Individual conversation with the student. Circle discussion

There are many ways to establish order and discipline in the classroom. Some methods are more effective than others, but no one has yet managed to find any one, universal way, equally reliable in all cases. Therefore, a novice teacher should always act according to circumstances. If the approach chosen by him does not solve the problem, you need to resort to another, use a third - and so on until you find effective solution in each specific situation. But the teacher must be a realist and understand that, no matter how hard he sometimes tries, it is impossible to insure against certain failures.

The methods of dealing with unruly students that we recommend have been tested in the practice of many teachers. These methods are evaluated ambiguously. We will try to consider them in terms of how effective they have been, judging by experience. a large number novice teachers.

Face to face conversation. This is the most effective method of resolving issues of discipline and various problem situations generally. A sincere, frank conversation most often convinces the student that for the teacher he is a person and that together you can try to solve the problem that has arisen. Face-to-face conversation encourages the student to cooperate more: in such a situation, he does not need to fear for his dignity in front of his classmates and attract their attention to himself.

Blaming remarks. This is one of the most commonly used methods of dealing with such minor violations of discipline as whispering, talking, inattention. A censure from the teacher is usually enough to restore order. True, this does not always work on hardened violators of discipline, and therefore harsher measures of influence have to be applied to them. The effectiveness of a scolding remark depends on the individuality of each student. Some students do their best to avoid disapproval from the teacher. Others, in response to his remarks, only shrug their shoulders, and, consequently, the teacher has to think about some other, additional measures that can restore proper order in the classroom.

Sarcastic tone. The method of scolding is quite acceptable for restoring order, which cannot be said about the sarcastic tone. Reprimand expresses a simple disapproval by the teacher of a particular act of the student. But the sarcastic tone, caustic judgments humiliate the feeling dignity students. It is possible that a sarcastic remark will make the student calm down. But it will also cause him an internal emotional protest and a feeling of resentment, which can serve as a source of more serious problems in relationships. By making such remarks, the teacher risks losing the respect of the students. Since nothing positive can be achieved with a sarcastic tone, it should be strongly avoided.

Frequent Poll. By asking questions about the material of the lesson to a student who is distinguished by talkativeness and inattention, you can quickly achieve the desired result - wean him from inclinations of this kind. Such a student very soon finds that in undisciplined behavior he has to answer the teacher's questions much more often. As a result, the student begins to monitor his behavior in the classroom more, becomes more attentive *.

* (The author's considerations raise a number of objections. In principle, the survey should not turn into a "disciplinary" measure. It is even more unacceptable that it serve as a punishment for negligence. In such cases, the survey loses its original purpose, loses its constructive didactic functions, and this inevitably leads to a decrease in the level of the educational process.)

From oral work to written. If a significant part of the class shows indiscipline, order can be restored immediately, it is only necessary to stop the oral questioning and offer the class a short written test on the topic of the lesson. As a result, the class instantly calms down. This technique allows the teacher to some extent insure against such disturbances in the future. Grades for an extraordinary written work, as a rule, will be lower than for the usual. After checking the work, the teacher can with good reason tell students that this is the result of their careless behavior. But don't give too much great importance these works when deriving final grades: it must be taken into account that the circumstances in which the tests were carried out did not allow students to show their true knowledge.

Consultations with parents. Very often a teacher can receive assistance from the parents of students in solving one or another complex and "chronic" problem, and this should not be neglected. But sometimes parents do not allow the idea that their children can violate school discipline. This is especially true for those who do not seek to meet with the teacher and do not attend parent meetings. Consultations with parents are useful both for themselves and for the teacher. Parents get a real idea about school affairs and the behavior of the child, while the teacher receives the information he needs to better understand the problems of a particular student. By exchanging information, both parties may come to a mutual agreement on specific forms of parental assistance to the teacher. And a student who knows about the close cooperation of parents and teachers becomes, as a rule, more accommodating.

In communicating with parents, the teacher should be as tactful as possible. There is no need to shame the parents, and certainly not to hint at their failure to fulfill their duty towards their son or daughter. In principle, the teacher's approach should be: "We have a common problem. What can we do to solve it?" Tact is especially important with those parents who believe that their children are incapable of bad deeds. Without finding the right approach to them, the teacher will inevitably face their indignation and refusal to cooperate further - despite the fact that we are talking about the welfare of their child.

Sometimes this or that problem of discipline can be solved very simply, one has only to threaten the student with calling his parents to school. The effectiveness of this technique depends on how high the authority of the parents in the eyes of the student. A curious variant of this technique was reported by an aspiring teacher who had difficulty with an undisciplined student. One day during a lesson in which the student did not show the slightest interest, the teacher inquired about his home address and, without stopping, continued to explain the material. After the lesson, the student asked the teacher what his home address was for. The teacher replied that the student's parents would be interested in learning about his behavior at school. The schoolboy began to beg not to tell his parents anything, promising to correct his behavior. The teacher agreed and got another exemplary student.

Group leader assistance. Each group has its recognized leader. This is especially true for teenagers, who sometimes blindly obey the authority of their idols and are ready to unconditionally follow them. If the teacher succeeds in winning over the leader certain group in the classroom, then his difficulties in work will noticeably decrease. You can enlist the support of such an informal leader, for example, by asking him for help in some daily activities that concern the whole class. Once having provided assistance, he will assist the teacher in subsequent endeavors.

It goes without saying that it is not easy to win over an informal class leader. The main way to do this is through face-to-face conversation, during which the teacher can respectfully refer to leadership qualities help your mentee and invite him to actively use them to help other students. Appeal to the student's self-awareness, along with recognition of his leadership qualities, can make him an ally of the teacher.

Insulation. Adolescents tend to strive to be their own in the group and recognized by it. Physical or psychological isolation from a group (class) is a very effective measure of pedagogical influence on violators of discipline.

During physical isolation, the student is usually seated separately somewhere in the last row, from where it will be much more difficult for him to attract the attention of classmates. It is useful to explain to the students that their friend was isolated for the reason that he interferes with the whole class, but as soon as the offender shows a willingness to maintain discipline, he will be allowed to rejoin the class.

In cases where two or more students sitting next to each other are clearly competing in discipline violations, they must be seated immediately. This can be done openly or imperceptibly - by transplanting not only them, but also some other students.

Using the technique of psychological isolation, the teacher allows the student to stay at his workplace, but ignores him and thereby excludes him from general activities. No questions are asked, no attention is paid to his attempts to participate in the work of the class, etc. This technique is effective to the extent that the student seeks the approval of the teacher * .

* (These considerations of the author are rather doubtful. Psychological isolation tends to have a negative effect on academic work schoolboy. This approach is acceptable only as an emergency measure of disciplinary action. Psychological isolation can be placed on a student for behavior that equally unacceptable both for the teacher and for the whole class as a whole. However, the very need to resort to this method of influence, as a rule, indicates miscalculations made by the teacher in previous work.)

Staying at school after school. This widespread form of punishment is only effective when the student's subsequent plans are disrupted. If a student rushes to a club after school, to football practice, or is late for a particular job, he will do his best to avoid actions that will entail an involuntary delay. But when a student does not know what to do with himself, this measure of influence loses all meaning.

It is recommended to take into account some disadvantages of this form of punishment. First, it creates great difficulties for students dependent on transportation. school buses. Secondly, the student may be deprived of the opportunity to participate in extracurricular activities which will do him more good than this kind of punishment. Third, it may jeopardize the student's part-time employment or interfere with household chores. In the end, the teacher himself turns out to be a victim of such punishment, for he, too, has to stay at school after school * .

* (The author wrongly considers leaving a student after school as a measure of disciplinary action, which is unambiguously "repressive" in nature. Meanwhile, leaving the student after the lessons, the teacher cannot and should not stop interacting with him. Leaving after lessons is possible both for the purpose of a special conversation with the student about his behavior, and in order to organize his additional educational activities. In any case, the main pedagogical goal there should be no punishment as such, but a constructive purposeful impact on the student. Resorting to this measure, the teacher should not emphasize the point of punishment. The teacher's actions and their perception by the student (and his classmates) should be subordinated to the main educational task: correcting the student's learning activity or behavior.)

Additional tasks. It is known that additional tasks should not serve as a punishment for bad behavior. True, there is an opinion among a certain part of teachers that such a measure of punishment is very effective, and therefore they strongly defend it. The danger in this case is that the student may form an association between schooling and punishment, and as a result, he will literally hate learning. However, proponents of this punishment argue that students dislike extra tasks too much, so they will behave perfectly in order to avoid them. Perhaps there is some truth in this, but in itself such a method is unlikely to arouse in schoolchildren a desire to work. The teacher who does not burden his wards with additional tasks for the sake of establishing proper order in the class acts more wisely.

Underestimation. A student's grade in a subject should be based on actual performance, not behavior. Of course, sometimes a presumptuous student can be pacified by the threat of underestimation, but this practice does not deserve approval, since it distorts the picture of the student's real cognitive achievements. If the teacher does decide to lower the mark, he will face a lot of problems. Not to mention the outrage of students, this measure is also fraught with the fact that the school administration and parents may require the teacher to explain such a decision, and this will not be easy.

Removing from a class. This measure is serious. It's like being expelled from school certain period. The only difference is that in this case we are talking about a ban on attending lessons not in all, but in one subject. Absent from the class, the student will naturally fall far behind. Therefore, the teacher can resort to such punishment only after exhausting all other methods of influence. Having decided on this measure, the teacher thereby demonstrates his inability to cope with the situation.

