Conducting parent-teacher conferences in elementary school. Sample developments for parent-teacher meetings in elementary school (grades 1-4)

Exemplary designs
parent meetings in elementary school
(grades 1–4)
1 CLASS
First meeting
Topic: Getting to know the parents of first-graders

Teachers meet with parents of first graders before the start of the school year, it is most appropriate to hold such a meeting at the end of August. The teacher uses the first meeting to get to know the parents, set the family up for the need to communicate with the school, teachers, create an optimistic attitude towards learning activities, remove the family's fear of school.

Meeting tasks:

1. To acquaint parents with teachers, school, administration, school services and with each other.
2. Help prepare families for their child's first grade.

Issues for discussion*:

1. Where can parents get advice on raising a child?
2. What laws should be followed in the upbringing in the family?
3. What is interesting in a single family: traditions and customs (exchange of experience)?

Meeting Plan(exemplary)

1. Getting to know the school principal and school administration.
2. A representation of the educator who will be working with the class.
3. Mini-lecture “Laws of education in the family. What should they be?"
4. Survey of parents on the topic of the meeting.
5. Self-representation is the calling card of the family.
6. Parent training "Child in the mirror of parents".

The course of the meeting

The meeting is held in the classroom where the children's classes will be held. The class is festively decorated (you can place wishes, creative works of students who have graduated from elementary school on the stand). On the board are photographs of graduates who studied with a teacher who is gaining a class.

1. Introductory remarks by the director of the school(option).
   – Dear fathers and mothers, grandfathers and grandmothers, all adults who came to the first meeting with the school, the threshold of which will be crossed by your kids in September!
   Today we announce you and ourselves as members of one big ship team called "School". Our voyage starts today and ends in 12 years. We will be together for so long, and while our ship will sail on the ocean of Knowledge, we will experience storms and storms, sorrows and joys. I want this voyage to be interesting, joyful and significant in the life of every child and every family.
   How to learn to overcome difficulties, how to learn to fall, stuffing as few bumps as possible, where to get advice, an exhaustive answer to an insoluble question - all this can be found in the office of the deputy director of elementary school.
2. Speech by the Deputy Director of Primary School.
   The performance should contain information about the traditions and customs of the elementary school, about the requirements for students. It is necessary to acquaint parents with the charter of the school, give each family a business card of the school, indicate the days of consultations of the deputy director of primary school, introduce the primary school teacher who will work with a particular class.
3. Self-representation of the teacher.
   The teacher conducts a self-presentation (option):

1. A story about yourself, about choosing the profession of a teacher.
2. A story about my graduate students, about plans for the future in working with a new class.

1. Families self-representation.
   Self-representation of families takes place at the parent meeting-meeting very interestingly. This is a kind of visiting card of the family. It is advisable to tape record the speeches of parents talking about themselves at the meeting. Such work will immediately determine the characteristics of families, the degree of their openness, the system of family values ​​and relationships. It will be important for the class teacher to analyze mini-stories about the family.
   Family Presentation Plan

1. Surname, name, patronymic of parents.
2. Age of parents, birthday of the family.
3. Family interests and hobbies.
4. Family traditions and customs.
5. Family motto.

You can write the motto of the families on a sheet of paper, which is attached to the board in the classroom. This material can be successfully used in working with students.

1. Tour of the school building.
   After the self-representation of parents, teachers and the establishment of a warm atmosphere, a tour of the school is held. It is very important to show the parents the office of the psychological service, to acquaint them with the schedule of its work, to offer to write down the helpline of the psychological service.
2. Tips for parents.
   At the end of the meeting, each family receives a mandate in the form of a scroll, which contains the laws of raising a child in a family. Parents are given the opportunity to read the laws and ask questions to the teacher.
3. Parent survey.
   Held at the end of the meeting on a designated topic.
   You can take a common photo in memory of the first "school" day of the parents.

Second meeting
Topic: The problem of adaptation of first-graders in school
Conduct form: round table.

Meeting tasks:

1. To acquaint the parent team with the possible problems of adaptation of children in the first year of study.
2. To develop recommendations for creating a system of comfortable relationships with a first-grader.

Issues for discussion:

1. Physiological difficulties of adaptation of first-graders at school.
2. Psychological difficulties of adaptation of first-graders at school.
3. The system of relationships between children in the classroom.

Proceedings of the meeting

1. Discussion of the child's first day of school.
   Parents share their impressions with each other and teachers: in what mood the child came home, how family members congratulated him, what gifts he received.
2. Parent workshop-game "Basket of feelings".
   It might look something like this.
   Teacher's word . Dear moms and dads! I have a basket in my hands, at the bottom of it are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, which filled your entire existence. Put your hand in the basket and take the "feeling" that has overwhelmed you the most for a long period of time, name it.
   Parents name the feelings that overwhelm them, which they painfully experience.
   This activity allows you to emphasize the importance of the event, identify problems and difficulties that arise in families, and discuss these problems during the consideration of the topic of the meeting.

Physiological conditions of adaptation of the child to school.

Discussion of the issue.

Familiarization of the teacher and doctor with the health problems of the child. Changing the daily routine of the child in comparison with kindergarten. The need to alternate games with the educational activities of the child. Observation of parents for the correct posture during homework (prevention of myopia, curvature of the spine). Organization of proper nutrition of the child. Parents' concern for the hardening of the child, the maximum development of motor activity (the creation of a sports corner in the house). Education in children of independence and responsibility as the main qualities of maintaining their own health.

Psychological difficulties of adaptation of the child to school.

When discussing this problem, it is necessary to pay attention to the following important conditions for psychological comfort in the life of a first grader:
- creation of a favorable psychological climate in relation to the child by all family members;
- the role of the child's self-esteem in adapting to school (the lower the self-esteem, the more difficulties the child has at school);
- the formation of interest in the school, the school day lived;
- obligatory acquaintance with the guys in the class and the possibility of their communication after school;
- the inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);
- the exclusion of such punishments as deprivation of pleasure, physical and mental punishment;
- taking into account temperament during the period of adaptation to schooling;
- providing the child with independence in educational work and organizing control over his educational activities;
- encouraging the child not only for academic success, but also moral stimulation of his achievements;
- development of self-control and self-esteem, self-sufficiency of the child.

Relationships between classmates.

The well-known teacher and psychologist Simon Soloveichik, whose name is significant for a whole generation of students, parents and teachers, has published rules that can help parents prepare their child for communication with classmates at school. Parents need to explain these rules to the child and use them to prepare the child for adulthood.

1. Don't take someone else's, but don't give yours either.
2. They asked - give, they try to take away - try to defend yourself.
3. Don't fight for no reason.
4. Call to play - go, do not call - ask permission to play together, it's not a shame.
5. Play fair, don't let your comrades down.
6. Don't tease anyone, don't beg, don't beg for anything. Don't ask anyone for anything twice.
7. Don't cry over grades, be proud. Do not argue with the teacher because of the grades and do not be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.
8. Don't snitch and don't slander anyone.
9. Try to be careful.
10. Say more often: let's be friends, let's play, let's go home together.
11. Remember: you are not the best, you are not the worst! You are unique for yourself, parents, teachers, friends!

It is very good if parents place a set of these rules in the room or in the working corner of their child in a conspicuous place. It is advisable at the end of the week to draw the child's attention to which rules he manages to follow and which he does not, and why. You can try to come up with your own rules with your child.

Third meeting
Topic: TV in the life of a family and a first grader

Meeting tasks:

1. Determine together with parents the advantages and disadvantages of having a TV in a child's life.
2. Determine the names and number of programs for children to watch.

Issues for discussion:

1. The role of television in the life of a child.
2. The influence of television programs on the formation of the character and cognitive sphere of the child.

Questions for discussion:

1. Do you think that the TV should be among the main household items?
2. What TV shows, in your opinion, shape the personality of a child?
3. How do you think children should watch TV? Suggest possible options.

Proceedings of the meeting

1. Introductory speech of the teacher(option).
   - TV in a child's life - is it good or bad? How much time and what programs should children watch? Do we need to turn off the TV if we think that the transfer to the child will not be interesting? These and other questions today require answers.
   some statistics:
   · Two-thirds of our children aged 6 to 12 watch TV every day.
   · A child spends more than two hours a day watching TV every day.
   · 50% of children watch TV programs in a row, without any choice and exceptions.
   · 25% of children aged 6 to 10 watch the same TV shows 5 to 40 times in a row.
   · 38% of children aged 6 to 12 put the TV in the first place when determining the rating of the use of free time, while excluding sports, outdoor walks and communication with the family.
   But perhaps you think that these statistics do not apply to our children? In vain. Here are the results of a class survey conducted approximately on the following questions:

1. How many times a week do you watch TV?
2. Do you watch TV alone or with your family?
3. Do you like to watch everything in a row or do you prefer some individual programs?
4. If you were on a desert island, what items would you order a good wizard to make your life interesting and not boring?

