly, then the prognosis may be unfavorable.
There are conflicting pedagogical situations in time: permanent and temporary (discrete, one-time); on the content of joint activities: educational, organizational, labor, interpersonal, etc .; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of discrepancies in the opinions and actions of team members in solving business problems, and the latter - on the basis of contradictions in personal interests. Personal conflicts can relate to people's perception and assessment of each other, real or apparent injustice in assessing their actions, work results, etc.
Most conflicts are subjective in nature and are based on one of the following psychological causes:
Not good enough knowledge of the person;
Misunderstanding of his intentions;
Misconception of what he really thinks;
Erroneous interpretation of the motives of the committed acts;
Inaccurate assessment of the relationship of a given person to another.
From a psychological point of view, the occurrence of any of these reasons, any combination of them leads in practice to humiliation of a person's dignity, engenders a fair reaction on his part in the form of an offense, which causes the same reaction of the offender, while neither one nor the other person is able to understand and understand the causes of mutually hostile behavior.
All subjective factors influencing the conflict can be: characterological and situational. The first include stable personality traits, the second - overwork, dissatisfaction, bad mood, a sense of uselessness.
In conflict situations, their participants resort to various forms of defensive behavior:
- aggression(manifests itself in conflicts along the “vertical”, ie between the student and the teacher, between the teacher and the school administration, etc .; it can be directed at other people and at oneself, often takes the form of self-humiliation, self-accusation);
- projection(reasons are attributed to everyone around them, their shortcomings are seen in all people, this allows you to cope with excessive internal stress);
- fantasy(what cannot be done in reality, begins to be achieved in dreams; the achievement of the desired goal occurs in the imagination);
- regression(there is a substitution of the goal; 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 carry out 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 the collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later there is a desire to look for the guilty; everyone considers himself the right side, unjustly offended, then creates a conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overloads, which lead to stress, nervousness, excitability, inadequate reaction to the simplest and most harmless things; c) informational-sensory hunger, lack of vital information, prolonged absence of vivid, strong impressions; at the heart of all this is the emotional oversaturation of everyday life. The lack of necessary information on a wide public scale provokes the appearance of rumors, conjectures, gives rise to anxiety (among adolescents - a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group, no one should feel left out, a “second-class person”; e) the style of life organization and team management.
2. Conflict initiation stage- 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 realized definitely only at the expense of infringing on the interests of others; b) a clash of interests, which affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) there is an idea of a collision of interests, but this is an imaginary, apparent collision that does not affect the interests of people, members of the team.
3. Conflict maturation stage- a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. unconscious willingness to act in one way or another in order to remove the sources of the uncomfortable state. The state of psychological stress prompts to "attack" or "retreat" from the source of unpleasant experiences. People around them can guess about a maturing conflict faster than its participants, they have more independent observations, more free from subjective judgments. The ripening of the conflict can also be evidenced by the psychological atmosphere of the collective, the group.
4. Conflict awareness stage- the conflicting parties begin to realize, and not only feel, the clash of interests. A number of options are possible here: a) both participants come to the conclusion that conflicting relations are inexpedient 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 concede; another participant goes to further aggravation; considers the compliance of the other side 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.
The objective content of the conflict situation.
1. Participants in the conflict. In any conflict, people are the main actors. They can act in a conflict as 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 groupings 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 distinguished: the main participants in the conflict; support groups; other participants.
The main participants in the conflict. They are often referred to as sides or opposing forces. These are the subjects of the conflict who directly take active (offensive or defensive) actions against each other. The opposing sides 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 also changes, a new conflict begins.
2. The subject of the conflict ... It reflects the clash of interests and goals of the parties. The struggle taking place in the conflict reflects the desire of the parties to resolve this contradiction, as a rule, in their favor. In the course of a conflict, the struggle can escalate and subside. To the same extent, the contradiction calms down and intensifies.
The subject of the conflict is the contradiction because of which and for the sake of the resolution of which the parties enter into confrontation.
