Petrovsky District Department of Education

District Methodical Cabinet

Materials

Permanently operating seminar

Russian language and literature teachers

ON THIS TOPIC

Work plan

the content of the work

date

a place

hold

1.

Psychological and pedagogical and philosophical problems of democratization of relationships in pedagogy.

september - November

DUVK № 114.

2.

1. The problem of choosing the style of pedagogical communication in the aspect of democratization of the relationship between the teacher and the student.

2. Problems of the relationship between teachers and students from the point of view of medicine and psychology.

january

DUVK № 114.

3.

1. Difficulties in the interaction of the student teacher.

2. Elimination of the semantic barrier in the relationship between the teacher and the student.

march

DUVK № 114.

4.

Summing up the work of the PDS.

april

DUVK № 114.

Introduction

In ancient times, the Japanese wise men expressed an interesting thought:"Until 3 years, the child is God, from 3 to 7 years old - a slave, from 7 to 14 years - servant, and from 14 years old - friend." In this statement, the attitude towards the child, taking into account his knowledge, life experience, the ability to navigate in society. The moral of ancient wisdom is as follows: so that the child becomes independent and responsible, he must learn to obey, to absorb knowledge, gradually learn to analyze actions, perform various orders and tasks. Only after that we can talk about partnership in relationships.

One of the main problems of modern educational practice is the relationship of teachers and students. If you consider different points of view on the problem of building a teacher's relationship with students, then it can be noted that some researchersconsider the student as an object of impact . In this case, the teacher determines the goals and objectives in training, the volume and maintenance of the material being studied, the topic and maintenance of an extracurricular event, and the student remains only to act as the performer of the teacher's will.

Another common point of viewconsiders the student as a subject of interaction . The student itself determines the goal, the task, the volume and content of the material, and the teacher only expresses the wishes for learning, directing the activities of the student.

As practice shows, in modern school you can face with the cases of "autocracy" of teachers, and complete connivance under the guise of democratic relations. Many teachers rush out of extremes to extremes, and, unfortunately, the child now is provided or too much freedom, which leads to sad consequences for both the child and for his loved ones, or very limited to any independence and initiative.

It can be concluded that, despite the development and implementation of new pedagogical technologies in the learning process, students need to communicate with the teacher as an interesting attractive personality.

Modern pedagogical technologies mainly affect learning issues, education and practically do not affect the problem of relationships with children. Meanwhile, modern schoolchildren are just missing simple relationships, as often parents work in several places, there are incomplete families who are disadvantaged socially, and in addition, most people do not have pedagogical and psychological knowledge. Therefore, the teacher is the person who not only can, but also should show an example of correct communication and establishing relationships between people. To teach to communicate, the teacher must own the skills of communication, to know the psychology, to own the techniques to establish contacts and maintain relationships, be interesting.

The teacher should think about the fact that it is necessary to recognize and the possibility of the difference between the child's opinion from our opinion, the differences of his views on the world from ours, his independence. It can only happen when the teacher himself will understand his uniqueness, will learn to respect himself, will find something original, will not be afraid to be himself, will take himself and love.

Psychological-pedagogical

And philosophical problems

Democratization of relationships in pedagogy

The philosophical and pedagogical approach to solving the problem of a person confessed by Plato. In his philosophy, Plato closely linked the directions of the development of sciences with ways (methods) by human knowledge about himself and the world. For him, the "social life of a person" is nothing more than a practically applied philosophy, and literally: "The desire for wisdom", the desire to give a mind and science to become really the highest strength and fill all human life with this force.

Plato as well as his teacher, Socrates, approaching pedagogy not only from the logic, but also from ethics, came to a very important conclusion, believing that any knowledge, even theoretical, is at the same time self-knowledge, self-glory and, Ultimately, the desire to learn and learn. Hence the principle of "communication" in the upbringing, which was committed to both Socrates and Plato and Aristotle. Philosophy for them meant, first of all, "philosophizing together", for, as these great wise men considered, - a person needs a man in order to become a man.

The method of interpersonal communication, which has reached its triumph in Greece, thanks to Socrates and Plato, has been successfully used by educators, psychologists, psychotherapists and many other specialists for twenty-four centuries. And, gaining today special significance, it becomes something much more than just a method.

P. Natorp in his book "Philosophy as the basis of pedagogy" in 1910 tried to analyze the most well-known pedagogical concepts from the point of view of the presence of a philosophical basis in them. As a result, he came to the conclusion that mistakes in pedagogical views of Ya.A. Komensky is rooted in the absence of sufficient philosophical grounds, although their need for a great teacher clearly understood. Locke, in a tip, it would be quite possible to build pedagogy based on philosophy, being initially and a philosopher, and a teacher, however, "as a shallow, he was imbued with philosophy, brighter the traces of even his best philosophy are very much noticeable in his pedagogy. .. incomparably deeper a philosophical substantiation in the teaching on the upbringing of Rousseau, which he put in a certain relationship with his social philosophy and with the ethical foundation of "natural religion".

Pestalotski from the very beginning there was a strong desire for the unity of pedagogical and philosophical views. It is not by chance that the contemporaries put the doctrine of the education with the philosophy of Kant. However, according to praise, "Pestalozzi is not only not inclined, but not prepared to be clearly and fully developed in itself the philosophy clothed with his pedagogy. Thus, he has the task of strictly scientific construction of the theory of upbringing remains unresolved. "

Herbart in this regard was one of the few philosophers who not only did not look at the pedagogy as a minor side lesson, but she considered it the main link in building his philosophy. He does not have both sciences, like, for example, by Locke, one near the other, but they do not penetrate so deeply alone in another, like Plato. Alas, even in the concepts of many well-known teachers of the twentieth century, pedagogy and philosophy and remain alone near the other, in no way complement each other.

Philosophical worldview k.d. Ushinsky was formed under the influence of the studies of the works of the largest domestic and foreign philosophers, scientists of different eras and directions. With all certainty, it can be argued that in the assessment and in the application of their ideas to pedagogical problems K.D. Ushinsky showed himself a deep thinker standing at the height of the philosophical thought of his time.

Analyzing philosophical views of K.D. Ushinsky, N.G. Goncharov notes:
"If the philosophical anthropology of the idealistic direction (Kant) was the theory of human mental life, and representatives of materialism (Feyerbach) considered a person mainly as a biological creature, ... then k.d. Ushinsky approached the correct solution to this fundamental problem. He considered a person as a matter of education in the whole manifold of his relationship with himself similar, with the social environment and nature. "

It is difficult to find an alternative to such an approach, for it is precisely the deep synthesis of knowledge about a person as a subject of education contributes to the development of the systemic pedagogical thinking of the teacher and the educator, their professional self-consciousness, the ability to see specifically human in every student, in each other, in the diverse forms of relations to peace, in development Abilities to evaluate the uniqueness of consciousness and personality as a whole.

In the book "The Fundamentals of Pedagogy" (1923), perhaps, one of the best pedagogical works of the twentieth century, S.I. Hesensen, following a vitality, but at a much higher scientific level, comprehensively considered the concept of building pedagogy as applied philosophy. He, in particular, wrote: "The struggle of various pedagogical flows between sobody is only the reflection of deeper philosophical opposites. Say out the philosophical foundations of pedagogy - it meant to me not limit ourselves to the general provisions, but remaining in the field of purely pedagogical issues, open the philosophical meaning laid in them. " And further: "As a philosopher attracted me to appeal in this book, the practical power of philosophy attracted me, to show that the most abstract philosophical issues have practical vital importance that neglecting philosophical knowledge will be revenge on themselves in life not less than ignoring the laws of nature."

We are very close to the views of S.I. Hesse and a number of other well-known teachers on the need and the inevitability of linking certain teaching concepts with philosophy as their methodological basis. After all, it is obvious that the objectives of the formation are closely intertwined with the life settings of this society, each individual individual. And, ultimately, life defines education, and education actively affects life in its widest understanding.

Pedagogical science, as numerous research convincingly showed

K.D. Ushinsky, representatives of experimental pedagogy, foreign and domestic pedologists should be based on a broad anthropological base, and, above all, on psychological and physiological knowledge. Note that one of the first experimental-pedagogical studies, which posted the beginning of the anthropological direction in pedagogy, was "research on the action of the fatigue of students by means of mental work", published by the Russian psychiatrist
I.A.Sikovsky back in 1870.

One of the bright representatives of the experimental pedagogy E. Meiman, considering the tasks of the teacher through the prism of an integrated approach to the child, wrote: "The teacher should strive to get the overall picture of the child's life. And for this, more than the knowledge of his mental life requires the following: a solid acquaintance with the physical life of a child, the device and the functions of its organs; Analysis of its fatigue and recreation ability, a tendency to diseases, the course of its physical development, the physical difference between the organism of the other sex in the youth of the age, the relationship between the physical and spiritual properties of each individual child. "

Psychology and physiology were the basis and pedagogical system
M. Montessori. Physiologist on education and doctor by profession, M. Montessori came to his system of education after many years of studying the children's body and long-term pedagogical work with mentally defective and lagging in the development of children. M. Montessori called his method by the method of "scientific pedagogy" precisely because it is based on physiology and psychology. His "experimental pedagogy" M. Montessori was ready to even call medical pedagogy, so inextricably linked in its system of medicine and physiology (as a totality of sciences about the life of the human body) with pedagogy.