1. Discussion of the results of the analysis of children's answers to the proposed questions.
2. Discussion.
   Further discussion on questions is possible:

1. What to do and whether it is necessary to do something? Perhaps you should just ban watching TV or restrict your child to certain programs?
2. What gives the child a TV? Is there anything positive about watching TV, especially for first graders?

The problems are discussed and opinions are exchanged.
The opinions of 10-year-old students about watching television.
Watching TV allows you to:
- relax, forget daily problems, get away from fears and worries;
- find answers to questions that adults do not answer because of employment;
- to understand with the help of TV what is “good” and what is “bad”;
- learn about various phenomena in different fields of knowledge;
- develop imagination, fantasy, emotional sphere.
Teacher's commentary, discussion.
For this parent meeting, you can prepare an exhibition of children's drawings "I watch TV."

1. Recommendations for parents:
   1) Together with the children, determine TV shows for adults and children to watch for the next week.
   2) Discuss favorite TV shows of adults and children after watching.
   3) Listen to children's opinions about adult programs and express their opinions about children's programs.
   4) TV should not be a significant part in the life of parents, then it will become a positive example for the child.
   5) It is necessary to understand that a child who watches scenes of violence and murder every day gets used to them and can even experience pleasure from such episodes. It is necessary to exclude them from viewing by kids.
2. Homework for parents:determine for yourself the answers to the questions:

1. How much time does your child spend watching TV?
2. Does he ask questions after watching the programs, does he want to discuss the program with you?
3. What shows do you prefer?
4. What show would you like to take part in?
5. How to make sure that children do not hear from their parents: “Are you doing homework in the evening again?”, “What were you doing, were you sitting at the TV again?” etc.

Note to parents:
It must be remembered that the influence of television on the psyche of children is very different from the similar influence on adults. for example, first-graders, according to the results of research, cannot clearly determine where is the truth and where is the lie. They blindly trust everything that happens on the screen. They are easy to manage, manipulate their emotions and feelings. Only from the age of 11, the guys begin to consciously perceive what television offers.

Fourth meeting
Topic: Positive and negative emotions
Conduct form: family council.

Meeting tasks:

1. Review student self-assessment.
2. Determine the reasons for the predominance of negative or positive emotions in students.

Proceedings of the meeting

1. Introductory speech of the teacher(option).
   - Dear mothers and fathers! Today we have a parent meeting, which we hold in the form of a family council. The family council meets when the matter is urgent and requires a comprehensive analysis. Before we move on to the advice on the declared problem, please listen to the tape recording of the children's answers to the question: What am I? (For example, I am kind, beautiful, smart, etc.)
   After listening to the recording, parents should answer the question about the motives for the child's choice of adjectives denoting positive and negative qualities. An exchange occurs.
   Today we will talk about human emotions. I would like to draw your attention to those emotions that stimulate the development of neuroses and destroy the health of a child. These are the emotions of destruction - anger, anger, aggression and the emotions of suffering - pain, fear, resentment. Observing children, we have to admit that the emotions of suffering and destruction are closer to them than the emotions of joy and kindness.
2. Parent training.
   Questions:

1. Give examples of situations from your life, from the life of your family, or observed situations associated with negative and positive emotions.
2. Can you say that you heard echoes of negative emotions in the answers of the guys on the tape? (According to psychologists, positive emotions appear in a person when they are loved, understood, recognized, accepted, and negative emotions appear when needs are not met.) How to form positive emotions? Where to start?
3. There are pieces of paper in front of you. Write down on them expressions that are forbidden in communication with a child in your family, as well as expressions recommended and desirable.

Conclusion. When communicating with children, you should not use such expressions, for example:
· I told you a thousand times that...
· How many times do you have to repeat...
· What are you thinking about...
· Is it hard for you to remember that...
· You become…
· You are just like...
· Leave me alone, I don't have time...
· Why is Lena (Nastya, Vasya, etc.) like this, but you are not ...
When communicating with children, it is desirable to use the following expressions:
· You are my smartest (beautiful, etc.).
· It's good that I have you.
· You are my good guy.
· I love you very much.
· How well you did it, teach me.
· Thank you, I am very grateful to you.
· If it wasn't for you, I would never have made it.
Try to use the above desirable expressions as often as possible.

1. Recommendations for parents:
   1) Unconditionally accept your child.
   2) Actively listen to his experiences, opinions.
   3) Communicate with him as often as possible, study, read, play, write letters and notes to each other.
   4) Do not interfere in his activities, which he can handle.
   5) Help when asked.
   6) Support and celebrate his successes.
   7) Talk about your problems, share your feelings.
   8) Resolve conflicts peacefully.
   9) Use phrases that evoke positive emotions in communication.
   10) Hug and kiss each other at least four times a day.
2. Homework for parents:write a letter to your child to be opened in the senior year of school.
   
   1. Do you encourage positive emotions in your child? How do you do it?
   2. Does your child show negative emotions? Why do you think they occur?
   3. How do you develop positive emotions in your child? Give examples.
   Questioning is carried out during the course of the meeting, the teacher allocates 10-15 minutes for this. Parents give the answer sheets to the teacher, who uses them in further work with parents and students.

Fifth meeting
Topic: Results of the past academic year - "Turning the pages ..."
Conduct form: oral journal.

oral journal - these are sheets of drawing paper, folded in the form of a large book, intertwined with a ribbon. Each sheet is a page of the life of the class for the year.

I want to make a special mention of this meeting. Here is a summary of the work of parents, students for the year. The meeting should be solemn, interesting, unusual. The meeting is held with the students.

Proceedings of the meeting

1. Overview of the pages of the oral journal.
   Page one . "Our life in the classroom" (fragments of lessons).
   Page two . "Our breaks" (physical education break, games, etc.).
   Page three . "Our life after school" (the highlights of the events held in the classroom during the year).
   Page Four. "Our creativity" (review of students' creativity: reading poems, songs, circle activities).
   Page five. "We and our parents" (rewarding parents for their work in the classroom).
   The medal is a child's hand, painted and painted by children.
   Page six . “Our plans for the summer” (each student receives a task for the summer that he must complete for the whole class).
2. The results of the work of parents, students for the year.
   The class teacher, a representative from the parent committee, makes a presentation.
   At the end of the meeting, students are photographed with their parents and teachers. Photographs taken previously at other meetings and class activities are awarded.

2nd class
First meeting
Topic: Physical development of a younger student
at school and at home

Meeting tasks:

1. Discuss with parents a new stage in the physical and mental development of children.
2. Increase parental control over physical fitness.

Issues for discussion:

1. The value of physical culture for the full development of personality.
2. Physical education lesson and its requirements for the student.

Meeting Plan

1. Parent survey(at the beginning of the meeting, the teacher conducts).
2. Communication of data on the influence of physical culture on personality development(it is possible to involve a teacher of physical culture and medical workers).
3. Operational analysis of survey results(given at the end of the meeting).
   Questionnaire for parents
   1. Does your child enjoy physical education lessons?
   2. Do you ask your child about physical education at home?
   3. How would you like to see a physical education lesson?
   An exhibition of drawings “I am in a physical education lesson” can be prepared for the meeting.

Second meeting
Subject: Aggressive children. Causes and consequences of child aggression

Meeting tasks:

1. To determine the level of aggression of students in the class, using the observations of the teacher and the results of the parent survey.
2. Help parents understand the causes of aggression in children and find ways to overcome them.

Issues for discussion:

1. Causes of child aggression.
2. Parental power, its types and ways of influencing the child.
3. ways to overcome child aggression. Recommendations for overcoming child aggression.

Meeting Plan

1. Parent survey.
2. Communication of the results of the analysis of the causes of child aggression(teacher's speech, recommendations to parents).
3. Operational analysis of parent responses.
4. Exchange of views on the topic of the meeting.
   Questionnaire for parents
   1. Does your child get aggressive?
   2. In what situations does he show aggression?
   3. Against whom does he show aggression?
   4. What do you do in the family to overcome the aggressiveness of the child?

Third meeting
Topic: Punishment and encouragement in the family

Meeting tasks:

1. Determine the optimal positions of parents on the topic of the meeting.
2. Consider the proposed pedagogical situations in practice.

Issues for discussion:

1. Types of punishments and rewards in family education.
2. The meaning of punishment and encouragement in the family (analysis of pedagogical situations and survey results).

Meeting Plan

1. Speech by the class teacher based on the results of the survey.
2. Sharing experiences of parents.
   Using the materials of special literature and the results of a survey of parents on the topic of the meeting held in advance, the teacher organizes an active parental exchange of experience and makes recommendations based on his teaching experience.
   Questionnaire for parents
   1. What measures of punishment and encouragement are used in the family?
   2. What do you punish and encourage the child for?
   3. How does the child react to rewards and punishments?