3. Object of conflict ... The object is located deeper and is the core of the problem, the central link in the conflict situation. Therefore, it is sometimes considered as a cause, a reason for conflict. The object of the conflict can be material (resource), social (power) or spiritual (idea, norm, principle) value, to possession or use of which both opponents strive. To become an object of conflict, an element of the material, social or spiritual sphere must be at the intersection of the personal, group, public or state interests of the subjects who seek to control it. The condition for the 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. For a constructive resolution of the conflict, it is necessary to change not only its objective components, but also subjective ones.
4. Micro and macro environment... When analyzing a conflict, it is necessary to single out such an element as the conditions in which the parties to the conflict are and act, that is, the micro and macro environment in which the conflict arose.
Important psychological components of a conflict situation are the aspirations of the parties, the strategies and tactics of their behavior, as well as their perception of the conflict situation, that is, those information models of the conflict that each of the parties has and in accordance with which the participants organize their behavior in the conflict.
Conflicts in the context of educational activities
The school is characterized by all sorts of conflicts. The pedagogical sphere is a collection of all types of purposeful personality formation, and its essence is the activity of transferring 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 are an administrator; administrator - administrator.
The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for class leadership. In middle grades, there is often a conflict between a group of boys and a group of girls. There may be a conflict between three or four teenagers with the whole class, or a conflict confrontation between one student and a class may erupt.
The personality of the teacher has a great influence on the conflict behavior of schoolchildren. . Its impact can be manifested in various aspects.
First, the teacher's interaction style 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 interpersonal relationships between students and classmates and parents. Personal communication style and pedagogical tactics "cooperation ” determine the most conflict-free relations of children with each other. However, this style is owned by a small number of primary school teachers. Primary school teachers with a pronounced functional style of communication adhere to one of the tactics (“dictate” or “guardianship”) that increase the tension of interpersonal relations in the classroom. A large number of conflicts characterize relations in the classes of “authoritarian” teachers and in senior 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 just good advice. Involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.
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 progress, the performance of extracurricular tasks;
Behavior (actions) arising from the violation by the student of the rules of conduct in and out of school;
Relationships arising in the sphere of emotional and personal relationships between students and teachers.
Activity conflicts arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or poor performance. Such conflicts often occur with students experiencing difficulties in learning; when a teacher teaches a subject in the classroom for a short time and the relationship between him and the student is limited to educational 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 marks as a means of punishing those who violate discipline. These situations often cause talented, independent students to leave school, while the rest of them are less motivated to learn in general.
Conflicts of actions in Any mistake of the teacher in resolving the conflict generates new problems and conflicts, which involve other students; a conflict in pedagogical activity is easier to prevent than to successfully resolve.
It is important that the teacher is able to correctly determine your position in the conflict, since if the class team acts 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 offender 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 solution of problem situations and are, as a rule, of a long-term nature. These conflicts acquire a personal meaning, give rise to a long-term dislike of the student towards the teacher, and disrupt their interaction for a long time.
Features of pedagogical conflicts
Among them are the following:
The responsibility of the teacher for the pedagogically correct resolution of problem situations: after all, the school is a model of society, where students learn the norms of relations between people;
Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
The difference in the life experience of the participants gives rise to a different degree of responsibility for mistakes in resolving conflicts;
Different understanding of events and their causes (the conflict “through the eyes of a teacher” and “through the eyes of a student” is seen in different ways), therefore, it is not always easy for a teacher to understand the depth of a child's feelings, and a student - to cope with emotions, to subordinate them to reason;
The presence of other students makes them participants from 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 to be able to put the interests of the student as a developing personality in the first place;
Controlling your emotions, be objective, give students the opportunity to substantiate their claims, “let off steam”;
Do not ascribe to the student your understanding of his position, go to “I-statements (not“ you are deceiving me ”, but“ I feel deceived ”);
Do not offend the student (there are words that, when spoken, cause such damage to the relationship that all subsequent “compensating” actions cannot correct them);
Try not to kick the student out of the class;
If possible, do not contact the administration;
do not respond to aggression with aggression, do not affect his personality,
assess only his specific actions;
Give yourself and your child the right to make mistakes, not forgetting that “only the one who does nothing is not mistaken”;
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.