Understanding the development process of the individual is quite narrow, mainly as the gymnastics of the senses and motor abilities of the child, M. Montessori still achieved impressive results here. However, purposefully and unilaterally developing vision, rumor, touch, taste and smell, she obviously did not quite clearly imagined the ultimate goal of this development. And it was the underestimation that the methodological foundations of pedagogy led to a violation of the integrity of the child's perception, to ignoring his mental capabilities, most brightly manifested, as you know, in the children's game. Thus, "Achilles Fifth" pedagogical system

M. Montessori consisted in the absolutization of a naturalistic approach to the child and in an obvious neglect of the same, philosophical, and side of the issue.

The best representatives of the pedagogical science of the beginning of the twentieth century united the ideas and desires of universal importance: faith in the strength and potential possibilities of self-realization of the individual, the ability to take into account and determine the psychophysiological features of the child, a sensitive attitude towards the interests and needs of children, anti-authoritarian methods of pedagogical impact and much more.

In conclusion, it remains to be noted that only there, where pedagogics are closely linked with philosophical knowledge and broad anthropological approaches, a new quality is achieved in understanding the problems of studying, learning and educating a person.

The problem of choosing the style of pedagogical communication

In the aspect of democratization of relationships

Between teacher and student

Pedagogical communication is a professional community of a teacher with students in class and outside it, aimed at creating a favorable climate. Communication of the teacher with students should shoot any kind of negative emotions, cause the joy of comprehension, thirst for activity, to promote the "social and psychological optimization of the educational process" (A. A. Leontyev).

Allocate two types of communication:

1. Socio-oriented communication in the course of which socially significant tasks are solved, social relations are being implemented, social interaction is organized.

2. Personal-oriented communication, which can be a business, aimed at some joint activities.

In pedagogical communication there are both these species. When a teacher is explaining a new material, it is included in socially-oriented communication, if one on one works with a student, then communication is personally oriented.

However, since communication proceeds directly to face to face, it acquires a personal dimension. The individual characteristics of the teacher are far from indifferent to students. They make up a group and individual scale of estimates of each teacher. There is also an unformed, but clear opinion about each of them. The inconsistency of the personal qualities of the teacher with the requirements of students adversely affects its relationships with students. In cases where the teacher's action in something does not correspond to elementary ethics, not only its personal prestige is undermined, but also the authority of the entire pedagogical profession. As a result, the effectiveness of the personal impact of the teacher is reduced.

Pedagogical communication as the process is characterized by such functions: the knowledge of the individual, the exchange of information, the organization of activities, the exchange of roles, empathy, self-assertion.

The task of the teacher in the implementation of the information function of communication is to ensure the process of the exchange of spiritual and material values, to create conditions for the development of the positive motivation of the educational process, the setting of joint search and thinking.

The function of communication is the self-affirmation of the individual. Task teacher
- promote the awareness of your "I", the feeling of your personal significance, the formation of adequate self-esteem. The empathy ensures the conditions for understanding the feelings of another person, for the ability to be on the point of view of the other. Knowing these functions will help the teacher to organize communication with students in class and outside it.

In communication, you can allocate two sides: attitude and interaction. As research shows, a teacher with a stable emotional-positive attitude towards children, a business reaction to shortcomings in academic work and behavior, a calm and even tone in circulation, schoolchildren are discovered, sociable, trustful.

Communication is the most important component of human being present in all kinds of human activity. In many activities, communication is not only an ordinary interaction function, but also a functional category. Functional professionally significant is communication in pedagogical activity, where it acts as a tool of interaction, while the usual conditions and functions of communication are obtained by an additional load. Professional pedagogical activity is often becoming an object of criticism, destroying intervention and simply an outward denial. But in professional pedagogical activities, communication acquires special tasks. The teacher should know the patterns of pedagogical communication, have communicative abilities and culture of communication.

Pedagogical communication performs the functions of the knowledge of the individual, the exchange of information, the organization of activities, the exchange of roles, empathy and self-affirmation.

The most important characteristic of professional pedagogical communication is style. Style is the individual-typological features of the interaction of the teacher and the student. The style of relationships and the nature of the interaction in the process of leading the upbringing of children create in the aggregate style of pedagogical communication.

The following communication styles are allocated in the pedagogical literature:

Communication based on fascination with joint activities. This type is made on the basis of high professional-ethical attitudes of the teacher, based on its relationship to pedagogical activity as a whole. General activities of pupils along with educators and under their leadership.

Communication based on friendly location. This is also a productive style of pedagogical communication. It is a prerequisite for educational activities. But it is impossible to turn a friendly personality in Panibrate relations with students, which adversely affects the educational process.

Communication-dialogue. Inappropriate cooperation on mutual respect.

Communication Distance. The most common style of pedagogical communication, which is used both beginners and experienced teachers. There is a distance in all areas of communication, which leads to the formalization of a system of socio-psychological interaction and does not contribute to the creation of a creative atmosphere. But the distance should exist and dictate the logic of the process, not the will of the teacher.

Communication-frightening. The most negative form of communication, most often novice teachers resort to it, which is explained by their inability to organize productive joint activities. There is a complete destruction of creative activity.

Flying Communication. Plays in working with children no less negative role. He emphasizes the desire to conquer a cheap false authority, and this contradicts the requirements of pedagogical ethics.

The correct communication style creates an emotional well-being atmosphere, which largely determines the effectiveness of educational work.

It should also be noted that the choice of pedagogical communication style is inextricably linked with the choice of pedagogical style at all.

In psychology and pedagogy, clear features of the socio-psychological portrait of various types of managers are developed, the technique of their communication with members of the team is analyzed. Consider briefly the basic styles of the leadership, paying attention to the second side of communication - interaction.

Authoritarian style (split arrows). The teacher alolibly determines the direction of the Group's activities, indicates who who should sit with whom to work, stops all the initiative of students, students live in the world of guessing. Basic forms of interaction - order, indication, instruction, reprimand. Rare gratitude sounds like a team, sometimes as an insult. Having found an error, the teacher rises guilty. In his absence, work slows down, and even stops at all. The teacher is concise, he prevails a boss, impregnation of objections.

Democratic style (returning boomerang). It is manifested in the support of the head to the opinion of the collective, the teacher tries to convey the goal of the activity to the consciousness of each. A democratic teacher tries to most optimally distribute the load, considering individual inclinations and abilities. The main ways of communication with such a teacher are a request, advice, information.

Liberal style (floating raft) is an anarchic, accommodation.
The teacher tries not to interfere in the life of the team, does not show activity, the questions consider formally, it is easily obeys other contradictory influences. He is self-responsible for what is happening. About the authority there can be no speech.

The best style of leadership is democratic. Although quantitative indicators here can be lower than with an authoritarian, but the desire to work does not dry out in the absence of a manager. Creative tone increases, a sense of responsibility is developing, pride for their team.

Authoritarian style provides the apparent efficiency of activity and creates an unfavorable psychological climate. With this style, the formation of all personal qualities is delayed. According to sociologists, neurotics are formed in such groups. Schoolchildren have an inadequate level of claims.

The worst guide style is a liberal style; With it, work is usually performed less and its quality is worse.

The democratic style of interaction of the teacher with students is most desirable and favorable. Democratic style is the basis and condition of the effectiveness of interaction with the team as a whole and with each member separately. In the experience of teachers and innovators, we are watching the restructuring towards the democratization of the relationship between the teacher with students. Democratization here is a creative and business approach, taking into account scientific recommendations, specific tasks and conditions. The problem of democratization of relationships in the structures of education is emphasized both now and in the foreseeable future.

In practice, it is often encountered that a separate teacher manifests the so-called "mixed style" relationship with students. Democratic style can often mix with inconsistent style. Thus, having theoretically three style relationships, we actually get 9 types of relationships. Our study showed that after the past class leader of the "autocrat" it is not recommended to put "liberal", but on the contrary it is possible. Democrats can be assigned after any predecessor.

For successful communication, the teacher should be able to occupy an effective communicative position. Pedagogue needs to know the level of sociability inherent in it, to understand how much it is formed as a professional and personal quality. This will help develop communicative abilities in themselves, will help to open the luxury of human communication and help democratization of the relationship between the teacher and the student. Personally oriented pedagogy is based on the humanization and democratization of the relationship between the teacher with students and contributes to the creative development of the personality of the teacher and students.

Problems of the relationship between teachers and students

From the point of view of medicine and psychology

Medical workers have a new term for the designation of children's disease - "Didactogenic neurosis". This disease caused by a frequent stressful state in the educational process, which makes it difficult to master the new material. Psychologists as the basis of these neuroses call interpersonal anxiety. It is manifested in a certain type of interaction of people, especially teachers and students, and in extremely forms such experiences may cause severe neurosis. This is one side of the coin.

On the other hand, there is an emotional combustion syndrome. This is expressed in dissatisfaction with the profession; feeling a hostage of circumstances; chronic overwork; lack of joy of life. This syndrome develops in the process of work: the spending of great energy to force the student to "touch from the place" to join the educational process; Implementation in case of disobedience, the function of punishment associated with the exhibition of negative marks, the use of censures. Plus, various checks are added to this. At the same time, the teacher must be a sample, always correct, all knowing, on everything is correctly reacting, never mistaken. This position and causes overwork, permanent psychological discomfort.

The most difficult, from the point of view of establishing good relationships, is one of the stages of the lesson - checking the homework, as well as the stage of updating knowledge. These stages set the rate of lesson and the structure of relationships on it.

Many teachers at these stages spend an individual survey on the magazine, with a challenge to the board, without considering the desires of students. Most often, those students who have or few grades, or students with bad knowledge are caused. Meanwhile, it is proved that it creates a feeling of anxiety, sometimes a feeling of fear and, as a result, serious stress at the student. The output of students from the state of anxiety in each individual case requires a time that is calculated by the frames from several hours to several days and is always accompanied by various kinds of neurotic changes. A day at a child up to 6 lessons, which means that the condition of stress and the post-trace state continues for several hours not only during the lessons, but after them. The student cannot work fruitfully in such a state, to study the new material, develop, i.e. Learn. Schoolchildren have the so-called "secondary illiteracy" when he simply does not understand what the teacher tells or what is written in the textbook. And we in the next lesson again ask the student, creating a new stressful situation. And so day after day, from the year first of all, the teacher must change his look at this problem.