Fourth meeting
Topic: Results of the past academic year
Conducted traditionally.
3rd class
First meeting
Topic: The value of communication in the development of a child's personal qualities

Meeting tasks:

1. Determine the importance of communication for children and adults.
2. Consider the problems identified as a result of the survey of children and parents, and conduct a discussion on the topic of the meeting.

Issues for discussion:

1. Communication and its role in human life.
2. Communication of the child in the family. The results of this process for adults and children.

Meeting Plan

1. teacher's speechprepared according to the data of special literature.
2. Operational questioning and analysis of the answers of parents and studentsif they answered similar questions.
   Questionnaire for parents
   1. How much time a day do you spend with your child?
   2. Do you know from the child himself about his academic success, about school friends and friends outside of school, what is the name of his neighbor or desk mate?
   3. What are the problems your child has?

Second meeting
Topic: Labor participation of the child in family life.
Its role in the development of performance
and personal qualities

Meeting tasks:

1. Familiarization of parents with the forms of labor participation of the child in family life.
2. Determine the role of the family in raising the child's industriousness.

Issues for discussion:

1. Labor and its importance in the life of a child.
2. Intellectual work and efficiency.
3. The role of the family in the development of working capacity and diligence of the child.

Meeting Plan

1. Analysis of situations (teacher's speech).
   Using the results of a survey of parents conducted before the meeting, the teacher dwells on specific pedagogical situations.
2. Introduction to the exhibition.
   Parents get acquainted with the photo exhibition “Work in our family” prepared by the students for the meeting.
3. Recommendations to parents.
   The teacher gives recommendations on the physiological aspects of child labor, as well as advice on the development of working capacity and the education of diligence.
   Questionnaire for parents
   1. Does your child like to work?
   2. What does he like to do?
   3. Does he know how to do the work on his own or only with your help?
   4. How long can your child work?
   5. Is the job done enthusiastically or reluctantly?

Third meeting
Topic: Imagination and its role
in a child's life

Meeting tasks:

1. Emphasize the importance of imagination in the general and aesthetic development of the child.
2. Help parents develop creativity in their children.

Issues for discussion:

1. The role of imagination in human life.
2. The role of imagination in the development of the aesthetic culture of the child. Meeting of parents with a music teacher, teachers of a music school, a drawing teacher and specialists working in the field of other arts.

Meeting Plan

1. Parent survey.
2. 
   The teacher examines the problems of imagination in the life of the child, reports the data of the analysis of the questionnaires filled out by the parents for the meeting. The teacher uses the results of the survey in further work in the classroom.
3. Speeches of representatives of creative professions.
   It is advisable to organize consultations with them for parents after the meeting.
   Questionnaire for parents
   1. Can your child fantasize and dream?
   2. Does your child like to transform?
   3. Is the desire of the child to show imagination, fiction (composing poems, congratulations for the holiday, keeping diaries, decorating the house, etc.) stimulated in the family?

Fourth meeting
Topic: Results of the past academic year -
musical celebration "We and our talents"
Such a meeting is traditionally held.

4TH GRADE
Topic: Physiological maturation and its impact on the formation of cognitive
and personality traits of the child

Meeting tasks:

1. To acquaint parents with the problems of physiological maturation of children.
2. To outline ways of influencing the personal qualities of the child.

Issues for discussion:

1. Physiological maturation and its impact on the child's behavioral responses.
2. Pedagogical situations on the topic of the meeting.

Meeting Plan

1. Parent survey.
2. Speech of the class teacher on the problem.
   The teacher introduces parents to the general problems of physiological maturation.
3. Speeches of the school doctor and psychologist.
4. Teacher's message based on the results of questionnaire analysisthat parents filled out during the meeting.
   Questionnaire for parents
   1. What has changed in your child lately?
   2. How did he start behaving at home?
   3. Does he show his independence? (How and in what?)
   4. Are you afraid of the upcoming conversation with your child about gender?

Second meeting
Topic: Learning abilities of the child. Ways of their development in the classroom and in extracurricular activities
The meeting is held with the students.
Conduct form: cognitive "Olympic" games to determine the best (in writing, counting, reading, reciting, singing, etc.).

Meeting tasks:

The main task of games is to give each child the opportunity to show their abilities, their uniqueness and originality.

Issues for discussion:

1. Abilities, their types and significance in human life.
2. The abilities of students in our class and their implementation in educational activities.

Plan of the meeting (games)

1. Introductory speech by the class teacher.
2. "Olympic" competitions.
   Having made a short introduction about human abilities and their development, the teacher organizes "Olympic" competitions, taking into account the specific abilities of children. The panel of judges includes members of the administration, subject teachers and parents, they reward the “Olympians”.

Third meeting
Topic: Speech skills and their importance in the further education of schoolchildren

Meeting tasks:

1. Assess the language skills and abilities of students.
2. To give recommendations to parents based on the results of the analysis of the results of training for 4 years.

Issues for discussion:

1. The urgency of the problem. The influence of speech skills on the mental work of schoolchildren.
2. The role of parents in the development of speech skills. Features of colloquial speech at home.

Meeting Plan

1. Introductory remarks by the teacher based on the results of the analysis of students' speech skills(compositions, burime, etc.).
2. Speech by specialist teachers based on the results of the analysis of the psychological and pedagogical council(following the results of four years of study) and formulating recommendations for the development of speech skills of children in the family.
3. Acquaintance with the class teacher and teacherswho will teach children in the fifth grade.

Fourth meeting
Topic: Results of four years of study
Preparatory work for the meeting.

A week before the meeting, it is necessary to conduct a survey of students and parents.

The analyzed results of the survey are used by the class teacher in preparing the final meeting, which is held with the participation of students.

The meeting should be festive and memorable for both children and parents.

Issues for discussion:

1. summing up the results of four years of study.
2. features (psychological and physiological) of the upcoming adaptation of primary school graduates to secondary school.

Questionnaire for students

1. Did you enjoy being in your class?
2. What subjects did you enjoy the most and why?
3. Do you want to study further?
4. What do you remember the most?
5. How do you imagine fifth grade teachers?
6. What do you want to become as you study further?
7. How do you imagine your class teacher?
8. What should he be like so that you want to communicate with him?
9. What would you like to wish future first graders?
10. What would you like to wish your first teacher?

Questionnaire for parents

1. How do you see the future teachers of your son or daughter? What character traits should they have?
2. What professional qualities should they have?
3. What qualities do you want to develop in your child with the help of teachers who will work in the fifth grade?
4. What qualities would you like to change in your child with the help of teachers who will work with him?
5. What could your child do besides academic work?
6. What do you expect from the class teacher who will work with your child?
7. How can you help the class to make your child's life in this class interesting?

Topics of parent-teacher meetings and their brief description

To help the teacher, we offer several topics for parent meetings, with teaching materials and recommendations.

Topic: "Interaction and mutual understanding of school and family"

Meeting plan.
1. The school of my childhood (parents' memories of their school). Exchange of memories.
2. Brainstorm. School through the eyes of parents.
3. The school of my dreams. Analysis of schoolchildren's essays and fantasy projects.
4. Determining the requirements of the family to the school and the school to the family in the upbringing and education of children.
5. Organization of children's leisure. About holding joint holidays, competitions, competitions and other events for children and their families.

students write an essay "What school means to me";

fantastic projects are being developed by groups of schoolchildren "School of my dreams";

an exhibition of projects is organized and the most striking fragments of schoolchildren's compositions are highlighted;

a special exhibition of children's handicrafts, their works, photographs from the life of the class is being prepared;

brainstorming questions are drafted and small strips of paper are prepared for answers;

a draft of the requirements of the family to the school and the school to the family is developed, which is discussed in advance with individual parents or the parent committee of the class.

Questions for brainstorming:
1. What school event did your child remember?
2. What needs to be changed at school in relation to your child?
3. What needs to be changed in the modern school?
4. What are you most dissatisfied with in the work of the school?
5. What needs to be done to make the school meet your requirements?
6. What kind of school would you like for your child?
7. How can you personally make a positive difference at school?
8. Your suggestions to teachers who teach your child.
9. Your suggestions to the school management.
10. Your proposals to the local administration.

Project "Main directions of interaction between school and family"

1. We look for and find the positive in the family and at school and support it in every possible way.
2. We take part in class activities.
3. We come to school on our own initiative, and not at the invitation of the teacher.
4. We are interested in the affairs at school and in the class of our child and his friends.
5. We communicate with the parents of our class not only at parent meetings, but also during various events with the children of the class.
6. We show initiative and make suggestions for interesting things to do with and for children.
7. The teacher is a friend of our child and family.

Methodology, techniques, technique

Sharing parents' memories

Brainstorm.