Under no circumstances should a teacher remove a student from a class without telling him what to do. If the teacher simply tells the student to leave the classroom, the student is likely to happily spend the time given to him. free time according to your own understanding. Instead, the teacher should require the student to report the incident to the school administration. As soon as the teacher is released, he is obliged to check whether his instructions have been carried out. It is recommended that the student be advised that they will only be admitted to the classroom with written permission from the school administration.

public apology. For a student, there is no greater humiliation than to stand facing the class and publicly repent of an unseemly misconduct. From the point of view of the teacher-student relationship, such an apology does not bring any benefit. The resentment smoldering in the soul of the student does not induce him to study. Perhaps, only in one case can a public apology be somehow justified: in a situation where a student insulted the whole class.

Corporal punishment. The method of "persuasion by force" causes unceasing controversy. In principle, this method should not be resorted to, because the problems that arise can be solved with the help of much less drastic measures. Nevertheless, one can imagine a number of cases when a teacher needs to use force: for example, you can decisively put a student out of the door who started a fight. Or to calm down a student who is behaving arrogantly and defiantly. The teacher also has the right to self-defense in the event of a threat to his safety from the student. Such cases occur infrequently, and a good teacher rarely encounters them.

The United States Supreme Court has upheld the legality of corporal punishment in schools if there are good reasons for doing so. Nevertheless, local authorities observe a certain foresight. Upon starting work, a young teacher should ask the administration if there is a practice of corporal punishment in this school district. In any case, it is better for the teacher to avoid them, since students and their parents, as a rule, resent such actions. In addition, there is always the risk of physical injury to a student, for which teachers can be sued. If a novice teacher believes that the problem that has arisen can be solved solely by the use of physical punishment (which is extremely unlikely), he should still consult with more experienced colleagues or with the school principal * .

* (The use of corporal punishment in American schools reflects such ugly social phenomena like the skyrocketing youth crime school age, vandalism, attacks on teachers. Under these conditions, teachers are forced to take measures to curb the aggressive behavior of individual students and even resort to self-defense. Solution mentioned by the author Supreme Court The United States on the permissibility of corporal punishment in schools is a forced official recognition of the inability of the American school to cope with acute social and pedagogical problems.

The following examples of disciplinary problems often occur in the practice of novice teachers * . With some of them, young teachers coped quite successfully. In other cases, the teacher only exacerbated the situation by approaching it incorrectly or acting with delay.

Class Conversations Help Restore Discipline.

Before meeting this seventh grader, I had been told enough about him. What I heard did not bode well. From various sources came information about the students as "stupid" and "future dregs of society." I would not like to mention other labels. Psychologically, I was ready to face the "monsters".

I will never forget my first encounter with this class. John kept talking. Greg didn't want to sit with Louise because she was, as he put it, "a slob." Joe wandered around the classroom whenever he felt like it. Ann liked doing hair styling and cosmetics much more than studying.

I tried all sorts of ways to get them organized and interested, but all in vain. It took me about two weeks to make sure that my methods were no different from those of previous teachers who worked with this class. I realized that if I want to achieve something by teaching this class, then I should think about some other approach.

After explaining my approach to the students, I assured them that we would discuss any topic they chose. Their delight was hard to describe.

During the time allotted for discussions, the students did most of the talking, and all I did was listen to them. Very soon, the behavior of the class changed dramatically in better side. We forced the program, invariably leaving time for conversations. Quite unexpectedly for myself, I found that they are useful for myself. We talked about everything: about pollution environment, drugs, historical events, the relationship between boys and girls is finally just about life. I still don’t know how much the students learned from the textbook, but I’m quite sure that they better than steel understand the realities of life. And it was clear that my students began to take their English lessons much more seriously. After all, all of them, without exception, actively supported the practice of informal discussions, which I was the initiator of. I still had some doubts about the correctness of my chosen course, but they all dissipated as soon as I received a letter in the mail from one of my "robbers":

Dear mister...

Your lessons are just great. For the first time I liked English. In this subject, I began to get higher marks. In your lessons we manage to do more than in others. I like the way we have discussions. I really hope you have a long and happy teaching career. Being in your class is a pleasure. I would spend days there.

Your student...

I understand that I did not perform any miracle, but this letter led me to believe that a path had been found to the heart of at least one of my students. Days full of exhausting work and despair were not in vain. I will miss this class so much.

The teacher's sense of humor contributes to the resolution of the disciplinary problem. I ran into Jerry during my first week of self-employment as an eighth grade English teacher. He sat lounging at the last table, entertaining himself and those around him. Colleagues warned me what to expect from Jerry, who had absolutely no interest in school classes, teachers, or the school itself.

Jerry's parents were called several times about his bad attitude to study. But they were convinced that their son was a model of virtue, and accused the teachers of petty nit-picking. Without the help of parents, the school's attempts to deal with this teenager were unsuccessful.

Jerry's bad reputation was known to everyone. But I decided that the opinions of other teachers should not influence my relationship with students. I didn't want any of the students to feel like they were being labeled ahead of time. And this happens quite often. In the lessons, I tried to give each student the opportunity to prove in practice what he is worth.

By the end of my first week with the class, all of the students except Jerry knew what was expected of them and were actively participating in the class. All students turned in their homework on time, worked diligently in class, and behaved very well. Everyone - except for Jerry. When I asked him to check homework, it did not turn out, or Jerry admitted that he did not complete the task. Calling him to answer, I had to explain what page we were on, what sentence we were analyzing, etc. Pretty soon it became obvious that Jerry understood the material perfectly, but simply did not want to work. It occurred to me that if Jerry was treated like a first grader, calling him more often in class, he would become thoughtful and begin to overestimate his behavior. But I was wrong. Having applied this method several times, I was forced to abandon it, since it required a large and completely waste of time.

Then I tried to act differently. The school introduced a system of so-called negative points for the negligent and undisciplined. The number of negative scores was recorded on information cards for parents to give them a clear idea of ​​their children's behavior. But for Jerry, collecting negative points turned into a real hobby, there were already more than 150 of them. Realizing that an extra five points would only add to Jerry's pride in his "collection", I decided not to use this method and tried to leave it after the lessons. But it turned out that he already had to "sit out" at school for several weeks in advance - for misconduct in the lessons of other teachers.

Towards the end of my second week on the job, an event occurred that completely changed my relationship with Jerry. I was at the back of the classroom as one of the students answered, and I saw Jerry pop a pill box into his mouth. He blew into it, making a heartbreaking sound as he did so.

The student finished answering, and I stood and watched Jerry. He tried to discreetly hide the box in the table. Suddenly, the whole incident struck me as comical to the extreme. Instead of a reprimand, I burst out laughing, remembering that I myself had done pretty much the same thing just a few years ago. Laughing, I asked the guy to demonstrate to the class how he manages to produce such inimitable sounds. Jerry didn't have to wait long. The whole class laughed, Jerry laughed, and so did I. After a while, the laughter died down and the class was ready to continue their interrupted work.

From that day on, Jerry seemed to have been replaced. He handed in his homework on time, actively answered the Lessons, his behavior improved noticeably. Jerry's answers were not always correct, but the attitude to the matter clearly changed.

A heart-to-heart talk with a disciplinarian. Before class, I usually spent five to seven minutes tidying up. I had to turn to shouting to restore discipline. But as soon as I started the lesson, there was a subtle hum in the classroom, the source of which could not be identified. Guessing that this prank comes from one or two students, and then picked up by the whole class, I decided to transplant several students. But that didn't help as much as I expected.

A few days later, I finally identified the instigator. It turned out to be a tall guy who looked older than his years. He was a repeater, and the whole class perceived him as a "hero". It turned out that this student can not stand the school and wherever he appears, he sows confusion. One of my colleagues suggested that corporal punishment - the only way dealing with this guy. However, I did not want to resort to such a measure of influence. In the depths of his soul, there was a hope that he could be brought to reason in another way.

As soon as this student violated discipline once again, I loudly called him by name and reprimanded him in front of the whole class. The guy calmed down somewhat, but then began to refuse to answer. A few days passed, and he again took up the old. Nothing has changed even after he was moved to another table. I almost despaired, but still decided to talk to him face to face. It looked like this:

Look, buddy, I don't know what's the matter and why you're acting like this. But I can say one thing: no matter how hard you try, I will do the work entrusted to me. If you don't like being in school, well, it's up to you. But you still have to finish your studies to the proper age, so you might as well behave more decently. If you don't want to work in a class - well, you're free to do it, but don't interfere with others with your conversations. I have no intention of discussing this subject with you again. From now on, I hope you stop disturbing the class. I spoke to you like man to man. I believe that you yourself will draw the necessary conclusions from our conversation.

In response, I heard:

Goes. The class will be quiet, but I'm not going to study. Work or not work - the rating will not be higher.

I promised that everything would be fair on my part and that in any case he could count on a well-deserved assessment. Already at the next lesson, he behaved excellently, but did not begin to answer a single question put to him on the topic of the lesson. I kept calling him in every class. Finally, he began to answer, but at the same time he was incredibly embarrassed: it was difficult for him to part with his former role, and he did not want the class to suspect him of a weakness of character. Gradually, however, the student became involved in the work and even raised his hand during oral interrogations. I continued to be strict and firm with him, but I never missed an opportunity to praise him if he deserved it. I think that these praises inspired him. Ultimately, the results of working with this guy brought me the most satisfaction.