We cannot cancel a survey of homework, but we can change the order of it. For example:

Do not call to the board without a special need, but to resolve to respond from the place.

On some subjects without work at the board, it is not necessary, so you can offer this option: the answer with the assistant. A weak student with any student class comes to the board, which helps him solve the task and checks it to the teacher. Thus, the student is not afraid of two and is not afraid to stand one at the board. Gradually, the student can apply to help less often, and his successes will be better.

Often the student perceives the teacher's question as a question "on the backbone", i.e. There is an element of subjectivity. Therefore, psychologists recommend contacting tests. Tests are the same for all, the working conditions are known in advance, the assessment is made depending on the number of correct answers, and therefore the subjectivity is not present.

There are notebooks with a printed basis. A number of tasks can be done in the lesson, and a number of tasks can be made to the house. By doing the tasks of the house, the student can use the help of a textbook, friends, parents, i.e., on the one hand, it fixes the material studied, and on the other hand, it does not have a stressful state, negative attitudes towards the teacher, and hence the subject.

The teacher must be disclosed to students and as a person, with their advantages and disadvantages. The teacher has the right to an error, he may be weak and not knowing something. This makes teachers closer to students, and therefore, the relationship is being established, which favorably affects the learning process and education. Also, the teacher decreases emotional combustion syndrome, the teacher feels more comfortable, which means that its performance and normal out-of-school life increases, which allows you to be a teacher an attractive personality.

Difficulties in the interaction of the student teacher

The problem of relationships between the teacher and the student in adolescence rises unusually acute. It was during this period that relations between the child and adults can significantly spoil the relationship, even if they were quite prosperous before that.

According to teachers and students, difficulties may be such:

1) the absence of a common language, mutual understanding and human proximity to teachers;

2) the biased approach of teachers to students;

3) manifestation of disrespect for students from teachers.

Schoolchildren often say that many teachers do not know and do not understand their disciples, are not interested in their inner world, concerns and experiences, do not take into account their age interests. Many many note the bodies of teachers: they constantly praise some students, others constantly scold; And even if the student changes (in one direction or another), the opinion of the teacher about him remains the same. The following features of teachers' behavior are distinguished, which, from the point of view of students, impede the normal process of communication between both parties, namely: the unbearable of teachers, distrust of students, the use of authoritarian impact methods. Among the statements of students are also the opinion that teachers are too confident in their own infallibility and never recognize their mistakes.

Most of the teachers (over 50%) in response to the same question reduced difficulties in relationships with students to the difficulties of educational and training processes:

latest students

their reluctance to listen to lessons

the complexity of individual sections of the curriculum, non-fulfillment of homework,

weak help from parents,

10% of teachers noted that they do not see difficulties in relationships with students; Every tenth actually did not give an answer at all,

6% of teachers believe that the difficulty of communicating with students occurs exclusively by the fault of the students themselves, which show disrespect for teachers, spiritual rudeness and worn, lack of a sense of gratitude and reverence,

12.5% \u200b\u200bof teachers understand that difficulties in relations with pupils can occur as a result of the lack of natural pedagogical data, a shallow penetration into the inner world of pupils, the lack of an individual approach to them.

Thus, only a small part of the interviewed teachers is thinking over the psychological side of the educational process.

Elimination of semantic barrier

In the relationship between the teacher and the student

With the semantic barrier of the teacher and parents for the first time can meet long before adolescence. This phenomenon is quite often found in preschool age, and in the younger school age, but in the adolescence, when the guys are especially touchy and hot-tempered, the semantic barrier arises faster, it is brighter and more difficult to be removed.

Externally, the semantic barrier is characterized by the fact that the child seems to hear that he tells him an adult. In fact, he can all be perfectly heard and can even repeat, but does not perceive the meaning of the words addressed to him. The semantic barrier may arise in relation to a particular person, regardless of what claims it presents, and in relation to a specific requirement, regardless of who imposes this requirement. We will analyze alternately each of the types of semantic barrier.

The semantic barrier in relation to a particular person, having arisen, is already manifested, no matter what kind of requirements makes this person to the child. The most common cause of the semantic barrier of this kind is to ignore the motives of the child's behavior, and often attributing to him the motives, which in reality the child was not.

Let us give an example. The teacher found in the class of two fighting adolescents and, without finding out the cause of the fight, punished both, considering their act by a hooligan face. Suppose that one of the adolescents, from his point of view, there were serious grounds for a fight (for example, his honor would be kade), that is, for a student, the motive of his behavior did not coincide at the one who attributed to him the teacher. If you fail the motives of behavior, and often attributing other motives with which the child does not agree, repeat several times, then in relation to this teacher, a teenager may have a semantic barrier. (It happens that the semantic barrier arises after the first conflict.) And then even fair requirements and comments will be ignored by children and be accepted as unfair. This happens due to the fact that the child, considering that he was judged by the wrong, offended by an adult, sharply emotionally experiencing injustice towards himself. The situation is especially complicated when the child is trying to prove its rightness, and the teacher in a rather sharp form breaks him down, giving it to understand that he does not believe him. In this case, a teenager may have a negative affective attitude to this teacher, which will determine their further relationships.

It was found that an inadequate presentation of a child about the attitude towards him of any person depends on a negative affective attitude towards this person. In the event of a semantic barrier, the negative affective attitude of the child to the teacher plays a significant role in the inadequate presentation of the child about the attitude towards a teacher, and from here there is an assessment of the requirements and comments of the teacher as unfair and not paying attention.

The semantic barrier may occur in the case when the teacher is objectively right, and the student does not agree with him, since it is not aware of the actual motives of his behavior. Let us give an example. The teacher asked students to prepare reports on the subject of the lesson. All students, except for one, fulfilled the order. Not fulfilled the task, the schoolboy referred to the fact that in the school library there were no necessary books. At the same time, he was confident that he had a completely valid reason for non-fulfillment of the task. If the teacher will scold such a student for the unfair attitude to the case, considering that it was possible to find a way to fulfill the assigned task, then the child will not feel guilty to himself, and it will assume that they come to him, since he has no sense of responsibility which the teacher is calculated. In this case, irresponsible attitude to business is not realized by the child himself, and therefore it is not accepted as a motive of his act, when a teacher speaks about it quite rightly. The danger of a semantic barrier arising in this case is that the meaning of the words of the teacher is not perceived by the schoolboy and contact and mutual understanding disappears between the educator and the pupil.

Negative emotions underlying the formation of a semantic barrier, which initially arose in relation to a private event, can easily spread to a wider range of phenomena (for example, from one educational subject to the teaching in general or from one teacher on all teachers and school as a whole) and determine All the ratio of a schoolboy to them. In order to prevent the semantic barrier when the conflict situation occurs, it is necessary to find out how the child himself understands the cause of his act, so as not to attribute him to the reality of the motive. Clarification of the cause should be carried out by a benevolent tone without accusing a child. If a teenager is not aware of the actual motive of his behavior, with him it is necessary to hold a special job so that the child realize this motive. Here are also unacceptable reproaches, notations; A friendly conversation is needed in which the teacher shows the disciple how his act looks objectively.

The semantic barrier is manifested in relation to a specific requirement, regardless of who imposes this requirement. The main reason for the occurrence of the semantic barrier of this type is to the unsuccessful repetition of the same requirements that are so familiar that children cease to perceive them. As a rule, this happens with those requirements, the meaning of which is different for the educator and pupil.

Let us give an example. The student has a bad time in literature, is not interested in this subject, believes that in the life of knowledge of literature, he will not be useful to him, since he connects his future with mathematics. If the teacher will constantly speak him about the need to study the literature and shame schoolchildren for poor performance, then, most likely, the student will have a meaning barrier in relation to this requirement, since he does not only have no interest in this training subject, but, even on the contrary , there is a belief in unnecessaryness for this subject. A teenager will be accustomed to the repeating words of the teacher, for whom nothing follows that it will cease to notice them.

In order to avoid the formation of a semantic barrier of this type, it is not necessary to repeat the same requirements or guards to which the teenager does not react. In addition, it is necessary to take into account the following: that the requirement is perceived and has an action, it is necessary that it corresponds to the internal position of the student, since otherwise it will simply have no meaning for a schoolboy and with repeated repetition will cause a semantic barrier.

Unfortunately, a semantic barrier is formed much faster and easier than eliminating. Methods for its elimination are different depending on the cause that caused his education. The semantic barrier on a certain requirement, which is always imposed in the same form, can be removed by changing the tone and manner of appeal to the student, as a result of which the latter will begin to hear and understand the meaning of words addressed to him. For example, if the requirement has always been presented in the form of an outdate notation, then you can contact the student gently, in a friendly, and vice versa, if the teacher is constantly asking and persuades students, the requirement can be presented in categorically tough form.

The teacher in his behavior should adhere to two plans: the first is the direct content of the information that is transmitted to the student, and the second is the way that this information is transmitted (here is the behavior of the teacher, the intonation of his speech, facial expansion, gestures, etc.) . The diverse the second plan of the behavior of the teacher is, the easier and faster is absorbed by the student with the direct content of the information transferred to him, since the second behavior plan, or the background, on which some content is presented, constantly causes an indicative reaction from the listener.