The specifics of the settlement of pedagogical conflicts.
There are few problems between people or groups of people that can be solved in an instant.
Successful conflict resolution therefore usually involves a cycle of defining the problem, analyzing it, taking action to resolve it, and evaluating the outcome. In any given situation, the source of the conflict should be identified before developing a policy to resolve them.
First of all, you need to find out what happened. What is the problem? It is important at this stage to state the facts so that everyone agrees on the definition of the problem. Feelings and value judgments should be clearly separated from facts. And the leader must present the ideal solution from his side. facts.
Then 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, it is possible to move on to a joint, cooperative search for steps to bring everyone to reconciliation.
Conflicts are destructive and constructive. Destructive - when he does not touch on important work problems, divides the team into groups, etc.
Constructive conflict - when an acute problem is revealed, it leads to a collision with a real problem and ways to solve it, helps to improve. (You can compare: in a dispute, truth is born.)
When resolving conflicts between a teacher and a student, in addition to analyzing the causes of the conflict, it is necessary to take into account the age factor
Along with business conflict situations “teacher-student”, there are frequent contradictions of a personal nature.
As a rule, they arise due to the adolescent's feeling 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 in the case of incorrect tactics, the teacher is able to bring about stable personal mutual hostility and even enmity.
Getting into a conflict situation, the 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, the resolution of the conflict situation is achieved by establishing mutual understanding between people, eliminating omissions, inconsistencies. However, the problem of understanding another person is quite complicated.
Experienced teachers know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of speaking to the child (time and place), when to say and why to say (confidence in the result).
In the communication of a teacher with students, not only the content of speech, but also its tone, intonation, and facial expressions are of great importance. If during communication between adults, intonation can carry up to 40% of information, then in the process of communication with a child, the influence 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, due to which adults often interrupt him, which further complicates the statement (“Okay, everything is clear, go!”). Secondly, teachers often have no time to listen to the student, although he has a need to talk, and when the teacher needs to learn something, the student has already lost interest in the conversation.
The really emerging conflict between the teacher and the student can be analyzed at three levels:
From the point of view of the objective features of the organization of the educational process at school;
From the point of view of the social and psychological characteristics of the class, the teaching staff, the specific interpersonal relations between the teacher and the 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 in relation to each other, in readiness for constructive behavior in future conflicts.
The real mechanism for establishing normal relations is seen in reducing the number and intensity of conflicts by translating them into a pedagogical situation, when interaction in the pedagogical process is not disturbed, although such work is associated with certain difficulties for the teacher.
In social psychology and pedagogy, there are five types of relationships:
- dictate relations - strict discipline, clear requirements for order, for knowledge in official business communication;
- relations of neutrality - free communication with students at an intellectual and cognitive level, the teacher's enthusiasm for his subject, erudition;
- custody relationship - care to the point of obsession, fear of any independence, constant contact with parents;
- confrontational relationship - latent dislike for students, constant dissatisfaction with the work on the subject; dismissive business tone in communication;
- cooperation relations - complicity 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; for this, one must be able to adequately assess his contradictory inner world by external manifestations, foresee his possible emotional response to the word addressed to him, his sensitivity to falsehood in communication with adults. The teacher's word acquires a convincing force of influence only if he knows the student well, showed attention to him, helped him in some way, i.e. established an appropriate relationship with him through joint activities. Meanwhile, novice teachers are inclined to believe that their word in itself should lead the child to obedience and acceptance of their requirements and attitudes.
To make the right decision, the teacher often lacks time and information, he sees the fact of violation of the course of the lesson, but it is difficult for him to understand what caused this, 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 are usually silent about it, and when trying 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 to what happened and his position.