Application corporal punishment in order to restore discipline. Colleagues warned me in advance that the fourteen-year-old Donald is a mischievous and wayward teenager. He did not care about teachers and schoolwork at all, he was not even interested in sports. At breaks, he fought and "sorted things out" with other guys. Donald was lounging in class, yawning every now and then. It has only been one week of my work with the class, and he has already made it a rule to give caustic remarks at the answers of his classmates. I reprimanded him, then reprimanded him, but Donald continued to be outrageous. To draw additional attention to his person, for example, he began to buzz or drum on the table with a pencil.

Teachers who had to deal with Donald admitted that all their efforts were in vain. The school psychologist, for his part, informed that, judging by the intellectual and personality tests, Donald is normal in all respects, but home conditions contribute to the boy's poor academic performance and his emotional imbalance. As a widow, Donald's mother has to work two jobs to provide for her family. The psychologist suggested that with age, Donald would lose the need to attract the attention of others.

After thinking it over, I came to the conclusion that Donald needs a strong male influence. The use of force is an extreme step, but in this case, in my opinion, it was necessary.

As one of the students answered, Donald, as usual, interjected with his sarcastic remarks. Leisurely approaching his table, I gave him a resounding slap in the face. The boy was frightened, he was stunned and did not utter a word. Meanwhile, the survey of students continued. Until the end of the lesson, Donald sat motionless.

Since that day, the student has definitely been changed. He actively participated in the work of the class and even expressed a desire to decorate the classroom for the Christmas holidays,

Discipline in the classroom in the biology classroom. Special meaning the question of discipline acquires during laboratory classes. Taking proper precautions can be very important for the safety of both the students and the teacher. But despite my detailed instructions, some of the students clearly neglected them.

Sterilization of soot in an autoclave is a dangerous procedure. Our autoclave was not automatic, so it was risky to keep the pressure close to the limit. When the pressure gauge needle reached almost the maximum mark, we removed the autoclave from the heater, thereby allowing the pressure to drop somewhat. After that, the autoclave was again placed on the heater. Without taking certain precautions, the entire sterilization process, which lasted half an hour, was fraught with potential danger. The college-oriented group acted very cautiously. But the rest needed an eye and an eye, and they behaved as if they set out to blow up the office.

One more case. Students were interested in establishing their blood group. However, even here problems arose: many did not want to have blood taken from their finger. One fourteen-year-old boy was so frightened that he flatly refused the procedure. Looking at his comrades, he turned white as chalk. The complete opposite of him was another student who was eager to demonstrate his courage to those around him. It was not enough for him to prick his finger, and he famously cut himself just above the wrist. The cut was not deep, but the bleeding did not stop. I had to send the guy to the school nurse for bandaging. Meanwhile, at the sight of bleeding, some schoolchildren went into a panic. Therefore, there was nothing left but to stop laboratory research for some time.

In my practice there were also such "bright" moments. One day a boy asked if I would like to see what he had in his sports bag. "Of course," I replied. The boy reached into the bag, pulled out a one and a half foot snake and began to swing it. The girls were frightened to tears, and I, without choosing the means, sent the "mischievous" to the director of the school, just to get rid of the creeping creature.

One of the intractable problems when working in the laboratory is the desire of students to experience everything for themselves. And this despite the warnings about the possible danger.

In general, there are many problems that a biology teacher has to face during laboratory classes. Here are just a few of them. Students work on experiments together. This creates two problems: a) students talk loudly, they constantly need to be pulled up; b) often one student works for two, while his partner is idle.

Some students have persistent allergies to various embalming compounds. Even mild form Allergy to these compounds is expressed in redness of the skin, the formation of swelling, in the abundant release of tears.

Many students find working with samples disgusting. In the biology classroom, the most common complaint is: "Well, that's disgusting! I'm not going to touch this. The smell alone is worth something!"

The teacher is not interested in the true motives of the student's behavior. As a rule, the teacher has to deal with many curious characters. I was particularly interested in one student named Mike. I noticed from the very beginning that he kept himself closed, away from the rest of the class. He came to school alone, left it also alone and did not make any attempts to get closer to his classmates. Naturally, I was interested in what caused his so obvious desire for solitude.

Over the next few days, I discovered that this teenager was crying a lot. The students, of course, who knew about this weakness of his, teased the guy with a "cry-baby." This aggravated his already depressed state and made him cry even more.

I decided to have a chat with Mike after class. He explained that classmates bully him because of his tearfulness. Convinced him that endless tears are more suitable for a baby, but not for a high school student. I also asked him if he saw any of his classmates ready to cry at the slightest provocation. "I didn't see it," he replied and promised to end the tears.

For a few weeks all was calm. But one day, when I discovered that Mike was using cheat sheets when doing his test, I gave him a stern suggestion in front of the whole class. Unable to stand it, Mike burst into tears. I again had to remind him of the need for self-control.

Shortly after this incident, during a discussion of the play "Julius Caesar", it turned out that Mike was reading an illustrated magazine and was not following what was happening in the lesson. As if nothing had happened, Mike said that he managed to read this play in advance. I asked him if he understood its contents well. "Of course," he replied proudly. I had to ask a few additional questions to prove to him how badly he knows the material. I embarrassed him in front of the whole class, and his eyes filled with tears again.

After class, we had another conversation. I asked him if he did the right thing by reading a magazine during class. With a guilty air, he admitted he was wrong. As for tears, I advised him to grow up and accept criticism without unnecessary emotions, since anything can happen in life. I think I helped my student.

Fight between schoolchildren. Ronald and Thomas were in the class where I taught English grammar. Both were sixteen years old, and for lack of vitality they didn't complain. Their behavior in class left much to be desired, and this often compelled me to vigorously call them to order. It was especially difficult for me during the first month of independent work.

One day, when several students were working at the blackboard, and I was studying with the rest in the field, suddenly there was noise and confusion. Thomas and Ronald grappled! Without dividing a piece of chalk, the guys lost control over themselves.

I rushed to the fighters and, firmly grabbing their shoulders, dragged them away. Since this was the first time I had encountered such a situation, the only thing I could think of at that moment was to separate the guys to a safe distance and let them calm down.

I ordered the fighters to take their places. But it was necessary to decide what to do with them in the future. It was possible to send both to the headmaster's office. But I understood that this measure is extreme. And then I asked the guys to be men: shake hands and apologize not only to me, but to the whole class.

By that time, the boys were already more embarrassed than angry, but to apologize aloud to everyone seemed humiliating to them. To help them get out of this difficult situation, I noticed that not the brave one who loses his temper and uses his fists, but the one who manages to publicly apologize for his unworthy behavior, climbed up with courage, the brawlers turned to face the class and bashfully exchanged handshakes. After that, the guys apologized to me and to their comrades.

Since that day, both have behaved impeccably. It is possible that in this particular case the cure turned out to be much bitterer than the disease itself. Perhaps this was precisely the deterrent that prevented further antics from both Ronald and Thomas, and from other students.

The girl is afraid of teachers. At the very beginning of my work, I noticed that Susan was incredibly afraid of the teacher who supervised me at first. The girl turned to the counseling school psychologist for help, who made the smart decision to arrange a meeting between Susan and this teacher in his presence. The purpose of this meeting, according to the psychologist, was to help the girl look at the teacher with different eyes, to see in him a personality and, at the same time, a teacher who takes a sincere and interested part in her fate. The success of this meeting exceeded all expectations. Susan's attitude towards her teacher has completely changed. And then I was unpleasantly struck by the thought: although everything was settled with my colleague, the girl had yet another conflict in the near future - this time with me.

When I finally accepted the class, Susan treated me with courtesy and respect. But less than a week later, it turned out that the girl was afraid of me no less than that very teacher. Apparently, some features of my appearance or behavior made her afraid. I am tall, speak loudly, and have an authoritative manner, but I always thought that my appearance and my behavior could inspire respect, but not fear, on the part of students.

At the end of my second week at school, I was visited by a teacher from the college where I studied. Among other things, he noted that my manner of behavior frightened even him. Shortly after class, Susan approached me and said that she was afraid of me and that my teaching style seemed too harsh to her. I replied that I apologize if I scared her, and assured her that it was unintentional. Susan seemed to believe my words.

However, during my first test in this class, another incident happened. Susan was clearly more preoccupied with her emotions than preparing for the written test. As a result, only 25 percent of the correct answers were accumulated in her work. Needless to say, she was upset. After the call, I assured Susan that this was just one test of many, and that one failure meant nothing. I did my best to console her by mentioning that all people make mistakes. Otherwise, why, one wonders, do they attach erasers to pencils? Reassured by my playful tone and sincerity, Susan left smiling.

After the next test, Susan had something to be happy about. She scored 85 percent correct, and the girl's face beamed. After class, I casually asked Susan if she was still. she is afraid of me. "Of course not," she replied with a laugh. Needless to say, how happy this made me. More proof that high grades can only make a student better. After all, nothing inspires more than success.

Susan also had other problems at school. During a car workshop, she crushed a school car on a bus. The inevitable ridicule of classmates followed, and the girl was already depressed by what had happened. I had to ask the schoolchildren how they would feel if they were Susan, and my words hit the mark: the ridicule stopped.

Another time we were discussing the role of religion in American history. Susan stated emphatically that she was an adherent of transcendental meditation, and all other religions that were talked about at school were "real nonsense * ". The class literally exploded with indignation. Several of the students brought Susan to tears with their ridicule. I had to remind them of freedom of religion.