It happens that the semantic barrier can be removed by prompting the teenager to think about how he looks from the side that other people think about him. Analysis of their behavior and communication with these people will allow the child to realize the undesirable features of their behavior, which he constantly talks about the teacher to no avail.

Another way to relieve the semantic barrier is that the same requirement that teacher nominates has been expressed by a person who is enjoying the guys with great respect and authority. In this case, adolescents can perceive this requirement as really very important.

It should be noted that all the methods described above are suitable for removing the mainly semantic barrier with respect to a specific requirement. This barrier is mainly not associated with affective experiences and therefore it is easier to eliminate.

Another type of semantic barrier - in relation to a particular person, as a rule, related to the affective experiences of the child and his affective attitude towards the teacher, it is much more difficult to remove. In this case, it is necessary to start with a conversation aimed at clarifying the cause of the semantic barrier. The conversation should be built so that the teenager understand that the teacher wishes him to good. It is not easy because an affective child is convinced of the opposite. In order for the schoolboy at all, he dug away from the conversation at all and listened to what he was told, at least without aggression, a conversation should be started with the opposite to which the schoolchildren had a semantic barrier. If the educator will be able to start a normal conversation with the student, then he must pursue two goals in it:

1) Remove the semantic barrier;

2) To ensure that the child makes the task set before him to overcome the negative traits of its character.

Recall once again that the conversation should be built in such a way that the student finally realized that the teacher sincerely wants him to him, and therefore he tries to establish communication and mutual understanding with him. Of course, for one conversation, it is unlikely to do what you can do, you need a long work on a teenager's re-education, which should include both conversations and certain actions on the part of the teacher, clearly show the student justice of the teacher's words.

L.S. Slavina emphasizes that the child's re-education is possible only if the child himself wants to change the existing state of affairs and he will have a negative attitude towards its current situation and a positive attitude towards a possible tomorrow. In this case, the teacher offers a child's assistance in a difficult self-education process. From here it follows the value that needs to be given a conversation in the beginning of the re-education process. It is in the conversation that the student must understand and survive all the unsighteousness of his position. Only through the experience of the adolescence of his position in the classroom, in the system of interpersonal relations, etc., you can go to the change of his personal features. In this case, the assimilation will go not only in the known level: the requirements for the educator will gradually become their own requirements of the child in relation to itself, and in this, according to L.I. Bogovich and her followers, just laid the deepest meaning of education and re-education.

All of the above suggests that in adolescence, it is necessary to correctly and reasonably build their relations with children, taking into account the changes that occur in their psyche.

What advice can be given to teachers if certain problems arose in relationships with students?

Firstly, Seeing any resistance (refusal, failure - in one word, not what I expected to see and what I immediately did not like it), look for specific reasons for what happened (it is not always easy to do and requires active, inventive thinking). Search or assume this reason that can be changed and concrete. All possible student errors - from an excessive comma to an erroneous point of view or alarming ideological statements - the subject of correction.

Menthon would be the doctor who, finding the symptoms of the disease, would be resentment and reprimand the patient for being still unhealthy. This is a doctor's work - to look for such a medicine, such a procedure, such a council so that the patient recovered. Here and the teacher needs to find such a business task for a difficult (naughty or inattentive) student, performing which, he will finally begin fruitfully learn, develop and raise.

Secondly, The position of the teacher is strengthened while respecting the student, recognizing the high-value teacher by the unique personality of the student, on which it is impossible (and that and that is a sense!) Put, but with which you need to work together. Respect for each other inhibits and restrains the temptations directed both to an increase and to reduce the distance in all school situations. Respect forces us to recognize the right of a person on a mistake and not refuse him in the right of this mistake to independently detect and correct. And it also helps to hold out of gloating and not to lose dignity.

Respect for the student does not allow the teacher to engage in the lesson by prudent and self-affirmation. Instead, he opens the opportunity to learn from children and with their help to acquire new stocks, knowledge, joy.

Thirdly, the teacher, planning a lesson, you need to be prepared for the fact that some of the planned tasks in the lesson can fail and "not go" (and this sometimes it happens even with, it would seem that the most trouble-free task that in other classes passes with a bang ).

If the teacher comes to a lesson with the installation on the infallibility of the developed abstract or the professionable methodology, then any failure will draw it to the desire to write off either on the "undeveloped" and "uncompatible" disciples, or on its total inability. And the first, and the second lead to despondency.

Installation on acceptance of urgent business measures will help the teacher in time to navigate and extract this task from its pedagogical hugger, which "here and now" will cause genuine interest from students. And, therefore, and will ensure an advance of student confidence in the task of the next, already more complex and approaching to that very much that in this lesson for some reason gave a failure.

We emphasize that with the acquisition of experience, the teacher accumulates knowledge about what and to whom the disciples are difficult, where they usually stumble where they need to help. A business approach to its professional duties makes this path of accumulation of infinite, as the individuality of students are incommensncies, like all their personal discoveries, their abilities and all arising

Mind and instruct the True path?! The teacher is also in his own hero, on which the future of the country depends. The problem of the influence of the teacher to the student, the arguments of which will be presented in the article, will show how much the work of the teacher is able to change the lives of people.

In the far Aule

Speaking about such a thing as the problem of the influence of the teacher to the student, the arguments that it will be well described, can be found in the works of literature. For example, in the story "First Teacher", Genghiz Aitmatov talks about one person who, without having any education and with difficulty reading in the syllables, decides to go against the system and creates school in Aula. One of his students was a girlish named Altynai. After the death of the parents, she lived in relatives, from which it was rare could hear a good word, which would be addressed to her. From his teacher, she first learned what kindness is. Later, the former student said that he did the impossible - she opened before the children, did not see anything in life, the whole world. Thanks to this person, Altynai was able to study at the boarding school, enter the university and become a doctor of philosophical sciences.

All for the benefits of children

In this example, the problem of the influence of the teacher to the student is fairly accurately designated. Arguments from literature often focus on the fact that the teachers change the lives of children for the better. Contrary to the rules are allowed to play for money so that the child is to live on what (Valentin Rasputin "French Lessons"). Sacrifice the lives for their students (Vasily Bykov "Obelisk"). Simple words, praise instill faith in their forces, which opens up a big future to the students (A.I. Kubrin Tapper).

It is not easy to consider such a question as the problem of the influence of the teacher to students. Arguments on this issue always look like two sides of the coin. On the one hand, the teacher gives knowledge and opens the door to a bright future, but on the other - can bring up negative character qualities in the student.

Recalling at least Pushkin's lines from Evgeny Onegin, where he is talking about the French teacher of the main character. He was not particularly strict, allowed only superficial knowledge so that the child did not bother very much, drove the boy to walk into the garden and from time to time he said that well, and what was bad. As a result, he taught to treat life carelessly and consumer, to take everything from the world, but not strain to find his place in life.

You can find many examples in novels and books, but no less stories can be heard from real life.

Stories from life

In reality, especially today's, teachers, in particular strict, children hate and criticize and criticize more than listen to their advice. Of course, you can give examples of teachers who are negligurated their duties. But all the same good teachers most.

So, the problem of the influence of the teacher to the student. Arguments from life can be represented by the story, which once said Viktor Astafiev. In one of the publications, he wrote about his teacher in Russian, christmas Ignat Dmitrievich.

Viktor Astafieev recalls how the teacher introduced them to the excursion in the Russian language, telling funny and memorable stories. But he was very stringent in everything that matches the estimates. Victor says that for the first time when the teacher praised him for the writing, he had a desire to create and write even better. Praise from such a strict person meant a lot for students. If someone instead of the usual, teacher "inexpensive" heard "Well done!" It said that he really tried well and all his efforts were not in vain.

Problem relationship

When the problem of the influence of the teacher to the student is considered, the arguments can tell a lot. However, they do not always reflect the difficulties of relationships. Often you can face the situation when some teachers forget immediately at the end of the school, and others remember all their lives. It all depends on the devotion of the teacher to their work. If he loves his subject, not only a meager school program, but also many other interesting facts from real life, encourages students and is trying to convey their knowledge to everyone, regardless of personal preferences and prejudice, then students will respect it, and the lessons will remember for a long time.

But in a situation where the teacher is a profession, and not a calling and passion, then students will neglect its lessons. And the mentor himself will be just another faceless shadow of the school past.

The problem of the influence of the teacher to the student, the arguments of which are presented in publication, will be relevant at any time. After all, the teacher is the one who gives the hand to introduces a new person into the world, where there is to live. And only on his influence and education depends on how subsequently this new person will be: he will be another Onegin or turn into an outstanding scientist. It all depends on the work of the teacher.

As part of the topic, which I chose for my report "Relations between the teacher and students ...", I considered the problem "Pupil Teacher - Parent. How to build relationships and avoid conflicts. " The subject of my attention is the relationship "Teacher - Parent - a student" because, as a rule, the conflicts "student teacher" or "parent teacher" rarely proceed without the participation of a third party.

What is conflict? And the causes of its occurrence.

Conflict - a collision of oppositely directed goals, interests, positions, opinions and views of people.

The basis of any conflict is the situation that includes either the controversial positions of the parties on any occasion, or opposite goals and means of their achievement, or the mismatch of interests, desires.

The crisis period in the life of our society gave rise to many problems leading to man in despair, to breakdowns, conflict situations. It could not not affect school life

Conflicts arise in any social and developing system as a result of joint activities. No exception and educational systems.