1. Read the first question. Parents answer it in writing on a strip of paper.
2. The answer to each question is written on a separate strip, and all answers are numbered.
3. After completing the answers to all questions, the parents are divided into groups according to the number of questions. The first group collects all the answers to the first question and systematizes them. All other groups do the same.
4. After the systematization is completed, the first group reads out the question and the opinion received during the synthesis. All other groups do the same.
5. Thus, all brainstorming questions are discussed.

School of my dreams. The authors of the project (students of the class) talk about how they would like to see the school of the future. On their behalf, the teacher or the parents of these children can talk about the school of the future. In any case, children's projects should be discussed and not left unattended.

Topic: "A child learns what he sees in his home"

Form of the meeting - "round table"

Meeting plan.
1. Introductory speech of the teacher.
2. Analysis of questionnaires of parents.
3. Analysis of student questionnaires.
4. Free discussion on the questions: "What does home mean for a person? What do people especially value in their home? We, our children and our home. Communication and leisure with children. Family traditions and holidays."
5. Exchange of experience in holding family holidays.

Preparing for the parent meeting:

questionnaires are being developed for students and parents on the topic of the parent meeting;

the form of inviting parents to the parent meeting (competition among schoolchildren for the best invitation) is being thought out;

an exhibition of family albums and photographs on the theme "Our family holidays" is being prepared;

proverbs and sayings about a friendly family and its impact on education are selected for the design of the classroom;

musical accompaniment is thought out when viewing the exhibition.

Materials for the meeting

Questionnaire for parents
1. Are you satisfied with your children?
2. Is there mutual understanding between you and the children?
3. Are your child's friends at home?
4. Do your children help you with household and household chores?
5. Do you discuss the books you have read with your children?
6. Do you discuss with your children the TV shows and movies you have watched?
7. Do you and your children take part in walks, hikes?
8. Do you take holidays with your children?
9. How much time do you spend with your child every day?
10. What is the most memorable family event for your child?

Questionnaire for schoolchildren
1. Are you satisfied with your parents?
2. Do you have mutual understanding with your parents?
3. Do your friends visit you at home?
4. Do you help your parents with household and household chores?
5. Do you discuss the books you read with your parents?
6. Do you discuss with your parents the TV shows, movies you watched?
7. How often do you go for walks with your parents?
8. Have you been with your parents together during their holidays?
9. How much time do you communicate with your parents every day?
10. What family event (holiday) do you especially remember?

Commandments for Parents

Treat your child as an individual.

Don't humiliate the child.

Don't moralize.

Don't extort promises.

Don't indulge.

Know how to listen and hear.

Be strict with children.

Be fair to your children.

The most common mistakes parents make when raising children are:

the inability of parents to take into account age-related changes in the child's psyche;

restriction of activity, independence of a teenager in an authoritarian form;

avoiding contact with children to avoid conflict;

coercion when making demands instead of explaining the need to fulfill them;

the conviction that punishment is beneficial, not harmful;

misunderstanding of the needs of children;

ignoring the personal interests of the child;

forbidding the child to do what he loves;

intolerance of parents to differences in the temperaments of their children;

the conviction that everything is laid down by nature and that the home environment does not affect the upbringing of the child;

mindless satisfaction of the needs of children in the complete absence of an idea of ​​the price of labor;

preoccupation only with the world of "earthly" needs.

It is necessary to remember:

Questioning of schoolchildren is carried out in the classroom, and anonymously. No surnames are called so as not to create conflict situations in the family;

parents fill out questionnaires at home, and the teacher collects them a week before the start of the meeting in order to make an analysis and generalization;

on the basis of the data from the questionnaires of parents and schoolchildren, common and distinctive features in each age group are revealed;

the placement of accents should be correct, which will allow parents to have a frank conversation during the round table, otherwise the discussion will not work.

Topic: "Education of industriousness in the family. How to educate yourself an assistant?"

Meeting plan.

1. Tour of the exhibition of children's (family) crafts and acquaintance with fragments of schoolchildren's compositions.
2. Teacher's conversation about the importance of work in the family.
3. Analysis of questionnaires of parents and schoolchildren.
4. Free discussion on the theme "Labor traditions and labor education in the family".
5. Acceptance of recommendations.

Preparing for the parent meeting:

schoolchildren prepare crafts for the exhibition;

a survey of parents and schoolchildren is carried out, the materials of the questionnaires are summarized;

the form of the invitation to the parent meeting is determined;

questions for discussion are thought out;

students write an essay on the topic "The World of Family Hobbies", individual fragments from essays or full texts are selected.

Materials for the meeting

Questionnaire for parents
1. Does the child have work responsibilities in the family?
2. How does he feel about fulfilling his duties?
3. Do you encourage your child to fulfill their responsibilities?
4. Do you punish the child if he does not fulfill his duties?
5. Do you involve the child in joint work?
6. Are there disagreements in the family about labor education?
7. What kind of work do you consider preferable for your child?

Questionnaire for schoolchildren
1. Do you have a permanent duty in the family? Which?
2. Are you willing to do it?
3. Do your parents punish you if you do not fulfill your obligations?
4. Do you often do any work with your parents?
5. Do you like working with your parents? Why?
6. The profession of which of your parents would you like to master in the future?

How to make comments - recommendations for parents
Before making a remark to the child, try to answer the following questions:
1. What state am I in?
2. What will my remark give the child and me?
3. Will there be enough time not only to scold, but also to explain why it is impossible to do or do this?
4. Doesn't the voice sound like "Yeah, gotcha!"?
5. Will there be enough patience and endurance to bring the matter to the end?
If you can't answer all the questions, then don't comment.

Rules of family pedagogy

Never allow yourself to loosen up, grumble, swear, scold each other and the child.

Forget the bad immediately. Good always remember.

Emphasize the good behavior of children and loved ones, their successes, actively support the child's desire to become better. Try not to put the bad in the center of education.

Bring up positive, involve children in useful activities.

Do not let your child show bad things, say more often: “Adults don’t behave like that!”, “I couldn’t expect this from you!”

Do not scold, but show the child what harm he does to himself and others with his negative behavior, bad deeds.

Talk to your child like an adult: seriously, respectfully, deeply motivated.

Methodology, communication techniques

Free discussion takes place more productively at the round table. Questions for discussion are thought out in advance, they should not require unambiguous answers. Questions like "Do you think labor education is important?" are called closed. Such a question will not cause discussion. For a debatable discussion, the question can be formulated something like this: "What work in the family do you consider feasible (necessary) for your child?" Questions that can have multiple answers are called open questions. Open-ended questions are important for the discussion so that different points of view on the problem under discussion are heard. For example: "Labor - a necessity or a duty?"

Topic: "Encouragement and punishment"

Meeting plan.

1. Pedagogical situations from the life of the class.
2. Teacher's message about the importance of methods of encouragement and punishment in the upbringing of children.
3. Discussion and analysis of pedagogical situations.
4. Questionnaire interview.
5. Talk about rewards.
6. Summing up.

Preparing for the meeting:

think over the form of inviting parents to the meeting;

arrange the tables in the classroom in a circle;

write an epigraph on the board: "When we punish a child, we do not complicate his life, but make it easier, we take the choice upon ourselves. We free his conscience from the need to choose and bear responsibility ..." (S. Soloveichik);

to prepare an exhibition of books about education by punishment and encouragement;

develop a questionnaire for parents and conduct their survey about a week before the meeting;

think over the course of the conversation about rewards and punishments in the family, based on the data from the parents' questionnaires.

Materials for the meeting

Questionnaire for parents
1. What methods of educational influence do you use most often? (requirement, persuasion, punishment, encouragement)
2. Does your family observe the unity of requirements for a child? (Yes, no, sometimes)
3. What types of encouragement do you use in education? (Praise, approval, gifts)
4. Do you physically punish your child? (Yes, no, sometimes)
5. Does the chosen measure of punishment have a positive effect on the child? (Yes, no, sometimes)
6. Does your child trust you and share his secrets with you? (Yes, no, sometimes)
7. Do you try to control your own behavior for the sake of raising your child? (Yes, no, sometimes)

Questions for conversation
1. What is the role of encouragement in raising children?
2. What types of incentives do you use?
3. What is the place of encouragement in the moral development of a child?
4. Is it necessary to measure the encouragement and praise of children?
5. How do you feel about punishing children?
6. Does punishment prevent unwanted behavior?
7. How do you feel about physical punishment?
8. Is there a connection between punishment and the formation of undesirable character traits in a child?
9. How does your child respond to physical punishment?
10. What is the significance of the unity of the requirements of parents in encouraging and punishing children?
11. What can you say about reward and punishment with the words of folk wisdom? Is this always true?

Topic: "School mark: pros and cons"

Meeting plan.

1. Let's remember our first mark. What did it cause: joy, chagrin? Why is this memory preserved?
2. Law "On Education" (articles on school education and on the rights and obligations of parents).
3. State educational standard in teaching schoolchildren and school mark.
4. Normative requirements for the assessment of knowledge, skills and abilities of schoolchildren in various academic subjects.
5. School grade: reward and punishment.
6. Summing up the results of the meeting.