* Transcendental Meditation - focused self-immersion in order to turn off the rational mind. It is practiced in Eastern mysticism (yoga, Tibetan Buddhism, Zen Buddhism) as one of the techniques supposedly helping to achieve mystical "enlightenment of the spirit", "enlightenment". Along with other elements of Eastern mysticism, transcendental meditation has attracted the attention of some American youth, representatives of the American intelligentsia, in recent years. In socio-psychological terms, the passion for transcendental meditation acts as an attempt to create a separate inner world of the individual, cut off from the surrounding reality, and thus as a means of avoiding acute social problems, an illusory escape from reality.

Toward the end of my work with this class, Susan's outlook became even more favorable. Her peers treated her kindly, and she did well. She completed my course with a "good" grade. Just before I left, Susan came up to me and told me that I was a great teacher and that she had learned a lot from me. I will not lie, it was very pleasant for me. Thanking Susan for her kind words, at the same time I noticed that this is also her merit, since she successfully overcame many difficulties that prevented her from studying well.

From this story, I concluded that the relationship with the teacher may be the source of students' difficulties. I myself have become a more thoughtful teacher during my time at school.

Able student and "difficult" class. Even before the start of the course world history I was warned that my future class for the most part consists of desperate buzzers of the tenth grade. The principal of the school informed me that, as an experiment, they were assigned to separate group. In previous years, these violators of discipline were evenly distributed among classes, which caused a lot of anxiety for teachers and students. The director thought that in the same group it would be easier to deal with them. Thus, there were twenty-nine boys and five girls in the class.

It was obvious that there were more than enough reasons for the ugly behavior and bad studies of my wards. In fact, they had absolutely no interest in schoolwork, and if they wished, they would no longer be able to work, as required in the tenth grade. The main one was their lack of stable reading skills. In addition, there were stutterers in the group, and two schoolchildren had a hearing impairment. Because of the unwillingness or inability to work in the classroom, my students had fun as best they could.

I drew attention to John, because he clearly stood out against the general background for his ability to read well. However, he could not answer the questions put to him, or rather, as it turned out later, he did not want to answer. At first I assumed that John was embarrassed, but after observing his behavior, I discarded this version. In the classroom, he often chatted with neighbors, completely ignoring everything that he was supposed to do. The guy seemed to be seeking approval from the main group of disciplinarians. This worried me.

After talking with the teacher who oversaw my work, I found out that John is a capable guy, but his energy needs to be directed in the right direction. I had to call a teenager for a face-to-face conversation. The conversation was candid. In doing so, it turned out that John had never had difficulty in the course of world history. I informed him of the information he received recent times unsatisfactory grades, warning that his further buffoonery will end badly. In response, I heard that he was acting without malicious intent - having fun, and nothing more. At the end of our conversation, John promised to try to improve things a little.

But the very next day it became clear that all these were just empty words. He behaved still defiantly and barely received a credit score. It seemed that this would serve him as a good warning and he would finally really get down to business. But the guy only lasted a few days.

I asked my curator to speak with John. It didn't give any result. Repeated warnings followed from my side. I had to move the student to another table. I knew that I would be forced to resort to extreme measures. Finally, John's behavior deteriorated to the point that I removed him from the class and sent him to the director. The principal expelled my student from school for two days.

The next day, John's father called me and asked what was the matter. I explained the situation. Thanking for the information received, he promised to do everything to rectify the situation.

After returning to school, John seemed to have been replaced. Instead of trying to impress a group of the most hardened disciplinarians, John began to actively communicate with a classmate who studied well, to participate in class discussions on the topic of the lesson. It was nice to observe the behavior of a student who until recently refused to answer the teacher's questions. Now he himself bombarded me with questions, while showing a genuine interest in the classes.

Apparently, the two-day exclusion from school served as a bitter lesson for the student, but in this case it was simply necessary. John's example served well for several of his other classmates, who had previously not been distinguished by diligence in academic work.

Sincerity and firmness. At school, I was offered to try my hand at a "difficult" class in order to enrich my pedagogical experience. Having taken this class, I immediately discovered my professional unpreparedness. Although there were no obvious excesses, there was always a muffled hum in the auditorium. The students frankly ignored me, they were indifferent to whether I was in the room or absent, talking or silent - they talked for their own pleasure. I could only draw attention to my person by shouting.

What was I to do? I tried, standing in front of a seated audience, to draw attention to myself with my icy silence. It didn't work out. I used verbal remarks - also to no avail. Then I asked for advice from my curator. She was unable to advise anything, but offered to observe the students in my lessons. I refused, because to accept such an offer was to admit my own defeat.

One day, in desperation, I announced that I was assigning a written assignment that everyone was required to turn in at the end of the lesson. The chatter continued. I lost my temper and let the class know what was to be done tomorrow. control test.

On the same day, I had a chance to talk with a student from this class who needed my help in preparing term paper. With that done, we started talking about bad discipline in the classroom. I did not hide my concern, and then the student very politely let me know that I was trying with all my might to give the impression of a petty, picky person. The class is well aware that this is far from being the case. Why don't I stop playing this thankless role? Instead of scolding and giving extra assignments as punishment, which only arouse a feeling of protest in the class, wouldn't it be better to simply and directly state: if the noise does not stop, the class will have to be transferred to another teacher. I thought that this idea was not bad. And at this stage, I probably had nothing to lose.

The next day, I had a frank conversation with the class. Everyone listened to me, feeling the sincerity and necessity of my words. Nobody uttered a sound. All this time I stood at my desk and spoke quite calmly. I said that it couldn't go on like this anymore. I don't want little robots sitting in orderly rows, but I don't want disciplinarians either. I offered the students several options for further relationships. First, discipline violations are immediately followed by a written test and additional homework assignments. At the same time, I explained that I would not want to resort to such a method of influence. Second: I transfer the class to another teacher. Yes, this is tantamount to defeat and recognition of professional incompetence. But if need be, I'll go for it. And finally, the third: forget about old grievances and start all over again. I suggested that the schoolchildren elect their own representative, weigh everything carefully and through him inform me of the decision taken by all.

The delegate was elected without further ado. For a while there was an exchange of opinions in the class. The decision was unanimous: to forget past grievances.

Since that day, I have had no difficulty in working with this class. In my opinion, he has become exemplary.

Cheat sheets and tests. Julie seemed like the most ordinary student to me. With everyone she found mutual language and well adapted to the group. However, a clear instability in her behavior was soon discovered. Today she is the very charm, diligence, desire to help others and work herself. Literally the next day, she becomes impudent, lazy, unfriendly. The girl's abilities were above average, but Julie did not always use them.

One day, while doing a little written test, I noticed how stubbornly Julie peered into her palm. I quietly approached her desk and saw in her hand a tiny piece of paper with notes. Julie didn't see me. I remained silent for the time being.

Considering good academic performance girls, I decided not to make remarks to her in the presence of friends, but to talk with her after the lesson in private. When I asked if the material was difficult for her, I received the expected negative answer. Doesn't she think in this case that instead of preparing cheat sheets, it is much more useful to spend time on real study? Julie agreed with me.

Since then, she could not be blamed for anything. But at first, I thought that her excellent work in the classroom was the result of Julie regarding the ill-fated cheat sheet incident as a threat on my part. Then I ruled out such a possibility: two months passed, and the incident was, of course, forgotten.

This case allowed me to draw certain conclusions.

First of all, never rush. It is better to discuss the problem with the student in a frank conversation than to immediately resort to severe punishment. If I put on a "performance" starring Julie in front of her classmates, things might take an undesirable turn. Such an approach could only embitter the schoolgirl.

I am sure that the change in her occurred because she realized that I sincerely seek to help her and treat her, probably better than she deserves. In a word, she began to trust teachers more.

Julie's diligence was my reward, and I thought proudly that I had a share in this auspicious ending.

Prejudiced attitude of teachers towards a schoolgirl. Ann has been studying for the second year English language in the college preparation group when I started working at that school. On the first day, she caught my attention by staying away from her classmates. I asked the senior teacher what caused such self-isolation. He explained that Ann had come to class with a claim to leadership. For several days, I observed Ann's behavior with particular attention. In class, she was passive, but if she was called, she answered excellently.

After reviewing Ann's current grades, I was very surprised. She failed in any subject. Behavior scores were also bad. The solid answers in the class clearly contradicted such a low academic performance. But all the teachers believed that Ann was distinguished by indifference to her studies and lack of diligence.

Turning to the personal file of a schoolgirl, I found that up to the present school year Ann's grades were high. Corresponding records testified to her emotional balance, good physical health and the absence of any troubles in the family.

I decided to have a frank talk with Ann and asked her to stay after class. I stated that she could potentially study brilliantly. Why shouldn't she fix the situation? Ann told me candidly about the apparently biased attitude towards her on the part of teachers. It all started with biased information from one of the teachers about her behavior in the classroom. What is the point of trying if all teachers see it as "imagined". I did not argue, but suggested that Ann start our relationship with a "blank page". I also said that in my lessons her success or failure would depend only on her. Finally, I tried to convince her that it wasn't teachers' grades that gave her job satisfaction, but a sense of pride in her own accomplishments.

The response to the interview was very positive. I tried to involve Ann in the general affairs of the class and did not miss the opportunity to praise her when she deserved it. Her grades have gone up significantly. The most important achievement was her keen interest and participation in school life. Ann had no equal in class when discussing literary works. She delved into the very essence of the issue, subtly understood the enduring values ​​of the English language.

Not judging a student based on preconceived information is what I learned from this story. It was a great pleasure to watch how from a passive student Ann turned into an active participant in all events in the life of the class.