School is one of the main stages of socialization. It occurs two independent processes: training and training of students for independent life. These processes of teachers and students are perceived differently. Many scientists were engaged in the problem in educational institutions: A. Bodaliev, V. Boguslavsky, L. Borovich, Ya. Kolominsky, V. Kutiev, N. Lyandovsky, M. Schulz, I. I. Ridnov, etc. However, not all aspects Interpersonal relations in the teacher-student system are studied in detail, so it is one of the most up-to-date problems of pedagogy and pedagogical psychology at the present stage of development. The solution to this problem is dictated not only by the tasks of the school of today, but also the needs of upbringing. Development of the problem of interpersonal relations of the teacher and the student concludes a powerful reserve of improving the professional skill of the teacher, the improvement of pedagogical activities and the entire pedagogical process.

The main objective of the report is to submit specific recommendations to teachers and parents to prevent conflict and in its joint decision.
A good teacher of students does not choose. And the ordinary student cannot choose a teacher to taste. But we are all different people. The problem of the incompatibility of teachers and students is sometimes impossible to the educational process.

Perfect student - Honest, capable, clever, neat, attentive, polite, tolerant, disciplined, neat, disciplined, attentive. But not all may not fully comply with the presentation of the teacher about the ideal student. In addition, studies show that some teachers consider acceptable passivity, weakness, and inanimate - independence, cheerfulness, sociability.

However, students cannot correspond to the image of a "comfortable" child, they are more often cheerful, sociable, friendly, decisive, and, therefore, are not wicked and often impulsive and unrestrained.

Perfect teacher - This is a person in which:

1. There is an ability to understand, emotional response; There is a middleness, i.e. in the teacher want to see a friend.
2. Professional competence, knowledge levels are combined with the quality of teaching.
3. There is a skill to fairly dispose of this power.

For younger schoolchildren, this is kind, calm, cheerful, beautiful, caring, but, naturally, all qualities are combined in one person not so often. Therefore, conflicts arise.

One my friend said that tomorrow brings her daughter to the doctor. That seems to begin dermatitis. For a girl who is engaged in a ballet school, this is a catastrophe. And all because of the teacher of mathematics, she does not want to understand that the future ballerina mathematics is not needed. In addition, he believes that the girl should learn politeness.

Son another familiar - Sasha - is studying in the language gymnasium. When his parents at the end of the first half of the year found that he had problems with chemistry, they, of course, went to the teacher.

Father tried to find out what was happening.
- No, the boy is stupid, but behaves bad.
- So bad? Violating the discipline, Hamit, interferes with others?
- No, he is very arrogant.

Wake up with the personal qualities of Sasha did not become. Father asked what to do to correct the situation, and heard that nothing could be done. But later it turned out that Sasha had to pass all the undetected topics otherwise the child threatens the deduction, his father went to the director. The main motive was a perturbation. He was deeply offended by the fact that his adult, the same adult - an intelligent teacher was misleading without explaining how to solve the problem.

It's not about whether the future philologist needs chemistry, and the future ballerina mathematics, but about the relationship of the teacher and the student, teachers and parents.

In these situations there are many common: the children did not consider the subject with which the problem arose, important and necessary for themselves. The teachers believed that the children behave in relation to them at least disrespectful. Teachers did not show interest that the child still learned the missed educational material. The teachers did not apply for help to their parents themselves, and sometimes consciously avoided communication with them.

Family and school

It seems that the fruits of social humiliation ripen, in which the teacher was in recent decades. The teacher does not feel equal to adult people behind the walls of the school, on the contrary, he feels some excluded from the life of society. Parents are trying not to notice, they do not believe in parental care.

The author of the article asks: "Why does the teacher calmly look like a student" sinking ", and does not stretch his help hand to him?" It is unlikely that you can agree with this statement, especially in learning conditions in a small town, where almost every student or a familiar or relative. However, you should listen to this opinion if it was expressed publicly.

But what can happen to, so this so that sometimes the teacher seriously offends to the student, forgets that the student is a child, and he, the teacher, is an adult. Why sometimes he confronts the child on an equal footing? But the child is not a mature person, his choice is not always good. Teacher's duties suggest work on the development of this person. Professional teacher, in addition to knowledge and skills, forms a child, duties, duty, conscience, respect, good and evil in the end. It was always not easy, and now especially.

The teacher is dissatisfied with the student. Parents in the claims to the teacher. A student in opposition and to the teacher, and to parents. How do they build a harmonious relationship?
Who is guilty?

The disrespectful attitude of society to the teacher affects the attitude towards him. The situation with school conflicts occupies almost a leading place among rating topics on our television. Each time, those with enviable savors are discussing the specialists and ordinary people.

The media recently told the media about the blackmail history schools that occurred in one of the schools.

The student who threatened not satisfying his final assessment, made a provocation at the lesson: speaking loudly, broke with the teacher, prevented a lesson. When, having exhausted the opportunity to convince the guy with the words, the teacher tried to bring it out of class, the scene of "violence" with the screams of the "victim" was lifted by a friend on a mobile phone. The record later was shown to the teacher with an ultimatum: either a good assessment, or these personnel will be presented by the prosecutor's office. The fact that the story has become public goodness, speaks in favor of the teacher, he did as an adult, did not play the rules proposed by the children.

Who is to blame for the fact that children can behave with teachers in Hamski? Do you say Teacher yourself? Not. Blame everything. Teachers who take little care about their personal growth, human dignity, mental harmony and professionalism. Parents who forget that the upbringing of a child is primarily their business. The state and society, which pregnant the status of the teacher is guilty. And everyone in one way or another suffer from the current situation.

The following traditional question: "What to do?". From my point of view, everyone should start with themselves.

Dear Parents! (Memo to parents)

1. Your child is your child, and no one, except you, is not obliged to love him. The teacher must teach him, and you - to provide the teacher support in the form of a positive installation to study and control academic performance. Confers to the child that if he fulfills all the demands of the teacher, he will be fine.
2. Be open with the teacher, say not only about the merits of your child, but also about problems. The teacher must feel that you are looking for an ally in his face. Ask right. Try to prepare a few questions in advance. Specify them directly, not shy. Avoid bias. At the meeting, do not be aggressive.
3. Of course, among teachers there are those with which you find it difficult to establish contact. All will have to. Talk to the teacher without claims, it's easier to find a way out together.
4. If your child goes to the first class, and you met his teacher only on the first of September, then you are a bad mother. Almost every school has the opportunity to choose a teacher in a statement when receiving the first class. If you have a difficult child, focus primarily on the teacher, and not at the prestige of the school. The first meeting of the child with the teacher is a very important moment for a child, parents and for the teacher.
5. Be diplomatic. Never speak bad about the teachers when child, but do not throw it to the mercy of fate with a difficult teacher. Disassemble each conflict and necessarily find the allowing output. Never discuss teacher shortcomings with the child. Better explain how hard it works
6. Take the most active part in the public work class and school, know by the names of all classmates, parents and teachers.
7. Make a plan for joint actions of teachers and parents. Support the connection. Be sure to support the confined contact with the teacher. Discuss the successes (and failures) in the implementation of the Plan
8. Never postpone the meeting with the teacher. Do not go hopes that everything will be sent by itself. Do not run the situation. Do not expect when the flame of the conflict will attain the school administration. Allow the situation at the very beginning.
9. To avoid conflicts and unpleasant situations, it is better preparing for them in advance.
10. Think what plants in relation to study and the teacher are you forming in your children.

Surely you had to hear this.

№1 Mom and Son, breathing hard, at the last minute managed to jump in the tram. Mom happily looked at his son:
- You see, managed. What is your lesson first?
- work.
And here the joy on the face of Mom replaced by a clear disappointment:
- So what did you pull me away? On labor it is impossible to be late, or what?

№2 The boy was ten-eleven years old. He just wanted to fulfill the school (and not only) the rule: come without being late and not to get a censure of the teacher. And my mother reacted with her careless words in him that the rules are nonsense, teacher's remark - empty words.

11. And yet. One of the most important qualities that determine the vital success is the ability to establish and maintain good relations with people. Do you always like your boss? But from how you establish a relationship with him, your well-being, career, well-being depends. Teacher for a child to some extent the boss. He can be in something wrong, but it still needs to maintain correct working relationships. The teacher is a man, he can have his weaknesses and disadvantages. But the norms of business communication does not cancel.

Whatever way to solve the problem you have chosen, in any case, do not leave a child alone with his problems. Remember, it needs your help and support.

Try to solve the problem together, together by connecting teachers and all your attention. Only so you can move the deal from the dead point.

Dear teachers! (Memo to teachers)

1. Do not let the hooligan break out; From the very first days immediately let him know that his tricks will not pass on your lessons.
2. Do not waste forces, do not shout. From your scream will be bad first of all to you. Do not say: "How do you behave?", Or "so that it is no longer." Tell me better that you are very upsetting what he specifically said to you. Get the apology to be not formal.
3. In a conversation with parents, do not bring their complaints on them. First praise the child, tell me something good about him. Be sure, now parents will be on your side. Offer them to specific conflict resolution tactics. Never ask just "influence" to the child, specify first how to do it.
4. Take care of your nerves, do not try to make an unbearable feat to teach everyone. Treat philosophically to lagging students. Among them there are not good guys.
5. Do not avoid parents. You make one thing together - learn and raise. Cooperating, you can achieve a lot. Most parents are quite sane people who will only be happy if an ally feel in you. Many parents are people busy and without the help of the teacher may not see the difficulties that arise from their children. Get out of contact with your parents yourself,
6. Ask how the situation sees the parent, what his own suggestions, as it were, he did in your place and what is willing to do on his own. Consider the joint action plan and install the "control points".
7. A prominent role in the prevention of conflicts is played by discipline: the ability to provide the child necessary for its full development freedom in the framework of reasonable submission to the Procedure;
8. A great influence on the teacher's personality, the teacher's interaction style with other students serves as an example;

Constructive communication techniques are easily mastered by people with self-esteem, high self-esteem, confident and their professionalism.