Objective causes of conflicts in the classroom can be: a) student fatigue; b) conflicts in the previous lesson; c) responsible control work; d) a quarrel at recess, the mood of the teacher; e) his ability or inability to organize work in the lesson; f) health status or personal qualities.
Conflict often arises from the teacher's desire to assert his pedagogical position, as well as from the student's protest against unjust punishment, incorrect assessment of his activities and actions. By responding correctly to the adolescent's behavior, the teacher takes control of the situation and thereby restores order. Haste in assessing what is happening often leads to mistakes, causes indignation among students at injustice, and gives rise to conflict.
Conflict situations in the classroom, especially in teenage classes, are recognized by the majority as typical, natural. To resolve them, the teacher must be able to organize the collective educational activities of adolescent students, strengthening the business relationship between them; it comes to a conflict, as a rule, with a student who is poorly performing, “difficult” in behavior. You can not punish behavior for poor grades in the subject - this leads to a protracted personal conflict with the teacher. In order for the conflict situation to be successfully overcome, it must be subjected to psychological analysis. Its main goal is to create a sufficient informational basis for making a psychologically sound decision in a situation that has arisen. The teacher's hasty reaction, as a rule, causes an impulsive response from the student, leads to the exchange of “verbal blows,” and the situation becomes conflictual.
Psychological analysis is also used to switch attention from indignation at the student's deed to his personality and its manifestation in activities, actions, relationships.
Predicting the responses and actions of students in conflict situations can provide a significant help to a social teacher. This was pointed out by many pedagogues-researchers (B.S.Gershunsky, V.I.Zagvyazinsky, N.N. Lobanova, M.I. Potashnik, M.M. Rybakova, L.F.Spirin, etc.). So, M.M. Potashnik recommends either to be forced to try on, to adapt to the situation, or to consciously and purposefully influence it, i.e. create new things.
M.M. Rybakova proposes to take into account the responses of students in conflict situations as follows:
Description of the situation that has arisen, conflict, action (participants, cause and place of origin, activities of participants, etc.);
Age and individual characteristics of participants in a conflict situation;
The situation through the eyes of a student and teacher;
The personal position of the teacher in the situation that has arisen, the real goals of the teacher when interacting with the student;
New information about students in the situation;
Options for repayment, prevention and resolution of the situation, correction of student behavior;
The choice of means and methods of pedagogical influence and the determination of specific participants in the implementation of the set goals at the present time and in the future.
It is known from the literature that it is advisable to resolve a conflict situation according to the following algorithm:
Analysis of data on the situation, identification of the main and accompanying contradictions, setting an educational goal, highlighting a hierarchy of tasks, determining actions;
Determination of the means and ways of resolving the situation, taking into account the possible consequences based on the analysis of interactions between educator - student, family - student, student - class team;
Planning the course of pedagogical influence, taking into account the possible response of students, parents, other participants in the situation;
Analysis of the results;
Correction 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:
- utterances that convey how a person understood words and actions, and the desire to receive confirmation that he understood them correctly;
- open and personalized statements concerning the state, feelings and intentions;
information containing feedback on how the participant in the conflict perceives the partner and interprets his behavior;
- demonstration the fact that the partner is perceived as a person despite criticism or resistance in relation to his specific actions.
The actions of the teacher to change the course of the conflict can be attributed to the actions that prevent it. Then, conflict-tolerant actions can be called non-constructive actions (postpone the solution of a conflict situation, shame, threaten, etc.) and compromise actions, and conflict-prone - repressive actions (contact the administration, write a report, etc.) and aggressive actions (break the student's work , make fun of, etc.). As you can see, the choice of actions to change the course of a conflict situation has a priority value.
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 (to change the forms of work with this student, teaching style, correction of the level of "difficulty" of the material, etc.);
Incorrect execution of training instructions to correct the assessment of the results and the course of teaching, taking into account the clarified 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 tone, communication style, offer help, switch the attention of other students).