Aggressive schoolboy and overprotective maternal. In my classes, Frank constantly violated discipline. He was constantly talking with neighbors, his legs did not know peace, textbooks kept falling off the table, in addition, he sent notes to all parts of the classroom, distracting students,

Reprimands, private conversations, leaving after class - no effect. The last thing left for me was to send Frank to the director.

After reviewing the student's personal file, I found that for a number of personality traits he had far from favorable characteristics. He had extremely low final grades for the last school year, besides, in the seventh and eighth grades he was a repeater. He was regularly removed from the class for poor discipline, but each time Frank's mother apologized for him and assured that this would not happen again. Along with this, she made it a rule to write excuse letters to her son about unfulfilled homework. And once she accused teachers of unfair treatment of her son, allegedly because of his religious beliefs.

There were other unpleasant moments: for example, Frank twice started brawls with classmates. And in each case, they were separated by one of the teachers who reported Frank's threats to kill the opponent, accompanied by streams foul language. Frank was also known to smoke marijuana.

Finally, the director persuaded his parents to send him to a children's treatment center, where he received appropriate psychotherapy.

The treatment center, in turn, regularly informed the school about how Frank's treatment was going. During the surveys, it turned out complete dependence Frank from her mother, which took the most extreme forms. His mother put him to bed, got up in the middle of the night to take him to the toilet. He showed almost complete helplessness in any purposeful actions if his mother was not around.

Naturally, he had difficulties in communicating with classmates. He was teased, and he retreated deeper and deeper into himself. The problem worsened even more when Frank's parents began to prevent his contact with classmates.

During treatment, psychiatrists found out that Frank was extremely interested in vocational training, in particular cooking. The director convinced parents of the need to combine high school education with vocational training. Frank's aggressiveness towards teachers has decreased. But in relations with classmates, everything remained the same.

Although I did not take part in the fate of Frank, but I would like to know how things will go on for him at school, and indeed in life. Personally, I was ashamed that at school the guy was not helped earlier. It was obvious to me that Frank's mother also needed qualified psychiatric help for a long time.

Dislike for the teacher. I had just started work in the ninth grade when I noticed a student in the fourth row at the third table. He grinned endlessly, letting me know with all his appearance that as a teacher I did not suit him.

I asked the student to stay after class. Asking what he was dissatisfied with, he heard: "Nothing." Does he like our lessons? - "Of course." I understood that he was telling a lie, and said that I no longer wish to endure his antics. This ended the conversation.

And although in the future this student refrained from making contemptuous comments about me in the class, nevertheless, with all his appearance, he let me know: I, too, the teacher turned up! I often called him, but did not hear the right answers. He had a full set of failing grades in the magazine. But this circumstance did not bother my ward at all.

Nevertheless, the student performed all the assignments related to extracurricular work impeccably. He was so excellent at doing business that I expressed my gratitude to him, while wondering why he should not be equally diligent in his studies. Embarrassed, he replied that high school students had repeatedly told him that novice teachers "think they know everything better than anyone" and that he should take them less seriously.

We talked for a long time. I drew his attention to the fact that older students sometimes incite younger students to do things that they themselves consider too risky.

Obviously, my words had some effect. I am pleased to state that this teenager works diligently in the classroom, and I think he liked at least one novice teacher.

The teacher's awareness of his mistake. Three students were absent from the class during the test conducted the day before. Upon their return, I gave each of them a copy of the test. I invited two students to sit in the back rows. The third one, Bill, was seated in front of him. Having finished yesterday's business, I started the lesson. After a while, it became obvious from Bill's expression that he couldn't cope with control questions. He was disturbed by the discussion going on in the class.

My voice is quite loud, but in this situation I could not do anything. Lowering your voice meant depriving the schoolchildren, who were sitting far away, of listening to me. At the same time, I couldn't move Bill back to those two. It was desirable to minimize the possibility of cheating.

Fifteen minutes passed. I saw how great Bill's irritation was: with each new word I said, the student's face was more and more filled with color. Finally, he could no longer hold back.

Will you ever shut up? Bill burst out.

I was stunned. I never expected anything like this. It was necessary to remain calm. I asked clearly and firmly:

What did you say, Bill?

He realized that he had blurted out too much, but he could no longer retreat and clearly repeated:

Will you ever shut up?!

I took his test paper from the table, tore it in two, and kicked Bill out of the classroom. The thirty-five other students watching this scene should be remembered. I couldn't risk my authority.

When I escorted Bill out of class, he looked scared. Near the door, the student asked, stammering:

But what about the control?

I believed in my rightness and unwaveringly proclaimed in front of the entire audience:

The only thing you will have to control in the future is blood from your finger. Get out!

At that moment, I thought I was great.

All the time left until the end of the lesson, I had only to be surprised: there was dead silence for thirty-five minutes. To some extent it was a record. But this oppressive silence was not to my liking.

After that, I realized that the style of a tough and stern teacher does not suit me at all: my character is not the same.

I wanted the class to support me. There was a day left before the next meeting with the students, and during this time I had to work out the only correct plan of action.

But I never managed to do it. The bell rang and I walked casually into the classroom. Silence fell immediately. Looking around the students, I found Bill sitting at his desk. He no doubt expected to be kicked out of class again. What was I to do? I opened my folder, took out a test and handed it to Bill with the words:

Hold on, Bill. Good luck. Bill thanked him politely.

I looked at the class. The students smiled. The decision I made turned out to be the right one.

After the story with Bill, I had no more worries with this class. I, on the other hand, learned a lesson of sorts and truly appreciated the benefits of open-mindedness and generosity.

Unsuccessful actions of the teacher. Despite my unsuccessful attempts help Joe, it is advisable to tell more about this case.

Joe is one of nine children in the family. His father never had enough time to establish good relations with his son. The mother genuinely loves Joe and takes a keen interest in everything related to his well-being. His older siblings are in good standing at school. One of the older brothers is an excellent student in college. The younger children in the family, however, are very reminiscent of Joe: they have nothing to brag about. According to Joe, the younger half of the family "turned out to be unsuccessful."

Joe is sixteen years old and new to this school. Until now, his high school saga has been reduced to frequent transfers to one or another public or private high school in the district. This perhaps explains his unsatisfactory reading skills and unnecessarily long stays in different classes.

Sometimes first impressions are deceiving. But as far as Joe is concerned, it was completely confirmed. On the first day of my work with the class, I immediately drew attention to his appearance. His hair was long and unkempt. The shirt was unbuttoned to the waist, the trousers looked like they were playing football. The shoes have not been cleaned for ages. In a word, Joe looked extremely unattractive.

That same day, I ran into Joe in the school cafeteria. He approached me, smiling broadly, and began to question me in detail about my life. I thought it was a good start, but I was wrong. By the end of the first week of our acquaintance, it became clear that Joe viewed our relationship as friendly. Every day he looked for me in the cafeteria, familiarized himself, calling me by name. Joe followed me around and, if I did not pay attention to him, immediately began to behave rudely and defiantly. I had to convince the guy that I was not fit to be his friend, although I consider myself his friend. This turn did not suit Joe. He wanted to convince everyone that he had "own" relations with me.

From conversations with other teachers and school psychologist it turned out that Joe attends school irregularly and, moreover, as a rule, is late for the beginning of classes. He behaved irresponsibly and extravagantly. It was rumored about Joe that he drinks and uses drugs, because of which he has already got into the police several times. The guy made dates with his peers and older girls, boasted everywhere of his victories. Most believed in his stories. He rotated in the company of his own kind, was involved in various incidents on the roads. One day Joe showed up to class thoroughly beaten, covered in cuts and bandages. During breakfast, he told me how the day before their company had been drinking and having fun, driving around in cars. I told Joe about possible consequences alcohol abuse, but in response I heard that drinking is a pleasure for him. Classes at school went on as usual, but Joe did not show the slightest interest in any subject. His progress was extremely low, and he did not pass the three main disciplines at all. The situation was hopeless.

Undisciplined student admits defeat. After two weeks of preliminary observation, I accepted a class where I was to teach biology. Everything went smoothly for a week, until Lisa, who seemed quiet to me, began to arrange various antics. Not a day passed. so that she does not violate discipline: either she launches paper airplanes from her desk, then, having crumpled pieces of paper, she throws them at students, then, after sketching cartoons, she sends them around the class.

In the first days of work, I tried to resolve the conflict in a kind way. Convinced that her behavior was only getting worse, I was forced to move Lisa to another table. My actions caused her extreme indignation. In the middle of the lesson, she suddenly began to buzz, whistle, etc. In response to my remarks, she only smirked and, after sitting calmly for a few minutes, again began to act outrageously.

On the day we had our final showdown, Lisa showed up to class with a miniature harmonica. To play on it, Liza chose the most crucial moment of the lesson. When I took the harmonica away from the girl, Liza began to argue with me furiously. I had to send her out of class.

A few minutes later, the teacher who supervised my work came into the classroom. I told him what had happened and he explained the situation to me. It turned out that Liza spent the whole summer in a correctional institution, from where she was released, allowing her to attend school. At the same time, Lisa was warned that if her behavior at school did not improve, she would have to go back. Upon learning of this, I decided to scare the girl. At the same time, I understood very well that one should not resort to extreme measures: a correctional institution is not a way out of the situation.

The next day, Lisa came to class as if nothing had happened. But in less than ten minutes, she began to sort things out with her neighbor. The schoolgirl replied to my remark that I should not interfere in my own business. Once again, she had to be kicked out of the classroom, but this time Lisa was told that she would not be allowed to attend classes until she presented written permission from the headmaster. Confused, Lisa tried to say something, but I closed the door and continued the lesson.