It is these qualities that do not allow an adult person in childish to be offended by the student, to avoid successful adults, fear the administration, shift responsibility for its failure to another and project dissatisfaction with their own life for communication with students.

Conclusions:

1. The conflict does not need to be afraid. It is a certain indicator where the priority effort should be directed;
2. Not always conflict is determined by one problem. It is possible to interweave internal conflict with innovative;
3. Of course, the resolution of the conflict through cooperation is predominant. But sometimes it is originally necessary to apply other methods (care from conflict, force, through a compromise, etc.) according to the situation;
4. When analyzing a conflict situation, it is important to consider all the factors contributing to its occurrence.
5. No need to delay conflicts, overcoming them at an early stage of development.
6. When solving a conflict, the ability to put yourself in the conflict site
7. Do not conflict grow up so that new participants will not be drawn into it; problems should be solved mainly by those who created them
8. Overcome the conflict helps total activities and permanent communication between partners.
9. Enjoy recommendations for the correct solution and prevent conflict situations

All parents cherish the dream that their child goes to school with pleasure. And it would be nice if at the same time he studied perfectly. But sometimes it happens that the teacher and the student do not get along. And as a result of such a personal conflict, the child's performance may suffer. And the quality of the teacher's work is quite likely to affect, therefore, parents and teachers are interested in early overcoming the conflict. So that the child could successfully learn, receive knowledge, form school skills, master socially significant values, the norms of behavior so that he himself could choose his life Path And to realize it, a growing person needs support.

Writing the exam in the text: "It seems I was in the fifth grade, when we had several new young teachers at once, who had just left the university. One of the first to appear by Vladimir Vasilyevich Ignatovich - Teacher of Chemistry ... " (according to V.G. Korolenko).
(I.P. Tsybulko, 36 option, task 25)

We are all learning at school, we pass this important life period. What influence the teacher affects us on the formation of our characters? How are conflicts between teacher and students are allowed? Here is this problem and raises Russian writer V. G. Korolenko in his article. The classroom had a conflict between the teacher and the student. The teacher was so able to put himself in this situation that the student Zarutsky understood his mistake and apologized to the teacher.

The position of the author is clearly expressed in the article. A good attitude on the part of the teacher creates the conditions for the formation of the best qualities in the nature of students: the ability to commit an honest act under external pressure, but at the venue of its own conscience. The teacher affects the formation of the character of students with his behavior, personal example, in a manner of speech, attitude towards children.

I fully agree with the author of the article. Teachers must respect students to form their own dignity in their characters. The disrespectful attitude of the teacher leads to conflict situations that are very difficult to resolve.

You can recall the works of fiction, where this problem is revealed. M. Kazakova in his book "It's hard with you, Andrei" tells about the boy who was unlikely. He rustled teachers, often ran away from the lessons, did not give in to their upbringing. But the young teacher of the Russian language and literature was able to see a kind and responsive young man in this boy, who is capable of a heroic act. The main thing, you need to see in a person his good qualities, to reveal them, do not let the door shut, in which they are often knocking.

Or take the story of Rasputin "Lessons of French". Teacher Lidia Mikhailovna, having learned that the student dirty, tries to help him. The boy is very proud, and can not accept help from the teacher. Then the teacher turns his studies into the game, and gambling. The school director decides that this is a crime, and the teacher is deprived of work. She leaves for Kuban to his native village. And even from there sends parcels with fruit, trying to support it.

Yes, the relationship of the teacher and the student is often dangerous. But the most important thing here is a sensible attitude towards children. Only then the child will open and will not climb in himself.

Option 36.

It seems that I was in the fifth grade when we had several new young teachers at once, just left university. Vladimir Vasilyevich Ignatovich - Teacher of Chemistry appeared one of the first.

At the initial stage of adulthood, it is important that a wise, kind, responsive, understanding person who is able to convey his life experience with the mind will be nearby. In this text V.G. Korolenko raises the problem of the influence of the teacher to students.

Turning to the topic, the narrator brings an example of a story from his school life, in which a young teacher played an important role, by the time recently released from the university. The author focuses on the fact that from the very beginning of his practice Ignatovich appealed to the students politely, carefully performed his work, showing disregard for marks and in general to the usual structure of classrooms, which, of course, caused the indignation of students - they are accustomed to rudeness and Requirement. The narrator draws our attention to the fact that in response to such an attitude "Class almost stopped learning", the lessons were noisy and, despite the tactfulness and politeness of the new teacher, had the place to be conflicts between students and teachers who, to the surprise of many, not went beyond class. One of these conflicts by the author leads as an example, paying our attention to the fact that the children began to get used to courtesy, sensitivity and respect and began to show a similar attitude towards people. Zarutsky, unfairly slandering Ignatovich and having received a well-deserved reproach from the whole class, pleasantly apologized to the teacher, which formed a new step in relations between students and teachers.

V.G. Korolenko believes that a valid attitude from the teacher creates conditions for the formation of the best qualities in the nature of students. These include the ability to objectively assess their behavior in relation to society, and the need for honest, conscientious actions that do not depend on external pressure. The teacher of his own personality, manner of behavior and speech is able to influence the formation of character from students.

I fully agree with the author's opinion and also think that a very important role in the formation of a person is played by a teacher. With his example, his behavior, the worldview he is able to change the worldview of students and program them to honesty, decency, the desire for self-development, self-education, on the natural need to do good and respect for people.

In the story of Ch. Aitmatov "First Teacher" we meet the history of the girl, whose teacher played a key role in the formation of her personality. Altynai describes its first teacher, an inone, as a small man, but can give children more than standard knowledge - an indispensable support, love and care. The incone gave his class, never happened outside Aila, the vision of another world, in the cold ended the children of Vyod through the Ice River, and once he could even catch and punish the rapist Altynai. In this teacher there was no formality - he gave all his own experience, all his knowledge for the benefit of the future generation, and this gave its fruits. At the end of the work, the already matured Altynai returns to Kurkuru to offer people to call a new boarding school to the name of Caiden.

In the story of V.G. Rasputin "Lessons of French" also rises the problem of the influence of the teacher on children. Lydia Mikhailovna, French teacher, learning that Volodya suffers money difficulties, invites him to additional French lessons, which is trying to help the boy. Faced with the pride of Volodya, Lydia Mikhailovna, forgetting about the pedagogical ethics, it sits down with a student for money with one goal - to lose in good, for which later suffering dismissal and leaves for Kuban. But even after that, the woman continues to help her student, sending him parcels with products. Volodya did not forget this indispensable support and care after a long time. Lydia Mikhailovna had a key importance in the formation of his personality, putting in the boy not only the idea of \u200b\u200bthe harmfulness of gambling, but also the ability to be a kind, decent and responsive man.

Thus, it can be concluded that the teacher lays the foundation foundation in his students, the necessary basis, which is a peculiar impetus to a new, interesting, decent life. Therefore, it is important to appreciate and respect your teachers even after the release from school.

The problem of teacher's relationships and students arguments

Arguments on the topic "Teacher" for the composition of the examination 2017. Problems: the role of the teacher and mentor in human life, the relationship between teachers and students, heroism.

13 books about teachers. What role the teacher or mentor is playing in a person's life, about the difficult profession, heroism and about true vocation.

1) V. Bykov "Obelisk"

The story "Obelisk" is a tribute to the memory of all unlucky heroes of the Great Patriotic War, who gave their lives for the sake of victory. The film "Minute of Silence", filmed on this work, successfully wore screens not only our country, but also Western Europe. The brutal reality of events and at the same time immeasurable love and sympathy for heroes are two main distinguishing features of all works of Vasil Bykov.
The history of the Soviet teacher, who is like Korchak, is ready to go to death along with his students. The selfless gesture, the feat of the teacher who does not want to retreat, hide and stay aside when his children are leading to death. The feat of the teacher is not in the extermination of the enemy, not in the undermining of the bridge, but in devotion to children. And this story describes the heroic act, to which few people were able to and for his commitment it takes much more spiritual strength and determination than to kill the enemy.

2) Ch. Aitmatov "Floch"

After the deductions from the Avdius seminary, it is arranged to work as a local newspaper and to write a article goes to the Motinkum Desert to describe the developing project developed there. Already on the way, he meets with his "fellowships" - Petrukhoy and Lönka. He is trying to enjoy them, become their spiritual mentor.
Once in an environment of a half-chassated element - people with a very foggy past and a very dubious real, Avdius again utters speech about repentance - he did not squeeze the murder of many animals "for the plan" - he tries to prevent the slaughter, and drunk tenants will creep it on Saxaul.

Jake Epping, a thirty-five-year-old teacher of English high school of the city of Lisbor-Falls in Maine, who for the purpose of making money conducts additional lessons to prepare for graduation tests for adults, receives from one of the student essay in Horror genre. In a small story, there is a talk about incident that happened about 50 years ago. That night, the father of some Harry Dunning in a state of intoxication came home and killed his wife, two sons and crippled a 7-year-old daughter. The hero has the opportunity to fix everything. Only in the past, Jake finds himself in the profession, directs children, becomes their friend, changes their fate, just because believes in them. Well, along the way, trying to save Kennedy.

4) Jean Webster "Cute Neudar"

The touching story about the girl who had to lead the orphan suites. At first, she was in this duty, and then he felt that the children became part of her life and even helped her to gain personal happiness.

5) F. Iskander "13 Gerkla feat"

The story of how can be treated for your profession is not standard and "hardening the hearts of children" laughter.