Preparing for the parent meeting:

Articles are written out from the Law "On Education" on school education and on the rights and obligations of parents;

printed materials of the State Educational Standard for Parents;

print out requirements for assessments in individual subjects that cause frequent questions from parents;

the form of inviting parents to this meeting is being thought out;

Instructions for parents are compiled and reproduced.

Materials for the parent meeting

How to treat your child's mark.

Remember that this is your child and the grade they get is your grade. How would you feel about yourself in this case?

Two is always a punishment. Do not scold, do not punish the child, he is already bad. Think together what needs to be done, how to change the situation, how to help the little man in solving his problem. You have already gone through this, everything is clear to you, and these are the first steps for him. Don't make it difficult for him.

Children often get distracted when doing tasks. It is the fault of adults that they did not teach the child to concentrate on business and constantly pull and distract themselves. Try to patiently teach your child not to be distracted while doing the task. Work with the clock: first 5 minutes, and then each time more by 1-2 minutes.

Clearly define the time when to teach lessons, when to play, when to do homework. This will help the child be less tired and have time for everything.

Teach your child to learn. This means not only to complete the task, but also to control oneself and the correctness of execution. Let the child learn on his own, without reminders and prodding. This will be your main learning achievement.

Teach your child to love a book. This will help him learn further on his own, successfully acquire knowledge.

Teach your child to critically evaluate himself and his actions (look at himself from the outside), and not just criticize his classmates and teachers.

Help and encourage.

Reminder for parents of first graders.
1. Only together with the school it is possible to achieve the desired results in the upbringing and education of children. The teacher is the first ally and friend of your family.
2. Be sure to attend all classes and meetings for parents.
3. Take a daily interest in the child's academic progress, asking what he learned new, what he learned, and not just what he received.
4. Regularly monitor the child's homework, help sometimes if the child is having difficulty, but do not do the work for him.
5. Expand the knowledge and skills of the child, arouse interest in learning with additional entertaining information on the problem under study.
6. Encourage your child to participate in all classroom and extracurricular activities.
7. Try to listen to the child's stories about yourself, about the school, about his comrades, live in the interests of your child.
8. Try to provide all possible assistance to the school and the teacher. This will have a beneficial effect on your child and help you master the art of parenting.

Plan of conversation with parents
1. What can be rewards for a good grade.
2. What incentives are most effective for students in our class.
3. Punishment for a bad mark. Positive and negative points of punishment.
4. The influence of punishments on the attitude of schoolchildren to learning.

Methodology for conducting conversations, discussions

When discussing the State Educational Standards, it is necessary to invite subject teachers or the head teacher of the school to explain difficult points, since this concept is new for many parents.

The same can be done when considering the issue of regulatory requirements.

Try to shift the conversation from the personality of the individual teacher to the specific requirements of the learning process. Do not discuss with parents the actions of individual teachers, this will not be helpful. Consider only the requirements for students as they are implemented by the teacher.

Do not allow discussion at this meeting of the actions of individual students, their attitude to learning. This topic is another parent meeting. At this meeting, you must acquaint parents with the requirements that the state imposes on the student, and nothing more.

Scenario parent meeting together with primary school students "Mom, dad, I am a reading family!"

Goals:
Development and maintenance of interest in reading in primary school students.
Improvement of all types of speech activity.
Development of creative abilities of students.
The formation of each child's individual experience of independent reading.
Formation of a friendly team of children and parents.
To promote the education of love for reading of primary school children and their parents.

The course of the parent meeting

The chairman of the parent committee opens the parent meeting with a short introductory speech.
Good afternoon! Good afternoon children, dear parents and guests.
Today we have a very unusual meeting. We will call it: parent meeting competition - concert "Mom, dad, I am a reading family!". And, however, it is not so important.
The main thing is that we found an opportunity to meet a large, friendly family.
The word is given to the class teacher. Introductory speech on the benefits of reading (class teacher)
Not only at school, but also at home, in the family, we teach children to love books. There are probably no parents who would not want to teach their children to read quickly and expressively, to instill an interest in reading, because the role of a book in a child's life is enormous. A good book is an educator, a teacher, and a friend.
Please look at the board where the words of the epigraph of our meeting - competition - concert, belonging to Anton Pavlovich Chekhov, are written:

“In order to educate, you need continuous day and night work, eternal reading.”

It is difficult to overestimate the importance of literature for the development of the child.
Let's think together what reading is.
Each team is asked to make a proverb about reading and explain it.
Reading is a window to the world of knowledge.
People stop thinking when they stop reading.
Children should be taught not just to read, but to understand the text.
Who reads a lot knows a lot.
A good book is your best friend.
It contributes to the expansion of the horizon of children's knowledge about the world, helps the child learn the patterns of behavior embodied in certain literary characters, forms the initial ideas about beauty.
Sometimes a child finds it difficult to solve a problem because he does not know how to read it correctly. Literate writing is also associated with reading skills. Some parents mistakenly believe that all reading is beneficial. Others believe that teachers and librarians should supervise reading, and the role of parents in this matter is small. But the teacher and librarians cannot always protect the child from books not intended for him. In vain, some parents are proud that their children enjoy reading books for adults. Most often, this does not benefit younger students, since they perceive a work of art superficially, they mainly follow the development of the plot and capture only the main content of the book. Such reading develops a bad habit of reading, skipping the descriptions of nature, the characteristics of the characters, the reasoning of the author. Watching the reading of children, it is necessary to strive to ensure that the books are diverse in subject matter. It is necessary to pay special attention to the development of children's interest in popular science literature.
In the education of love for the book in children of primary school age, insignificant, at first glance, moments play a positive role. So, for example, having your own library or just a shelf with books, the ability to exchange books with friends - all these are incentives for the emergence of interest in reading.
The survey conducted in our class indicated, according to the children, that 23 people have their own libraries.
We must try to get the children to retell what they read. If he finds it difficult, then you need to ask leading questions.
It has long been noticed that while the child is small, adults enthusiastically read books to him. As soon as I went to school, my parents sigh with relief: “Now he will read by himself.” And after 8-10 years, parents with bewilderment and surprise feel that there is a wall of misunderstanding between them and their children. Family reading helps to avoid these scenes. In it, the mother and father open up to the child from a new side. Parents are discovering that their children are older than they thought, and that you can talk to them about more than just school grades.
It is very good if the family practices joint reading aloud, it brings parents and children together, helps the first to know and understand children's interests and hobbies.
Guys, do your families read books aloud with their parents?
If so, which ones?
If not, why not?
Guys, do you like to read with your parents? Why?
Reading aloud is a useful exercise for children. They get used to reading loudly, expressively, clearly. The duration of home reading is 45 minutes, so that it does not tire the children, does not dull their interest in reading.
It is good when parents and children share their impressions about what they have read.
May our efforts, strength, work aimed at educating children's interest in reading give good results, and reading will become the strongest passion for children and bring them happiness.
3. Today we invite you to meet with the heroes of the books “Uncle Fyodor, the dog and the cat” and “Winter in Prostokvashino” by E. N. Uspensky. Family teams in a stubborn struggle will prove their love for the writer's work in order to win the title of “The Most - Most” in the competition “Mom, Dad, I am a Reading Family!”.
- And who is E.N. Ouspensky? Angela and her mother Lyudmila Alexandrovna will tell you.
Uspensky Eduard Nikolaevich poet, children's playwright, prose writer, was born on December 22, 1937 in the city of Yegorievsk, Moscow Region. Even at school, while studying in high school, he was appointed counselor. Since then, with all my heart, I have grown to the kids for life.
I have always been an organizer, a ringleader. He wrote humoresques, humorous poems.
In the summer of 1968, he went to a pioneer camp as a librarian. There he wrote the book "Uncle Fyodor, a dog and a cat", which was published in 1973.
And the prototype of Matroskin was an employee of the film magazine "Wick" Anatoly Taraskin. I called him: “Tol, now I am writing one cat, he is similar in character to you, can I give him your last name. He replied: “No way. You will embarrass me throughout the country.” Then, when the cat has already been written, he tells me, “What a fool I am, I was greedy to give a surname.” And so the cat Matroskin was born.
EN Uspensky is one of the most famous and beloved contemporary children's writers.
He will turn 77 next year. And now we will start preparing for this date.
- Did you like the stories you read with your parents? How?
- What did they teach you? What are their content?
- And what conclusion did you draw for yourself, dear parents?
Ouspensky loves to play. His game is modern, where everything is possible: and the appearance of a cat who can speak, and in addition a seasoned cat, a former sailor in vests.
He accepts the rules of the guys, and the books are written according to their laws.
Now 2 children is a rarity, as a rule, one. And the parents are at work, they have their own difficult life. Uncle Fyodor, the cat Matroskin, is close to such a lonely child. He is unsightly his loneliness, and he is looking for friends at least in books, cartoons.
Fairy tales are invented, invented. Introduction.
Attention! Attention!
Children and parents!
Do you want to fight!
Who is the best bookworm?
And who is your favorite hero?
Clever words are not without reason said.
“We owe all the best to the book”
Books are read by both young and old.
Everyone is happy with a good book.
I read books, so I think.
I think - it means I live, not sour.
The book contains wisdom, tears and laughter.
There are enough books for everyone today. Game conditions.
5 teams are participating. Each team has its own captain. Present them.
For each correct answer you get tokens. To answer, you need to lower the ball by the thread carefully.