A few minutes passed, Lisa knocked on the door and asked me to go out into the corridor. Breaking into tears, she said that she would try her best not to violate discipline - so long as she was not sent to a correctional institution.

Language laboratory and problems of a special kind for the teacher. My work as a teacher began with teaching Spanish. I had enough enthusiasm, but soon I was discouraged.

All my troubles came from the language laboratory. Working with tape recorders did not create any particular difficulties, but as soon as the class was switched to another type of educational activity, events took a bad turn.

There were thirty booths in the classroom, in which the students literally drowned. Despite the fact that my desk was located on a slight rise in front of the booths, I did not see the students, and they did not see me. Even when I stood up to my full height, I could only see the tops of their heads. In addition, the cabins were distinguished by excellent sound insulation. So it was very difficult for me to communicate with the class.

In such a situation, problems of maintaining discipline inevitably arise. If I was not around, the schoolchildren were left to their own devices. Knowing that the teacher did not see them, they did anything but learn Spanish. Some looked into neighboring cabins, chatted, laughed, passed various objects around the office. Others played with the equipment, ripping wires out of headphones or sticking pencils into microphones. Some painted the cabin walls. In short, the students were testing my patience with everything they did. Sometimes I broke into a scream.

But my troubles didn't end there. Three boards hung in the office. One in front of the classroom, and two on the side walls. It was impossible to see the front board from the back rows. To see the sides, the students had to move chairs or stand up - after all, they were prevented by the partitions of the cabins. There was noise and bustle.

I did my best to deal with such troubles. I tried to speak louder to overcome the soundproofing of the cabins. At least now the students could hear me. My voice "sat down" when I had to speak for a long time. I asked those who answered to stand up so that their comrades could hear them. In addition, I instructed the students sitting near the blackboard to correct the writing mistakes of their classmates. During the lesson, I patrolled throughout the classroom, checking the diligence of my charges.

I had enough problems without it, but my curator complicated the situation for me even more. The fact is that the tapes we used clearly corresponded to the textbook. The students listened to the recording, then repeated the sentences in chorus in order to better master the pronunciation. After some time, it became clear that the students were tired of working with tape recorders. I decided to get permission to introduce additional oral exercises without the use of technology and offered to diversify classes. In my opinion, one day a week should have been dedicated to playing and exercising. In this case, students would awaken interest in learning Spanish, would have a desire to learn better. But the curator insisted on using only tapes. Unfortunately, he was not a supporter of gaming methods in teaching a foreign language. As a result, I had to give them up.

A graduate sows confusion among the younger ones. For some time I watched from the sidelines the work of an experienced teacher, whom I was to replace. Everything in the class went smoothly. Perhaps for the reason that the colleague was very strict, he was an implacable fighter for discipline and diligent study. He set the tone for the work of the whole class, and I remember thinking that it would be nice to be in the role of his successor. There really were no problems when I gave lessons in the presence of this teacher. Finally, I was given complete independence in working with the class. It was then that Brian, a charming and tall young man, made it a rule to be late for lessons. At the same time, he loudly opened and slammed the door behind him, exchanging words with everyone on the way to his table. He could get up in the middle of the lesson and sharpen pencils, talking with classmates. At first I was a little timid and did not know what to do. He continued his studies, pretending that nothing was happening.

I hoped that Brian himself would refuse such behavior and stop drawing attention to himself, but this did not happen. Not knowing what to do, I decided to seek advice from my experienced colleague. But at the same time, I didn't want to give the impression that the matter was so serious. Who wants to be thought of as a failed teacher? I presented the problem as a minor one and asked him to speak about Brian.

The information I received allowed me to understand and explain his behavior much better. First, Brian is the only graduate in my Spanish course*. It is likely that he decided to assert in the eyes of his younger classmates the right to privileges available exclusively to him. Secondly, Brian's parents worked as teachers at this school. Thanks to this, he also claimed a special position. Third, Brian was considered a potential college student**. He viewed the remaining months of high school as mere formality. I was also able to find out from the students that Brian is generally not too fond of novice teachers. And since he was much taller than me, he believed that, if necessary, he could easily grind his teacher to powder.

* (The study of any optional subject (in this case, Spanish) can be carried out in groups formed from students of different grades.)

** (Most higher education institutions in the United States require applicants to pass entrance exams along with a high school diploma. However, as a rule, colleges and universities do not conduct exams themselves, but use the services of a special organization - the Council for Entrance Examinations to Higher educational establishments(College Entrance Examinations Board). Students who wish to enter a university (usually students of an "academic" profile), before the end of the school year, take tests for a fee, on the basis of which their general abilities to study in high school, as well as the level of knowledge in the main school disciplines. The results of this examination are sent to the graduate's chosen college or university. Requirements for test results depend on the "prestige" of a particular university. Since these requirements are known in advance, the issue of a graduate's admission to a university can practically be decided even before he completes the entire school course.)

The background of Brian's actions is no longer a mystery to me. Nevertheless, the problem was never solved: what to do with the student? His behavior worsened day by day. Not only did Brian chat with the neighbors, but he started asking me inappropriate questions like, "How do you think the Minnesota Vikings will win this week?" I could not find a way out of this situation.

The teacher struggles to stop the student's antics.

Peter immediately caught my attention. He behaved so unusually that it was simply impossible not to notice him. He endlessly expressed his opinion on any issue and at any time, although no one asked him about it. In addition, with undisguised pleasure, he used foul language and showed obscene little books to his classmates.

Faced with this behavior for the first time, I calmly asked Peter to calm down, but he continued to make inappropriate remarks. My remarks became more frequent and I began to raise my voice, but Peter seemed determined to compete with me. This went on for several days, after which I decided to have a face-to-face conversation.

I left Peter after class and tried to explain to him exactly what he was guilty of. He was told that he was hurting not only his classmates, but himself as well. I wondered if he needed my help, if he had any difficulties? But my ward did not want to be frank with me, and therefore our whole conversation turned out to be a waste of time.

In order to awaken in Peter at least some sense of responsibility, I suggested that he correct any incorrect answer during the oral examination. There was no reaction. Either he had no idea which answers were wrong, or he simply didn't want to work. I was obviously at an impasse, but I continued to sternly rebuke Peter. Then one day he came up to me after class and threatened to beat me up in front of the whole class unless I left him alone. I replied that I would continue to demand proper behavior from him and. performance of educational work.

The next lesson, the class did my assignment. Noticing that Peter wasn't working, I reprimanded him and headed over to his desk. Peter got up and walked to the door. I forcibly returned him to his place, demanding to complete a class assignment. Peter sat quietly for a minute, then began to make noise and swear. I had to take the guy by the hand and drag him to the director. But at the very door of the classroom, he broke free and ran down the corridor.

I reported this incident to the director. It was later revealed that Peter was left behind as punishment after the Lessons. His parents were informed about his antics. Peter's mother came to school with apologies for her son, promising not to allow this to happen in the future. Peter also apologized to me, but I was not inclined to believe his words. But after that, he began to behave not so defiantly.

A few days passed, and I returned the written test papers. Peter was quick to voice his displeasure at his grade. I invited the student to come to the blackboard, to prove to everyone that he deserves a higher score. The offer was accepted, but Peter appeared before everyone in an extremely unfavorable light. All his answers evoked contemptuous laughter from classmates. He was incredibly embarrassed. After this episode, for some time, his behavior did not cause much criticism.

GOALS:

1. Find out the views of students on this issue.
2. Introduce students to the code of friendship. Help children recognize what qualities are important in friendship. Provide students with guidelines for establishing, maintaining and maintaining friendships.
3. Contribute to the formation of skills of constructive interaction in the group.
4. Help overcome communication barriers. Improve communication skills.
5. Raise children's self-esteem.

SUGGESTED RESULT:

• Analysis by students of their relationships with other people, adjustment and introduction of novelty into these relationships.
• Awareness by students of the importance and necessity of friendly relations.

MATERIALS:

1. ball or toy.
2. Sayings and proverbs about friendship.
3. Friendship code.
4. Sheets of paper, pens or pencils.
5. Materials for the exercise “What is important for friendship?”

The conversation is designed for 3 lessons, 1 time per week. It is possible to carry out classroom hours. The whole class participates in the conversation without prior preparation.

DISCUSSION

Acquaintance

A short story about the goals of the conversation, about the features of the upcoming meetings. Formulation of the problem.

Exercise “What I most like to do and what I would like to learn”

Goals:

1. Creation in a group trusting relationship.
2. Formation of a positive attitude towards each other in children.
3. Increasing the self-esteem of children.

Task: Give students the opportunity to get to know each other better.

“You have been studying together at school for a long time. Each of you - interesting person, an interesting personality, everyone contributes to the affairs of the class, to intra-class relationships. As you pass the ball (or toy) to each other, say your name and tell us a little about what each of you likes to do and what you do best. And say the same about what you would like to learn.

Discussion on the topic of the lesson

Question: What is friendship?

“Friendship” (dictionary) is a close relationship based on mutual trust, attachments, common interests.

“Friendship” (dictionary) is a self-valuable relationship, which in itself is a blessing, since friends help each other disinterestedly.

“Friendship” (dictionary) is individually selective and based on mutual sympathy.

It is known that friends can be permanent or temporary. Temporary friends we call pals.

Questions: - How are friends different from friends?

How many real friends can a person have?