6) L. Sashhar "I do not believe in monsters"

The well-known and most significant work of the Soviet teacher and the writer A. S. Makarenko. In Nim, it tells about the re-education of minors of offenders in the children's labor colony, the creator and leader of which in 20? Es the XX century was the author. The book is addressed to a wide circle of readers.

9) V.G. Rasputin "Lessons of French"

One of the best stories of the famous Russian writer Valentina Grigorievich Rasputin, who became the classics of domestic literature.
1948 year. Hard post-war, devastation, hunger. Children had to grow early, adult responsibilities to accept. The hero of the story, the eleven-year-old boy, torn away from the house, faces the need, starving. He is alone fighting for his existence, without accepting alms and help from others.
Thanks to the young teacher of the French Lidia Mikhailovna, the boy opens up for himself a new world, where people can trust each other, maintain and help, divide the mountain and joy, relieve loneliness. French lessons are the lessons of kindness and mercy.

10) B.Kufman "Up the stairs leading down"

Book heroine, young teacher Sylvia Barret, comes to school in the hope of interest the students with his subject - English literature, but quickly discovers that students are most indifferent, most colleagues are completely indifferent to school life, and the course of this life is subject to senseless bureaucratic standards. Gradually, however, she understands that it is here that it opens the opportunity to really affect the minds and the hearts of students. The novel gives the dynamitude of the chosen by the writer's form: it almost entirely consists of notes, documents, school essays, letters.
The book is based on real events from the life of the writer.

11) Ch. Atmatov "First Teacher"

The well-known story of the People's Writer of Kyrgyz about the Komsomol resident of the twenties, who organized the first school in the deaf Kyrgyz village. This little story is about a big man. About the teacher with a capital letter, let, maybe it will be trite.
The topic that raises the story of a wise writer and philosopher Ch.T. Aitmatov, - the education of children growing in the deaf Ailach, more precisely - his absence. In hero, the author creates the perfect image of a national teacher (or teacher from the people) - good, dedicated, honest. It is easy to imagine what schools were in Kyrgyzstan at the beginning of the 20th century. The simple people were completely illiterate. The first attempts to train children with elementary skills of letters and the score often endured the collapse at the stage of collecting children to school, as the parents did not understand why their child learn. Therefore, the exploits of all ECs are the first teachers of Kyrgyz children - real, unrequited.
Is joking whether to teach children whose grandfathers and great-grandfather to the seventh knee were illiterate?
In addition, I would like to note other topics raised by the author in this small in the volume of the story, the topic of the first love, the topic of a small homeland, the topic of respect for people who selflessly stood on the protection of our country from fascist infection. Genghis Torcheclosure Aitmatov, as always with the writer inherent to him, perfectly coped with his task.

12) "Rabbit's view" Kneziro Hightani.

Hightani wrote several books for children, among them - "View of the Rabbit", a novel who received recognition far beyond Japan. The heroine of Roman is a young teacher of Fumi Kotani, who will have to find a common language with the junior students of the ordinary school of the industrial area. Among them, the most silence delivers the Sirot Tezudzo - silent and unfriendly, which can easily crush the frogs and is not interested in anything other than flies. And the name of the book indicates not at all for the rabbit in it, but on the old Japanese proverb: "You don't need to be a Buddha to look into the eyes of the rabbit and see the world with his eyes."

13) Vardenges Petrosyan "Last Teacher"

Most of the heroes of the story "last teacher" (1979) - ten-graders of one of the Yerevan schools. Despite their age, they are significantly adult characters previous rates. The new generation of Heroes Petrosyan looks at life more and more practical, and most importantly - it learned how to fight for his love, for friends, for his beliefs.
The students of the tenth "b" class are outraged by a dismissive attitude towards some teachers. And in fact, the school director sees in each of them only something "arithmetic average", and the teacher of mathematics declares in the teacher: "Not a generation, but an equation with ten unknowns. However, I have already decided it for myself. In response zero. Zero!" Naturally, the sympathies of the guys conquers a self-respecting human personality teacher of the Mamian's literature. And in his conflict with the administration, they are together in his defense, and it helps him in his righteous struggle.

A significant role in the formation of their characters was played by the Mamian Literature Teacher. The emergence of this important character in the work of Petrosyan is very significant. It is with his help that the writer moves to the really deep development of the problem of communication and continuity of generations.

His new hero first of all sincerely loves his disciples. He knows that not only the teachers they want to see in it, but first of all the person. His main task is not to transfer them a certain amount of information, but to teach them to think independently, feel, act. Mamian believes in his pupils. Behind the ostentatious shell of their audacity, he guess the confusion of the soul and thirst for independence. He understands that the failed attempt of a striptease made by Marie Melician in the school chemical office is actually not explained by non-promiscuity, but a tragedy of a girl who has a father who threw his family. Now she "takes out for the mother to all men," including a loving her classmate Vaana, tries to seem worse than it is. Recall that Arthur in "Pharmacy Ani" guess about the hidden spring of such actions: "Suddenly it comes to me that we are not at all such vans, but rather we try to seem for vulgar."

The ability to penetrate into the depths of the consciousness of his younger friends, readiness in fact, in a very concrete situation, to act in their defense provided by Maman the moral victory over indifferently met his class.

Creating a portrait of a modern Don Quixote - we mention this name in its main, humanistic sound, - Petrosyan set himself no easy goal. The image of Maman is a largely intended attempt to combine in one character rich fantasy and businesslikeness, the breadth of thinking and the depth of special knowledge, civilian courage and tenderness to people. Thanks to these qualities, Maman and manage to overcome the barrier of alienation, often existing between not thoughtful and humane teachers and their pupils. The problems of "fathers and children" for him are essentially no case, he sometimes seems younger than his disciples.

The problem of the influence of the teacher to the student. Arguments from Literature and Life

Even in peacetime there are her heroes. What is worth teaching the younger generation a mind and instruct the true way?! The teacher is also in his own hero, on which the future of the country depends. The problem of the influence of the teacher to the student, the arguments of which will be presented in the article, will show how much the work of the teacher is able to change the lives of people.

In the far Aule

Speaking about such a thing as the problem of the influence of the teacher to the student, the arguments that it will be well described, can be found in the works of literature. For example, in the story "First Teacher", Genghiz Aitmatov talks about one person who, without having any education and with difficulty reading in the syllables, decides to go against the system and creates school in Aula. One of his students was a girlish named Altynai. After the death of the parents, she lived in relatives, from which it was rare could hear a good word, which would be addressed to her. From his teacher, she first learned what kindness is. Later, the former student said that he did the impossible - she opened before the children, did not see anything in life, the whole world. Thanks to this person, Altynai was able to study at the boarding school, enter the university and become a doctor of philosophical sciences.

All for the benefits of children

In this example, the problem of the influence of the teacher to the student is fairly accurately designated. Arguments from literature often focus on the fact that the teachers change the lives of children for the better. Contrary to the rules are allowed to play for money so that the child is to live on what (Valentin Rasputin "French Lessons"). Sacrifice the lives for their students (Vasily Bykov "Obelisk"). Simple words, praise instill faith in their forces, which opens up a big future to the students (A.I. Kubrin Tapper).

It is not easy to consider such a question as the problem of the influence of the teacher to students. Arguments on this issue always look like two sides of the coin. On the one hand, the teacher gives knowledge and opens the door to a bright future, but on the other - can bring up negative character qualities in the student.

Recalling at least Pushkin's lines from Evgeny Onegin, where he is talking about the French teacher of the main character. He was not particularly strict, allowed only superficial knowledge so that the child did not bother very much, drove the boy to walk into the garden and from time to time he said that well, and what was bad. As a result, he taught to treat life carelessly and consumer, to take everything from the world, but not strain to find his place in life.

You can find many examples in novels and books, but no less stories can be heard from real life.

Stories from life

In reality, especially today's, teachers, in particular strict, children hate and criticize and criticize more than listen to their advice. Of course, you can give examples of teachers who are negligurated their duties. But all the same good teachers most.

So, the problem of the influence of the teacher to the student. Arguments from life can be represented by the story, which once said Viktor Astafiev. In one of the publications, he wrote about his teacher in Russian, christmas Ignat Dmitrievich.

Viktor Astafieev recalls how the teacher introduced them to the excursion in the Russian language, telling funny and memorable stories. But he was very stringent in everything that matches the estimates. Victor says that for the first time when the teacher praised him for the writing, he had a desire to create and write even better. Praise from such a strict person meant a lot for students. If someone instead of the usual, teacher "inexpensive" heard "Well done!" It said that he really tried well and all his efforts were not in vain.

Problem relationship

When the problem of the influence of the teacher to the student is considered, the arguments can tell a lot. However, they do not always reflect the difficulties of relationships. Often you can face the situation when some teachers forget immediately at the end of the school, and others remember all their lives. It all depends on the devotion of the teacher to their work. If he loves his subject, not only a meager school program, but also many other interesting facts from real life, encourages students and is trying to convey their knowledge to everyone, regardless of personal preferences and prejudice, then students will respect it, and the lessons will remember for a long time.

But in a situation where the teacher is a profession, and not a calling and passion, then students will neglect its lessons. And the mentor himself will be just another faceless shadow of the school past.

The problem of the influence of the teacher to the student, the arguments of which are presented in publication, will be relevant at any time. After all, the teacher is the one who gives the hand to introduces a new person into the world, where there is to live. And only on his influence and education depends on how subsequently this new person will be: he will be another Onegin or turn into an outstanding scientist. It all depends on the work of the teacher.

Arguments on the topic: Teacher

In the materials of literary arguments, we include a summary of the work, the minimum characteristics of the heroes and citation.

If you do not suit the excessive volume of arguments, we advise you to reduce them, excluding, in accordance with your conclusions, unnecessary moments.