1) Warm-up “Do you know the heroes of Ouspensky? ”

Cow (Murka)
Dad of Uncle Fedor (Dima)
Galchonok (Khvatayka)
Mom of Uncle Fyodor (Rimma)
Uncle Fedor)
Professor (Semin)
Engineer (Tyapkin)
Dog (Sharik)
Author, talking cats and dogs (Uspensky)
Pantyhose Manager (Vera Arbuzova)

2) “Explainers”

Why did dad disagree with mom to buy his son a designer instead of a cat? (The cat is alive, you can play with him, walk, he can replace a friend)
Why did people in the village love Uncle Fyodor? (didn’t mess around, did business, played, loved animals, treated them)
What is the best firewood? What did their friends prepare instead? Why? (birch, brushwood, save nature)
Explain what is 20 ly sy (horsepower)
When Eduard Nikolayevich was asked who is your favorite character. He replied: “Cat Matroskin. He is a born financier." What is a financier? (money manager)
Why does Matroskin have such a surname? (grandparents sailed on ships with sailors. And he was drawn to the sea).

3) “Guess”

According to the description, guess what it's about. Find an extra one.
Prove it.
Kind, smart, serious, greedy. (Uncle Fedor)
Well-bred, hard-working, well-groomed, helpful. (Dog Sharik)
Arrogant, practical, economical, grumpy. (cat Matroskin)
What did Uncle Fyodor, the cat Matroskin and the dog Sharik need to be happy? (tractor, cow, gun)
The portrait of one animal did not work out for Sharik. Need to reshoot. In which bush will you see him? Who is it? What chain of tracks will Sharik follow to reach this animal? (drawing) About whom can we say “broad soul”? (Uncle Fedor)
Who can be said about “divides the skin of an unkilled bear” (Sharik)
About whom you can say “henbane overate” (Murka)
How did Matroskin and Sharik begin to live without Uncle Fyodor?
Call it a stable combination, from Pechkin's speech. (like a cat with a dog)
Matroskin said: “I made a remark to him that I would tell Uncle Fedor. That's what he called me." How? Call it a sustainable combination. (selling skin)
How are both the calf and its mother similar? (ate, no matter what)
Prostokvashinsky people were immediately delighted and ran together to pull the car out. They bravely pulled the car through the darkness and the prickly blizzard. Just like. Call it a sustainable combination. (Barge Haulers on the Volga)
What can you buy in winter for one bouquet of roses? (3 bags of potatoes)
What did the professor say about his cat when they came to visit him? (gold)

5) Field of miracles.

Strange superstructure table with circles.
P A U T I N A
What lives in Prostokvashino in winter?
COLD

6) Collect the picture.

Tell this episode.

7) Video frame

8) What was not written in the letter?

Found a treasure
- bought a tractor
- go fishing
- The stove is warm
- there is a cow
- Pechkin was in the hospital
- Sharik all sellers know
- bought a photo gun and Sharik runs after the animals

9) Blitz tournament

Shoe cleaner (shoe polish)
How did Uncle Fyodor and dad inform Matroskin and Sharik about their arrival? (telegram)
What was Pechkin's name? (Igor Ivanovich)
What was the name of the mentally retarded car? (Zaporozhets)
How old was Uncle Fyodor? (6)
What could he do? (cook soup, read)
Why did he leave home? (the cat was not allowed to leave)
What did you do to not worry your parents? (wrote a note)
Who did they meet in the village with Matroskin? (dog)
What breed was Sharik? (cur)
What house was Uncle Fyodor looking for? (TV, large windows)
What kind of house was Matroskin looking for? (stove)
And Sharik? (With booth)
Who else showed up at the house? (tick)
Why were there empty houses in the village? (moved to new houses)
Why did Matroskin not want to take Sharik? (jealous)
What did Matroskin and Sharik have in common? (lived with one Professor)
Why were they homeless? (grandmother was angry)
Where did they get money from? (treasure found)
What did Matroskin buy? (cow Murka)
What did Sharik buy? (gun)
What about Uncle Fyodor? (tractor)
Why was the jackdaw called Khvatayka? (grabbed various things and hid on the closet)
Why was the tractor named Mitya? (model engineer Tyapkin)
What was the tractor running? (meal)
Why did the tractor stop at every house? (smell of pies)
Who figured out how to train a tractor? (Matroskin)
What gift did dad and Uncle Fyodor bring to Sharik? (collar with medals)
And what did they bring Matroskin? (radio transmitter)
And what did they bring Pechkina? (Japanese dog Shizu)
Who could spud potatoes with their hind legs? (Ball)
Who loved cleanliness the most? (Matroskin)
What did Uncle Fyodor write out? (Murzilka)
How many shortcomings did the cat Matroskin and the dog Sharik find in Uncle Fyodor? (nine)
What was Sharik's favorite shoes? (sneakers)
What animal did the dog Sharik save? (beaver)
What did the postman Pechkin send to Uncle Fyodor's mom and dad for identification? (button)
What was the tractor supposed to be lubricated with? (sunflower oil)
How many letters did the parents write to find their son? (22)
What kind of dog did you decide to make from Sharik? (Poodle, circus dog)
What name did the cat give the calf? (rapid)
And Sharik? (Teapot)
What about Uncle Fyodor? (Gavryusha)
What did the cat ask the scientists to send? (sun)
The place where the cat lived before meeting Uncle Fyodor? (attic)
The item in which Uncle Fyodor carried the cat? (a bag)
Who delivered Uncle Fyodor to the village? (bus)
Who sawed the table in the house? (beaver)
How many chapters are in the book "Uncle Fyodor, the dog and the cat"? (22)
Where did mom want to celebrate the New Year? (in public, in the basement of the House of Journalists)
Who is Fyodor Ivanovich Chaliapin? (singer)
Dad's New Year's dish Uncle Fyodor? (Uzbek buckwheat pilaf)
10) Dance to the song “If there was no winter”
11) Summing up the results of the competition.
12) Decision of the parent meeting:
1. Considering the important role of parents in instilling a love of books in children, developing an interest in reading, direct efforts towards solving the following task: read children's books with the child every day, discuss what they read, help compose stories based on what they read.
2. Organize family reading evenings for each family.
3. Include magazines and newspapers in the circle of children's family reading.
4. Systematically visit the city library.
5. Help your child keep a reading diary.
6. Announce a competition for the best reader's diary. At the end of the year, summarize its results and award prizes to the winners.
13) The final word of the teacher.
Dear parents and children!
Contest ended!
We only have it for an hour.
But you are a reading people,
Love a book every year!
Let the prepared memos help you on your journey through the land of books.
Knock on the door. The postman Pechkin enters.
- Is this the city of Balakovo school number 21 3-A class? (children answer)
- Your package has arrived. Here she is. Only I won't give it to you, because you don't have any documents. (I ask you a question: “Why did you bring it then?”)
-Because that's the way it's supposed to be. Once the parcel has arrived, I must bring it. And since there are no documents, I should not give it away. (I ask the children a question: “Guys, does anyone have documents? If there are none, then speak)
- I’m harmful, because I didn’t have friends, and now what time (point to the class). I will send you a message.
Children are given books by E. Uspensky as a gift.

Methodical development of a plan-outline of a parent meeting in elementary school

Subject: "Children's Lies: Ways of Prevention".

Performed: Zyuzina Natalya Olegovna,

Primary school teacher,

MOU "Secondary School No. 132", Omsk.

The purpose of the meeting is to teach parents to see the reasons for children's lies and to respond correctly to the manifestation of such behavior in their child.

To achieve this goal, the following tasks were defined:

1) show parents that a lie has not only moral, but also psychological and pedagogical roots;

2) to acquaint parents with the causes of children's lies;

3) show ways to solve the problem of childish deceit, depending on the cause of its occurrence;

4) develop ways to correct behavior and help your child.

Plan-summary of the speech.

1. What is a child's lie?

2. What reasons may underlie children's deceit?

3. Signs by which you can guess that the child is deceiving.

4. What to do if the child lied?

What is a child's lie?All parents dream that their children grow up to be good, honest people. But everyone, to a greater or lesser extent, is faced with the problem of children's lies. Realizing that their child is telling a lie, parents often fall into despair and begin to look for answers to questions - what to do if the child is lying? And why, in general, in a normal, quite prosperous family, the child began to lie? Where did he learn this and who taught him this? Maybe it's his friends that are so bad? Is it possible to fight children's lies, and if so, how?