Conducted sociological studies have shown that people who claimed to have many friends, in a difficult, critical situation, remained either with themselves or with close relatives. And people who claimed that they had few friends (1-3 people) always found support and understanding from them. Thus, we can say that there are always not so many true friends. But any person must have not only friends, but also friends.

So, friends are those whom we trust, who will not give us, will not let us down, are able to support us in difficult times, sympathize with us and help. To a friend we can entrust all our revelations. A person during his life acquires and, unfortunately, sometimes loses friends due to various situations. Friendship brings us a lot of joy. Friendships can change as we ourselves grow and change.

Question: Who is this friend? What qualities should he ideally possess?

Exercise "My Ideal Friend"

Target: students' awareness of those qualities that are valued in friendship.

Task: self-examination by students of their views on the qualities necessary in friendship.

Students are invited in groups to write the qualities that a friend needs. “A friend is someone who…”

Joint discussion of the results.

Circle discussion

Questions:

If your best friend (girlfriend) said what he (she) likes the most about you, what do you think he (she) would say?

And if this person were asked to say what he does not like about you, what do you think he would say?

What do you think is the most important thing in friendship?

What can hinder friendship?

Acquaintance with the code of friendship (rules of friendship).

The code of friendship developed by domestic sociologists and psychologists:

1. Everything is checked by time, years! If there is a person next to you with whom you communicate regularly for 3-5 years or more, with whom you have common interests, mutual understanding, common views, common memories, if you can always turn to him with your questions and problems and know for sure that there will be no refusal - this means that you have a friend!
2. Friendship should be cherished, cherished and protected! Know that it is always easy to quarrel, but it is very difficult to make peace and forgive. It's better to discuss than to fight.
3. Never compare your new friend to others or old friends! If you do this, it means that you are dissatisfied with something. And discontent leads to distrust. Distrust is the horse of friendship.
4. Remember that everyone is different! Each has its own advantages and disadvantages. Don't try to change your friend - it's not fair to him.
5. Friendship is a mutual process! This means that you also need understanding, attentiveness towards your friend.
6. Don't treat your friend the way you wouldn't want them to treat you.
7. Friendship implies trust and sincerity. So be sincere with your friends! Remember the saying: "As it comes around, it will respond." A person always gets suspicion for being suspicious, for a lie - a lie, for openness - openness.

The code of friendship developed by European psychologists and sociologists:

1. Share news about your successes.
2. Express emotional support.
3. Volunteer to help when needed.
4. Try to make your friend feel comfortable in your company.
5. Return debts and rendered services.
6. You need to be confident in a friend, trust him.
7. Protect a friend in his absence.
8. Be tolerant of the rest of his friends.
9. Do not criticize a friend in public.
10. Keep trusted secrets.
11. Do not be jealous or critical of a friend's other personal relationships
12. Don't be pushy, don't teach.
13. Respect inner world and the autonomy of a friend.

Questions:

What do these two codes of friendship have in common? What is the difference?

What rules do you think are especially important to follow in order to strengthen and maintain friendship?

What do you think, non-compliance with what rules can lead to the disintegration of friendly relations?

Discussing sayings, proverbs and situations

1. The poet Mikhail Svetlov (1903-1964), having written poems, often read them to his friends on the phone at any time of the day or night. Svetlov's friend, awakened once again in the middle of the night by a phone call, reproached him: "Do you know what time it is?"

“Friendship is a round-the-clock concept!” Svetlov answered.

2. Khoja Nasreddin was once asked: “Can you tell me how many friends you have in this city?”

“How much now,” Khodja answered, “I can’t say, because this year I had a good harvest, I live in abundance. And friends are known in trouble.”

3. An Eastern sage was asked: “Why do friends easily turn into enemies, while enemies become friends with great difficulty?” He replied: "It is easier to destroy a house than to build it, it is easier to break a vessel than to repair it, it is easier to spend money than to acquire it."

Exercise “What is Important for Friendship?”

Goals:

• consolidation of the acquired knowledge about friendship,
• forming new relationships with others

Task: expand your understanding of friendships.

Rank the following statements in order of importance to you. What is important for friendship:

1. Let each other write off tests and homework assignments.
2. Protect each other from offenders.
3. Come up with interesting games together.
4. Be able to sympathize, support, comfort.
5. Treat each other with sweets.
6. To be able to tell each other the truth, even if it is not very pleasant.
7. Know how to give in to each other.
8. Visit each other often.
9. Always say nice things to each other.
10. Be able to share the news.
11. To help each other.
12. Be able to listen to each other and understand.
13. Learn to be tolerant of your friend's other friends.
14. Do not quarrel with each other over trifles.
15. Sincerely rejoice in the success of each other.

Questions:- Why do you think the following phrases can be heard very often from the guys: “I don’t have a real friend”, “I can’t find friends”, “It’s difficult for me to be friends” and so on?

Where can a person find friends?

Of course, friends can be found anywhere. But I would like to point out that best friends are friends of childhood, school. At school it is easier to find a person with whom you will be interested together, with whom you will have common plans, general views, common interests, common problems and affairs. It is easier for you to understand each other.

Do you think there is an age limit for friendship?

Studies and surveys have established that there are no age restrictions. But still, most people are of the opinion that a friend should be the same age or a little older or younger than yourself.

Finally, some helpful tips:

Don't be too critical of the people around you. To establish relationships, it is very important what impression you yourself make on the people around you. People always see you the way you present yourself.

To make friends you need to be able to communicate. Communication is an art! Communication has to be learned. In this regard, do not be critical, suspicious, gloomy and suspicious. If you are always energetic, moderately open, calm - you are attractive to others.

Keep yourself in such a way, behave in such a way that people have reason to treat you with respect, see you as a strong and attractive person. Try not to think badly of anyone. Arrange an exam for yourself: try not to slander anyone for a week and gossip either out loud or to yourself. It's pretty hard! But it turns out that if we ourselves do not think badly of anyone, then it seems to us that everyone thinks only good things about us.

Build your relationship and communication with others “on an equal footing”, do not hurt what is dear to a person: his style of clothing, his hobbies, his loved ones, his ideals and values.

Be careful with humor. The most dangerous humor is the one directed at another person. If you value your good mood and those around you, then before you joke, think about the consequences.

As for advice, they rarely teach, but often anger. Therefore, for those who like to give advice, I would like to say that they should be given only when you are asked for it and only those for which you will be grateful.

Be attentive to others, do not forget to say hello, do not forget to congratulate people on holidays, remember the birthdays of the people around you.

And then they will definitely notice you, they will definitely remember you, they will cherish your communication, they will appreciate and respect you. And each of you will have real friends, permanent friends who will help you in the most difficult life situations.

Now let's try to remember the code of friendship.

Features of the conversation:

It is more convenient to conduct a conversation when the participants are sitting in a circle. It is advisable to arrange an office: prepare an exhibition of books on this topic, including fiction, arrange posters with statements, sayings about friendship.

1. At the end of each lesson, a discussion of the results is mandatory. The feelings of the group members are discussed. Students talk about what they liked or disliked, what they learned new from the conversation, what surprised or pleased them, what questions they had left.

2. At the end of each lesson, homework is given. Homework options:

Write a story about your real (or imagined) friend.

Come up with and write an ad: “Looking for a friend” (indicating the qualities that you would like to see in a friend).

Come up with and write (together with your friends) the motto of friendship.

Interview parents. Sample questions: What is the most important thing for you in a friendship? Do you have real friends? How many years have you known them? Do you know anything about the code or rules of friendship?

3. The lesson always begins with some kind of warm-up exercise, which is aimed at creating a trusting relationship between the participants in the conversation. In the warm-up, you can use elements of psycho-gymnastics or exercises. Exercise examples:

1. Psycho-gymnastics: “Swap places all those ...”

Target: development of a trusting atmosphere between students.

Task: rally the group.

Participants sit in a circle where one chair is missing. The driver is in the center of the circle, the command is given: “now all those who have ... will change places. Any sign is called: hair color, clothes, birthday, etc. You can’t change with a neighbor on the left and right. The driver must have time to sit on the vacant chair. Who was left without a place, he leads.

2. game exercise: "Hey!"

Target: developing trusting relationships between students.

Task: bringing group members closer to each other.

Participants begin to walk around the room. They are invited to greet each of the group by the hand and at the same time say “Hi! How are you?". You only need to say these words and nothing more. When greeting one of the participants, you can release your hand only after you begin to greet someone else with your other hand. In other words, it is necessary to be in continuous contact with anyone in the group and say hello to all members of the group.

The game can also be used at the end of the lesson, replacing the greeting with a farewell: “Thank you!” or “Thank you, it was so good working with you today.”

1. Questions on the topic "Sensation and perception."

How easy is it for you to learn new material- listening to the explanations of the teacher/teacher or reading from a book or notes? How do you think why?

Listening to the teacher's explanation. Since the teacher's explanation is easier to understand than independent work with new material.

How do you find it easier to repeat what you have learned – by rereading textbooks and notes, or by speaking out loud to someone else? How do you think why?

Telling out loud to someone else. Since repeating aloud, it is better remembered.

2. Questions on the topic "Memory".

What learning material is easiest for you to memorize? Which one is the hardest to remember? How do you think why?

Easier - training material on humanitarian subjects. A little more difficult with mathematics and physics.

Which of the things you learned last year can you remember right now without applying special efforts? And from the last school year? What do you have in common that you remember for a long time?

I remember biology lessons very well, both last year and the year before last. I can tell the history of Belarus. The common thing is that the teachers explained the topics in an accessible way.