In the story of A. Platonov "Sandy teacher", the reader learns about the life of Maria Naryshkin, who was appointed by the teacher to the far village of Hoshutovo - "on the border with the Dead Central Asian Desert." Platonov writes that the desert has become her homeland. Seeing the miserable Hoshutovo, listed by the sandbresses of the sand, who knew the "heavy and almost unnecessary work" of people who tried to clear the sandy ruins, Maria decides to start fighting the desert.
After three years, Khoschetovo transformed. Seasoned landing. The school "was full of not only children, but also adults who listened to the reading of the teacher about wisdom to live in the sand steppe."
One day, nomads pulled out all the landings, devastated wells. In response to the threat of a young teacher to complain the leader of nomads says: "Our steppe, a lady. Who is hungry and there is a grassland grass, he is not a criminal. " In the district, she is explained that Hoshutovo now and without it will cost it, because people here learned to fight the sands that it is waiting for another village, where nomads go to settle down. They need to teach the culture of sands. Knowing the complex life of the desert tribes, she understood the entire hopeless fate of two peoples, squeezed into the verya, and agreed.
The story ends with meaningful words Zavokrono: "You, Maria Nikiforovna, could be headed by the whole people, not a school ..."
The writer A. Blotonov gives the image of a teacher who belongs to the generation of honest, purposeful, who believes in the bright future of people, real enthusiasts of their case. Such people seek to transform peace and devote themselves to the construction of a new life, a new relationship between people, between the peoples in the era of the elimination of illiteracy.

From the memories of the writer Viktor Astafieva.
When the writer V. Astafyev was a five-grader, in their school, Russian language and literature taught Ignatius Dmitrievich Christmas, Siberian poet.
In the literature lessons, the teacher forced all the guys in a row to read out loud from Dubrovsky and Borodin and was very pleased with the fact that they read bad. Once at the lesson of the Russian language, the teacher said about the word "Yar" for a whole hour. Astafieva-five-grader "struck then that so much sense and meanings could be hidden in one short word, that all that can be comprehended by words and a person who knows him who owns them is a big and rich man."
When the fifth graders awakened interest in the literature, Ignatius Dmitrievich began to bring fresh magazines, books, postcards for lessons, and necessarily read out loud to ten and fifteen minutes, and the guys were increasingly sitting more often, listening to him.
Very loved students creative work. Once they wrote about who and how he spent the summer holidays. As a schoolboy, V. Astafyev "got lost in the taiga, stayed in it for several days, he was completely frightened at first, then he came to his senses, he kept himself skillfully, steadily, remained alive." He never tried so hard at school, never captured him with such a force of writing work. With secret excitement, I waited for the distribution of notebooks. Many essays teacher scolded for the lack of her own words and thoughts. V. Anastaev forever remembered quietly said in his address, rare and because of the word especially expensive: "Well done!"
When the first book of the story of V. Astafyev was published, he set the first autograph to a person who instilled him respect for the Word, awakened the thirst for creativity.

In the story "Last Bow" V. Astafyev tells the story that happened to the teacher.
Once the guys went to the mountain behind the colors and seedlings for the school yard. Soon sat on a stone to relax and suddenly saw the snake. Schoolchildren also "did not have time to think, as the teacher pushed them away, and grabbed the stick himself and began to threaten on the snake."
"Don't beat over your shoulder!" Schoolchildren shouted, but the teacher did not hear.
He beat and beat the snake, then turned around, and the guys saw that he was trembling.
When they were returning, he went for children and everything looked around, ready to defend them again and again. The teacher was very surprised that a stick could be rid of a snake on the neck. It turns out that he grew in such a place where the snake was not. The guys were amazed.
Years have passed. V.Astafyev is so remembers the village teacher - "with a little guilty smile, polite, shy, but always ready to rush forward and defend his disciples, help them in trouble, relieve and improve human life."
The writer V.Astafyev believes that "the name of the teacher can be forgotten, it is important that the word" teacher "remains.

The events of the autobiographical story of Valentina Rasputin "Lessons of French" occur after the end of the Great Patriotic War.
An independent life of the main character began at 11 years old, because he studied far from home. He is alone, starving, he is hard to give French. The boy plays money to buy food on them. The teacher of French Lidia Mikhailovna comes to help him. The main character refuses to help, he is ashamed to take food from the teacher. Lydia Mikhailovna plays with him in a gambling - "frozen", and the boy on the money won buys milk. This allowed him to survive in the hungry post-war. The director dismisses Lydia Mikhailovna, calling her act immoral. After some time, the teacher sent a boy in the first premise of pasta, hematogen, in the second - apples.
Teacher Lidia Mikhailovna is a kind, responsive person. She is sensitive, because he noticed that the boy is starving, and is ready to take the risk for his salvation.
V.Resputin reveals a teacher's image as a symbol of human responsiveness. And French lessons are kindness lessons. Own example, the teacher raises his student. Showing him goodness, she opens a new world to him, where people can trust each other, divide the mountain, delight from loneliness, where there is good and love.

Let your events read about decent people help you think about the surrounding life.

To expand the argument field in the process of preparation for the exam, we recommend visit pages:

We hope to continue the meetings!

For preparations for the USE You can take advantage of the study manual " Semi-finished essays in the Russian language».

Types of problems

The role of the teacher in the life of the younger generation

Arguments

V.Astafyev "The photo on which I do not". "Saws are reasonable, good, eternal," they talk about teachers. From them - all the best in man. In Russian literature, more than once, writers revealed the image of the teacher, celebrated its important role in the life of the younger generation. "The photo on which I do not" is the head of the story of Viktor Astafieva "Last Bow".
In it, the author paints the events of the distant thirties, recalls a fragment of his own life, which describes the life of ordinary people in the distant Siberian village, which is an important event - the arrival of the photographer. Thanks to the teacher, being immortalized by the student of a rural school. Unfortunately, Vitka was not able to "sit down" because of the illness of the legs. More than a week, the boy was forced to be at home under the guardianship. Once the boy visited the school teacher - brought a ready photo. In this work, we see, what respect this friendly man in the village used love and love. And it was for what! The teacher selflessly made a culture and education in a deaf village, was the ward in a rustic club, the furniture for the school ordered his own money, organized the collection "Utilsyry", as a result of which pencils, notebooks, paints appeared at school. The teacher never refused to make documents. He was very polite and friendly with everyone. People thanked for it: helped firewood, simple rustic food, looked after a child. And the boy recalls the heroic act for a teacher: a duel with a viper. So this man remained in the memory of the child - ready to rush forward and defend his students. And it does not matter that the children did not know what the name of the teachers. For them, the word "teacher" is already the name of his own. It is important that the teacher is a person seeking to alleviate and improve human life. And although there is no author on the old photo, she is the way to him with memories of distant childhood, about their people, the life of which is the story of our people.

V.Resputin "French Lessons". Every day we go to school, we meet the same teachers. We love some of them, others are not very respectful, others - they are afraid. But it is unlikely that any of us before the story of V.V. Rasputin "Lessons of French" thought about the influence of the identity of a certain teacher to our further life. The chief hero of the story was very lucky: he got a smart leaders in class leaders, a responsive woman. Seeing the plight of the boy and at the same time - his craving for knowledge, she constantly takes attempts to help him. That Lidia Mikhailovna is trying to squeeze his student at the table and feel to feed, he sends him parcels with food. But all her tricks and efforts disappear for nothing, because the modesty and feeling of their own dignity of the main character do not allow him not only to admit to his problems, but also take gifts. Lydia Mikhailovna does not insist - she respects pride, but constantly looking for new ways to help the boy. In the end, having a prestigious work, which is not only good feeding, but also gives her housing, the French teacher is solved on "sin" - she pulls the student into the game for money so that he can have an opportunity to earn their bread and milk. Unfortunately, the "crime" is revealed, and Lydia Mikhailovna has to leave the city. And yet attention, a friendly attitude, a sacrifice brought by the teacher for the sake of assistance to his pupil, the boy will not be able to forget and after all his life will take gratitude for the best lessons - lessons of humanity and good.

A. Aleksin "The third in the fifth row." Teacher Vera Matveyevna, reflecting on the methods of upbringing, is forced to admit what was wrong, trying to bring up all his students equally: "It is impossible to suppress a person. Good Everyone has to do in its own way ... It is hardly possible to make characters for incompatibility. "

A. Aleksin "Mad Evdokia". The Evdokia Vasilyevna teacher was convinced: the biggest talent in her students is the talent of kindness, the desire to come to the rescue in a difficult moment, and it is these character traits that she brought up in them.

A. De Saint-Exupery "Little Prince".Old fox taught a little prince to comprehend the wisdom of human relations. To understand a person, you need to learn to peer into it, forgive small flaws. After all, the most important thing is always hidden inside, and you can not immediately see it.

A.I. KUPERA "TAPER". Anton Rubinstein, the great composer, having heard a talented game on the piano to anyone who is not famous young Tepper Yury Azagarov helped him become a famous musician.

A. Likhanov "Dramatic Pedagogy". "The biggest thing that may be on white light is an educator who does not recognize who does not see who does not want to see his mistakes. A teacher who has never told his disciples, their parents, to themselves: "Sorry, I was mistaken" or: "I failed."

A.S. Pushkin and Poet Zhukovsky. There are many cases in history when the teacher had a huge impact on the student, which subsequently brought the latter to success. A.S. Pushkin always considered his teacher of the Russian poet Zhukovsky, who one of the first noted an outstanding ability to work in a beginner poet. And the portrait for Pushkin Zhukovsky signed the following words: "The winner is a student from a defeated teacher."