Of course, it is unpleasant to realize that something went wrong in raising your child. But first, let's try to define what a child's lie is. Lies are defined as the dissemination of knowingly false information. The famous American psychologist Paul Ekman gave the following definition: a lie is a deliberate decision to mislead the person to whom the information is addressed, without warning about his intention to do so.

If your child decides to distort the information and believes his own fantasies, this is nothing more than a true fiction. He can quite sincerely tell you that yesterday a live tiger cub came to visit him. Such fantasy is natural for children. For example, remember the story "Dreamers" by the children's writer Nikolai Nosov. The heroes of the story are two boys who tell each other about their adventures. They can easily cross the sea, and they knew how to fly before, now they just forgot how. One of them even flew to the moon - it's not at all difficult! And the second, when he swam across the ocean, the shark bit off his head, so he swam to the shore without a head and went home. And then his head grew new ...

If all your child's lies come down to making up similar stories, then you have absolutely nothing to worry about. Your child has a very rich imagination, that's all. Perhaps he has creative abilities, and they need to be encouraged and developed.

Before resorting to a real child's lie, when the lie is already deliberately spoken, it happens that the child is lying without understanding it yet. Until about four years old, babies do not need lies at all. There is simply no need for it. He just does whatever he wants and thinks it's all right. He simply does not yet realize the moral side of the concepts of lies and truth. In the mind of a child, everyone thinks the same as he does. Young children simply do not know how to look at all events through the eyes of an adult. In addition, they have not yet developed the so-called "inner speech". They still do not know how to mentally pronounce, having previously comprehended, their monologue. Therefore, they say immediately, without hesitation, everything that comes to mind. We can say that until the age of three or four, children simply do not know how to lie at all.

After four years, with the development of inner speech, the child has the ability to figure out in his mind what is worth saying and what is not. And even after four years, the child begins to think about the questions - why were adults angry with him today? could the punishment have been avoided? Why was he praised today? What should I do to get it back?

Thinking about how to make his life more convenient in order to avoid "bumps", he suddenly realizes that there is a good way out - to tell a lie. And then the psychology of children's lies changes. Now the child begins to lie consciously, since the lie now serves him as a means by which he makes life easier for himself. Especially when he constantly hears prohibitions from his parents. Lying becomes a habit for the child, his defense.

Children's lies are evidence not of moral, but rather of psychological problems of the child. A liar usually suffers from a lack of attention or love from his parents, he has difficulty communicating with peers, he has low self-esteem. Not living up to the expectations of his parents, who constantly tell him about this, he has learning difficulties and (or) behavioral disorders.

Types and motives of lies.In order to figure out what to do if a child is lying, it is necessary, first of all, to understand why he does it. What benefit does he get for himself when he lies? What reason makes him lie? Is he lying defensively, or is he attacking you like this? Maybe his lie is a stereotype of behavior, something that he constantly sees in the reality around him?

A child's lie is a signal that he sends to his parents. After all, he will not lie if everything is in order in his life. It is very important to understand what exactly the need is behind his lies. Understanding this, you can understand the reasons for children's lies. After all, a child lies not at all because he does not love his parents or does not respect them. And not because his moral values ​​are weak. There are many different external reasons that push a child to lie. The lie of a child takes many forms: default - hiding the truth distortion - reporting false informationdenial of the obviousetc.

Let's try to understand what a lie is and how it can be explained.

There are many types of lies: from the desire to avoid punishment to the desire to keep your inner world intact. P. Ekman identifies, for example, a special type of lie, the so-called cases when a lie does not lead to any significant consequences, for example, in response to a phone call from a stranger, a child, being alone at home, can say that his parents are with him.

To understand the reasons for the behavior of a child who tells a lie, it is important to understand:

1) the motive of lies (why did the child cheat?);

2) the consequences of lying (who was affected by the lie and how?).

Awareness of the motive for lying will help the adult decide how to behave so that the child does not lie again.

What reasons push the child to "deliberate lies"?

1. Questions are traps set by adults themselves.

“Katya, do you love your little sister?” Grandma asks. What should Katya answer in order to get approval from adults? And the fact that her sister constantly takes away her toys, tore up her favorite book, she gets most of her mother's love and care, and all the tricks and pranks "get away with it" - often goes unnoticed.

In a word, such questions “about love” are a real provocation, and if you are not in control of the situation, it is better not to ask them.

2. Constant "no", excessive demands, fear of punishment, lead to the fact that the child begins to lie, hiding serious deeds behind lies.

Lies out of fear most common type of lie. The child lies because he is afraid that he will be punished or humiliated. Shame is one of the most painful experiences. In addition, a child may lie out of fear of upsetting, disappointing parents, or maybe out of fear of being rejected, deprived of parental love.

In any case, if fear became the cause of children's lies, then there is a violation of mutual understanding between parents and the child. It is very important to understand: where, when was trust and security lost in relationships? Hasn't it turned out that punishments and restrictions are disproportionate to guilt, and the child is condemned where he is waiting for support? And it is also possible that the child needs confidence that his problems are not indifferent to others.

Lies to avoid punishmentis used either to hide the actions of the child, which were aimed at obtaining pleasures that were forbidden by the parents (for example, the child turned on the computer, although he was not allowed to), or to hide an accidental oversight (broke the TV remote control). This type of lie is especially common in families where prohibitions and punishments as a form of communication prevail over dialogue in communication with the child.

Fear of humiliation can also provoke a child to lie. At the heart of this type of lie is shame, the child's awareness of the wrongness of his act. As a rule, the child in this case is guided by the desire to protect himself, to maintain a positive attitude towards himself. For example, in cases of child theft, often the child does not admit to the committed act, not only because he is afraid of punishment, but also because he seeks to “save his face”.

The desire to get something that you can’t get otherwisecan also provoke lies. In this case, the case concerns situations where the child derives some "benefit" from his deception. As a rule, this benefit is the desire to avoid punishment. “Did you eat soup?”, “Did you do your homework?”, “Did you go to class?” How often do children answer “yes” to these questions in the hope that they will be left behind. By the way, heavenly. And after all, all participants in the conversation know for sure that the answer “no” will cause additional questions and dissatisfaction on the part of parents. And if this happens often, the reaction of the child is quite predictable. Often parents are indignant - “he knows that I will check anyway, why lie”, “it’s better to let him tell the truth, I won’t scold for the truth.” There is some cunning in this: if the told truth does not bear any negative consequences for the child - they do not scold him, do not require him to do something unpleasant (for example, homework), do not deprive him of anything, a normal child will definitely not deceive.

Therefore, the simplest recipe: do not want to be deceived, do not ask "unpleasant" questions. Review the list of questions you regularly ask. Maybe some of them are not needed. Stop asking those of them that seem to you not very important, not fundamental. Secondly, highlight those areas of your concern for the child that can be transferred to him. Well, for example, did he take the "shift" to school. If the child is not in the first grade, he may well cope with this responsibility himself. And he will forget to change shoes, he will deal with the unpleasant consequences of his disorganization: bathe in warm boots indoors, endure the criticism of the security guard, teachers, attendants, look ridiculous and ridiculous. Such an experience teaches better and faster than parental questions. Third, where possible, change questions to suggestions or requests. For example, rather than asking if the child has eaten soup, you can open the refrigerator and look and offer to eat soup instead of dinner if he has not eaten, but this is important for you. Don't ask if he did his homework. If you decide to supervise his studies, ask him to show completed assignments. Many children at this point happily claim that they have not been given anything. Ask to bring a diary and write in the appropriate column "not given." I assure you, the teacher will not miss such a recording, especially in combination with unfinished homework.

Don't force your child to lie to you. It is not necessary to ask the child questions to which he will be forced to tell a lie in order to protect himself. It is better to find out the real situation yourself, for example, by talking with a school teacher, and not to extract information from the child about his school success almost with pincers.

Don't overdo it with strictness. Why would a child honestly admit that he received far from the mark you wanted, if it is known in advance how you will get angry and start lecturing, repeating that he is not studying well, and, in the end, bring him to tears. Agree that getting a bad grade or jeans torn while playing football is not the worst thing that can happen in your child's life. Learn to be more tolerant of his shortcomings, because he is not a magician, he is only learning.

Do not forbid the child everything, as the baby will constantly look for an excuse. If you forbid him to eat sweets, he may think that Aunt Lena came and allowed him, since he will associate an adult with a sort of forbidding and allowing authority.

If the child is already older and has already learned to benefit from his lies, then it is necessary to very clearly explain to the liar that he will be punished, first of all, precisely for the lie, and not for his misconduct. Show him that he undermined your trust in him. Say, for example, like this: “How could you lie to me? After all, I always believed in you! Today I forbid you to go for a walk (or watch TV, play on the computer ...) because you turned out to be a liar!