How do you memorize new material? Are your ways of teaching different for different types material and different subjects? Do you use any special techniques and techniques for better memorization? If so, which ones?

I reread the abstract or paragraph of the textbook on new topic. Basically no. Yes, I explain things out loud to myself.

What do you think could be changed in educational process to make it easier for you to memorize the learning material?

I don't know, it's okay.

3. Questions on the topic "Attention".

What do you do when you involuntarily start to get distracted by extraneous objects during a lesson/lecture? When does this usually happen? What does it lead to?

I try not to get distracted. This happens extremely rarely.

What do you do to avoid distractions while preparing for classes and doing homework? Do you use any special techniques to concentrate? If so, which ones?

Just relaxing before doing homework.

4. Questions on the topic "Thinking".

4.1. What kind of study tasks is it easiest for you to do? Which one is more difficult? How do you think why?

In my opinion, there isn't much of a difference. Except sometimes it's hard to do math assignments. Maybe I don't have a math mind.

4.2. What tasks do you enjoy doing the most, and which do you least enjoy doing? How do you think why?

Most of all I like to solve problems in chemistry, I like to analyze and explain. Least of all - copying exercises from a textbook is boring.

4.3. What do you think, which of the educational tasks are most similar to the tasks that you will have to solve after graduation from school / university?

Probably in literature. There, after all, you always analyze the work, the characters, just like in life.

4.4. What do you think, which of the educational tasks develop your thinking the most? Why?

I think chemistry. You need to analyze and think.

5. Questions on the topic "Speech".

5.1. What learning tasks do you find it easier to complete - oral or written? Why? Are there any differences for various items?

There are differences. If mathematics, chemistry or physics - in writing. If humanitarian - orally.

5.2. Do you think it is easy for classmates/classmates and teachers/teachers to understand the ideas that you want to convey to them in your answers?

I think yes.

5.3. What can you do to improve the quality of your speaking and writing? How important is this to you?

I read a lot of fiction. It's important to me, I like it.

6. Questions on the topic "Emotions".

6.1. What makes you happy in the learning process? Does the joy of your learning activities help? Why?

I am happy when everything works out and everything is clear.

6.2. What in the learning process annoys you? How does it affect your learning activities and why?

I don't like being in a hurry. You solve the task, but there is not enough time - I start to get nervous.

6.3. How do you deal with anxiety and fear of important tests/exams?

I repeat everything to be confident in my abilities.

6.4. What emotions influence your learning outcomes the most and why? What can you do to manage your emotional condition?

Positive. If everything is good, then learning is easy. I try to cheer myself up - I communicate with friends, I listen to music.

7. Questions on the topic "Motivation".

7.1. What is it about learning that makes you most interested in learning? What hinders this desire? Why?

Most of all I want to enter the Medical Institute, so I try.

7.2. Are you interested in studying? Why? What are you studying for?

I study for myself, so that my head is not empty, so that my parents are proud.

7.3. What do you think could be changed in the educational process in order to make learning activities more interesting for you? and significant and acquired greater meaningfulness?

Everything suits me, I like everything.

Topics of conversations and methods of their conduct.

Topics of conversations and methods of their conduct with primary school students.

Trubina Tatyana Alexandrovna, teacher of elementary MBOU classes Secondary School No. 9, with in-depth study of Oriental languages ​​and culture of Yuzhno-Sakhalinsk
Description: The material proposed in this work may be useful to primary school teachers, class teachers, organizers of extracurricular activities, educational work for younger students.
Target: the assimilation of certain norms, concepts that students must understand, i.e. conclusions to be drawn.
Tasks:
- to give new knowledge, to deepen the existing ones
- expand and concretize ideas on the topic
- arouse children's interest in the conversation
- expand vocabulary students
- promote interest
Content:
Conversations play a huge role in the upbringing of children, in shaping their spiritual appearance. They occupied a very large place in the life of our class and greatly contributed to the increase of interest.
Conversations allow you to satisfy the curiosity of the child, give a lot of information about the surrounding reality, keep him informed recent events in our country. They teach to love nature, understand the value of human labor, give examples of people fulfilling their duty to the Motherland.
It is imperative to think over the options for the topic outlined, depending on its complexity, so that it is accessible and interested in all children.
Firstly, conversations should differ in form and intonation from specific lessons. This is no longer something mandatory, but a type of recreation for children. Therefore, it is better if they are in the nature of a friendly interview, in which the share of the teacher's participation either increases or decreases, depending on the purpose of the conversation and its topic.
Secondly, if the conversation is predominantly in the nature of a message, then it must have a significant degree of entertainment. It is with his ability to make the conversation entertaining that the teacher will attract children of different ages to it.
Thus, the driest fact can be made available for perception by a message of related information that evokes certain emotions.
This method is not new. For example, they are widely used by naturalist writers. In particular, in E. Spangenberg's book Notes of a Naturalist (M., 1964), the presentation of factual material is connected with stories about various funny or sad events. Therefore, it is well remembered, and the writer's works are read with unflagging interest.
You should also pay attention to the introduction to the topic. So, starting a conversation at a geographical map, you can offer: “Let's travel!” This message invariably grabs the attention of children. Then, having found Yuzhno-Sakhalinsk on the map, everyone gets on an imaginary train and goes to the point that is the topic of the conversation. You can go with transfers and not only on railway but also by water. The very fact of using a geographical map is very important here.
The title of the conversation also matters. For example, with success such as "Point on the map" or "Children on a branch." You can grab the attention of children with the help of visual aids. Not every child will listen to the first words of the conversation, but everyone will come running to consider the proposed illustration. Therefore, it is good to start most topics by looking at illustrations from magazines, books, and collections. Photomontages are a constant visual aid.
These are not all ways to increase children's interest in conversation, but they already allow equally interest children.
It is even more important that the children believe that the teacher can talk about everything, that he can always tell something interesting.
The effectiveness of conversations depends on some conditions:
1. Do not allow the conversation to turn into a lecture.
2. The conversation should be problematic.
3. Do not allow the conversation to develop according to a predetermined scenario.
4. Work through all student points of view.
5. Help students to come to a conclusion on their own.
In terms of duration, conversations can be very different: from 3-5 to 20-30 minutes, depending on their content. Therefore, they are held in different settings. Part of the conversations can be made before or after the dynamic pause; others are offered during handwashing and in the dining room. It is convenient to spend a significant time of conversations at a break, a walk.
When choosing topics or conversations, you need to focus on thematic plan schools, as well as the events that take place in our country. It is advisable to keep children informed about the latest scientific and labor achievements of our people and news.
Indicative topics of conversation break up into four types:
1. The topics are relevant, reflecting the events that take place in the country and the world every day.
2. Topics based on the thematic plan of the school.
3. Topics that introduce children to the past and present of our Motherland, natural phenomena, the life of birds and animals.
4. Topics based on children's questions.
Due to their ignorance and inexperience, children themselves cannot correctly assess this or that phenomenon. They watch TV, play computer games, and are present when adults talk. All this gives tremendous food to the children's mind, and they ask the teacher many questions. He has no right to avoid them. He must bring into the system all the information received by the children. To be ready for this, it is necessary to consult with subject teachers, as well as read enough.

Many teachers, even experienced ones, are apprehensive when it comes to talk to parents about their child's bad behavior.

As a rule, the teacher is afraid of three things:

Parents will get angry and defend their child.

Parents will ask questions about the teacher's competence in teaching.

Parents will complain and demand to leave their child alone.

These concerns are well founded.

When discussing bad student behavior, teachers, as a rule, say that this is the inaction of parents, they criticize the child. I think this is the wrong way. And, because the topic of conversation is their own beloved child, the parents respond aggressively. A protective barrier is triggered, emotions flare up, and in an instant you, having not achieved the goals of the conversation, are forced to end it.

This can be avoided. Necessary discuss bad behavior in such a way as to find support in the face of parents and their willingness to help their child improve their behavior.

Here's how:

Be friendly.

Smile, be friendly, and maintain a friendly relationship throughout the conversation. A negative attitude can cause you to hit a wall of misunderstanding before you even get close to the goal of your meeting. Be calm from the start.

Inform parents.

Your sole purpose when talking to parents should be to inform. That's all. Keep your criticisms, opinions and advice to yourself. Despite what you may think, you can't immediately voice criticisms. However, if your parents ask you to voice criticisms, you can express them, but carefully.

Stick to the facts.

Tell your parents exactly what happened or what is happening that prompted you to have a conversation with them. Voice only what you know, no need for any rumors, gossip or speculation.

Follow your tone.

A common teacher mistake can be the following. When talking to your parents, you say, "Well, what are you going to do about it." It looks almost the same as if you were waiting for your parents to promise you that this will not happen again. You shouldn't do that. The subject of conversation is bad behavior.

Feel free to speak directly.

You can and should say, "This is the behavior your child is exhibiting, and any behavior like this that interferes with learning is not allowed in my classroom." In this case, you do not need to be cunning. Truth is the most useful and influential language you can use. in a conversation about the child's bad behavior with his parents.

Explain how you resolve the conflict situation.

After providing the facts of the incident or behavior, tell your parents what measures you personally take to prevent such behavior, tell them what responsibility and punishment threatens for this.

Be brief.

Your conversation with your parents should not last long. Once you've finished explaining the problem, say, "Thank you for your support. Give me a call or come see me if you have any questions."

Interview with parents.

If you follow the directions above, you will find that you have nothing to fear when talking to your parents. You don't need to get angry, complain. Parents will be able to listen to you, you will be able to influence them.