In resolving the conflict, much depends on the teacher himself. Sometimes you should resort to introspection in order to better understand what is happening and try to initiate change, thereby drawing the line between emphasized self-affirmation and self-criticism.
The procedure for resolving conflicts is as follows:
Perceive the situation as it really is;
Don't jump to conclusions;
When discussing, one should analyze the opinions of opposing parties, avoid mutual accusations;
Learn to put yourself in the shoes of the other side;
Don't let the conflict grow;
Problems must be solved by those who created them;
Respectfully treat the people with whom you communicate;
Always seek a compromise;
A common activity and constant communication between the communicants can overcome the conflict.
The main forms of the end of the conflict: resolution, settlement, attenuation, elimination, escalation into another conflict. Permission a conflict is a joint activity of its participants aimed at stopping opposition and solving the problem that led to the collision. Conflict resolution presupposes 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, which they defended in the conflict. Often the resolution of a conflict is based on a change in the attitude of opponents to its object or to each other. Conflict resolution is different from the resolution of topics, then 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. At the end of a conflict, the underlying contradiction is not always resolved.
Attenuation conflict is a temporary cessation of opposition while maintaining the main signs of conflict: contradictions and tensions. The conflict moves from an “explicit” form to a latent one. Fading conflict usually occurs as a result of:
Depletion of the resources of both sides needed to fight;
Loss of motivation to fight, reducing the importance of the object of conflict
Reorientation of the opponents' motivation (the emergence of new problems, more significant than the struggle in the conflict). Under eliminating conflict understand such an impact on it, as a result of which the main structural elements of the conflict are eliminated. Despite the “non-constructiveness” of elimination, there are situations that require quick and decisive responses to the conflict (threat of violence, loss of life, lack of time or material opportunities).
Elimination of the conflict is possible using the following methods:
Removing one of the participants from the conflict;
Excluding the interaction of participants for a long time;
Elimination of the object of the conflict.
Escalating 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 viewed as a result of the struggle from the point of view of the state of the parties and their relationship to 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 renewal;
Victory of one of the parties (seizure of the object of the conflict);
Division of the object of the conflict (symmetric or asymmetric);
Agreement on the rules for sharing the facility;
Equal compensation of one of the parties for the 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 those two sides strengthen their position or weaken the position of a participant with the help of violence, there can be no talk of resolving the conflict.
Search for common or similar points of contact for the purposes, interests of the participants is a two-way process and involves the analysis of both their goals and interests, and the goals and interests of the other party. If the parties want to resolve the conflict, they must focus on the interests, and not on the personality of the opponent. When the conflict is resolved, a stable negative attitude of the parties to each other remains. It is expressed in a negative opinion about the participant and in negative emotions in relation to him. To begin to resolve the conflict, it is necessary to mitigate 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. Revealing and admitting one's own mistakes reduces the negative perception of the participant. Secondly, it is necessary to try to understand the interests of the other. To understand is not to accept or justify. However, this will expand the understanding of the opponent, 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. Each 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 relations. Pedagogical reality, however, gives rise to many contradictions and conflict situations, the way out of which requires special training of social teachers.
It has been established that since the conflict is often based on a contradiction, subordinate to certain laws, social teachers should not be “afraid” of conflicts, but, understanding the nature of their occurrence, use specific mechanisms of influence for their successful resolution in various pedagogical situations.
Understanding the causes of conflicts and the successful use of mechanisms for managing them are possible only if future social teachers have the knowledge and skills of the corresponding personal qualities, knowledge and skills.
It is stated that the practical readiness of a social teacher to resolve conflicts among students is an integral personal education, the structure of which includes motivational-value, cognitive and operational-performance components. The criteria for this readiness are the measure, integrity and the measure of the formation of its main components.
It is shown that the process of forming the social teacher's practical readiness to resolve conflicts among adolescents is individually creative, stage-by-stage and systematically organized. The content and logic of this process is determined by the structural components of readiness and the corresponding educational technologies.
List of used literature.