And also think about whether the requirements that you make to your baby correspond to his age capabilities, whether you are humiliating the little person with your endless notations or teachings, whether the fear of punishment dominates him.

3. Low self-esteem is also the cause of lies.

The toddler uses lies as a way to draw attention to himself, due to the fact that he is rejected by one of his parents, or so he thinks. The basis of such behavior is often an unsatisfied need for attention from parents or other significant people, a desire to meet their requirements, at least in their fantasies.

Lies are manipulation- this is a lie that the child resorts to for self-affirmation. When a child tells a lie in order to assert himself, he wants to surprise, make him admire, wants to attract attention to himself. That is, he wants to manipulate other people's feelings for his own benefit. Here proud stories about themselves and their merits can also be used, or vice versa, stories about how he was unfairly offended, how no one loves him, etc. The main thing is to become the center of attention, even if not for long.

Lies for revenge . It’s a paradox, but even the punishment of his parents is “sugar” for him - dad and mom paid attention to him, even if it was negative!It happens that the child is constantly in conflict with the parents. It seems to him that his parents have completely stopped loving him, and maybe they didn’t love him before. So he takes revenge on them for the lack of love with the help of lies.

The reason for lying can also be that the child thinks that his parents have stopped loving him. Feeling rejected, he desperately tries to get attention by any means necessary. Even if in the end the parents get angry and even punish him, he will still be glad that they paid attention to him. And will continue to seek attention in the same way. And in order to slightly increase his self-esteem and at least slightly stand out from the rest, he will again resort to lies.

The task of adults is to find the reason for such thoughts and restore the child's trust. Praise him more often, do not be stingy, but praise only for the deed, because praise in advance again breeds lies.

If the reason for the lie was an attempt to attract attention, then try to devote more time to your child's affairs, his interests, dreams. Be interested in his successes, praise him and admire him. Ask him about everything that happens at school, about his friends. In turn, tell him about how your day went, about your work.

4. Overprotectiveness can also provoke lies. A child may lie to get out of the control of an adult. This is a kind of rebellion against excessive parental care.

False in this case can be usedto test your own strength. The motive of lying is to challenge someone else's authority. A successful lie, when adults suspect deception, but cannot do anything, affirms the child in the awareness of his own strength. At a younger age, this species manifests itself as teasing and pranking on adults. For example, in response to the question: “Have you eaten porridge?” - the child can make a distressed look and shake his head in order to then show an empty plate and be glad that he managed to trick his mother, and she believed him.

Lies to prevent invasion of privacyoccurs in the case of excessive guardianship of children by parents, when the latter deprive the child of the right to the privacy of his inner world. The child needs to be able to think about his own experiences, to comprehend them without external interference. The persistence of parents in this case can lead to the fact that the child prefers to remain silent about his problems than to let an adult into his inner world. The child begins to create such a space inaccessible to everyone, where only he himself can manage.

This is just a sign of growing up, and parents should not be upset for nothing. It's just that a teenager is in the process of forming his private, personal life. If the reason for lying was an attempt to get out of your control, then it would be best to involve a teenager in discussing and solving household problems so that the child sees that his opinion is interested and considered with him. Remember to tell your growing child as often as possible that you still love him very much. If he knows about this, then it will be difficult for him to lie to you.

5. Jealousy and rivalry between children in the family.

The usual rivalry between children provokes them to lie. Children constantly slander each other, or someone alone, with high self-esteem, is trying to increase it even more with the help of lies, this is done in order to once again enjoy their superiority over the younger (usually). This situation occurs in cases where parents begin to compare children with each other, thereby inciting rivalry and enmity.

6. Imitation of adults- the reason for children's lies. After all, we are all teachers with enviable experience and seniority! Children, getting used to imitate adults, adopt this addiction from us. We, adults, quite often “lie” right in front of a child, considering a small lie to be just a trifle or a harmless element of communication. And it also happens that adults themselves ask the child to lie. And if today a child, at your request, tells someone on the phone that you are not at home, while you are at home, then do not be surprised that tomorrow he will tell you a lie. After all, the child begins to lie because he imitates you, considering lies to be just an element of communication.

In order to teach a child to be honest, you need to be honest yourself.

7. Lies are fantasy, lie is a game . Children are just having fun, giving free rein to their imagination.

Also, children invent something incredible (and very ordinary things) because they lack it in real life. For example, constant stories about a friend who is not really there indicate that your child is lonely and lacks communication with peers.

8. "Holy Lies - White Lies". Can a child lie in order to help someone, and sometimes even save someone? Do not even doubt - maybe. You only remember children's matinees or performances in the children's theater. After all, even four-year-old spectators unanimously shout to the gray wolf that the bunny ran to the right, while the big-eared one galloped to the left. Lies as protection of friends from troubleoccurs when the truth about another person is hidden. Often in response to the question "Who did this?" the guys are silent, even if the name of the "hero" is known to them.

This list of motives, of course, is not exhausted, but it is these motives that are most widespread.

Thus, most often the child resorts to the help of lies in order to:

Avoid unpleasant consequences for yourself;

To get something that cannot or does not know how to get in another way (attention of others);

Get power over others (and sometimes take revenge on them);

Protect something or someone important to you (including the right to your privacy).

Analyzing the causes of lies, the influence of the child's social environment should be noted. In particular, the following factors have been identified that contribute to the formation of a tendency to lie:

1. Liar children mostly come from families in which parents also lie. Parents sometimes deliberately teach their children to tell lies: “Let’s say at school that you had a headache, so you didn’t complete the task.” And sometimes the teaching of lies goes unnoticed by the parents, when in communication with each other, with other people, they admit insincerity, believing that the children do not notice anything, but the children learn not what their parents teach them, but how the parents themselves act in certain situations.

2. Liar children usually lack parental attention, warmth and care. Often, lying, like other forms of "bad" behavior, is the only way a child can get attention: "Even if they scold me, they noticed me." Children's lies are often found in families where children feel rejected or parents overestimate the requirements, often demanding from children what they cannot yet achieve due to the peculiarities of age development.

3. Children who are liars and friends usually lie. As adolescence approaches, a child is more susceptible to peer influence. With age, an increasing number of children are ready to follow their comrades in unseemly deeds. The explanation for this is that "the growing willingness of children to follow the asocial example of their peers is associated with disappointment in adults - in their strength, wisdom, goodwill and common sense."

How to recognize that a child is lying?In order to recognize whether your child is lying, it is enough to watch him. If a child is lying all the time, then you can very well determine this by some very obvious signs. You should be alert if, while talking to you, your child:

Excessively excited, blush on the cheeks;

His expression changes; tries to look away and blinks hard, the pupils either narrow or dilate;

Involuntary gestures appear: when he says something, he suddenly raises his hands to his mouth, as if trying to stop the flow of lies; hands during a conversation constantly fiddling with the edge of clothing or some object; the child touches the neck or pulls the collar, pulls on the earlobe; touches the nose without realizing it; rubs the eye, chin or temple;

The child begins to cough frequently during a conversation;

Speaks slowly and uncertainly, carefully choosing his words and interrupting himself now with pauses, now with gestures;

Inconsistent in his stories, involuntarily exaggerates everything. In his head he does not have a clear plan, there is confusion. It always seems to him that adults will expose him;

The child may repeat the last phrase after you in a conversation to buy time in order to come up with a plausible answer;

Because the child is aware that what he is doing is wrong, he may tell lies in a quieter voice, or his tone or tempo of speech changes;

The child may try to hide lies behind empty talk. And if your child is not very talkative by nature, excessive talkativeness can be a sign of deception.

If, while talking to you, the child keeps his hands in his pockets, then most likely he wants to hide something from you.

These are, of course, just some of the signs. Attentive parents notice any change in their children's behavior.

So, you have discovered that your child is lying, but what to do about it - you do not know? When a child lies to you, it thereby feeds on signaling that not everything is in order in his world. Very often, a child’s lie allows attentive and wise parents to understand what is happening in the child’s soul, what torments him, causes anxiety and even fear. In such situations, a lie for a child is like a balm for mental wounds. Therefore, you should not rush into punishments and show your severity, indignantly and irritably “letting off steam”. You need to try to understand what exactly makes your child lie and try to help him.

There is no simple recipe for how to wean a child from lying. Each situation has its own way of solving the problem. And if we have already mentioned punishments, then we will start with them. Try to analyze if your requirements for a child are too high? Perhaps they do not match his capabilities. Do you resort to constant teachings, notations? Perhaps the child is constantly under the yoke of fear - fear of humiliation, fear of punishment? Isn't the lie just a defense, a shield against that fear? In this case, you need to reconsider your methods of influencing the child.

What to do if the child lied? How to help a little liar?

Listen to what your child is talking about before exposing, think about how to do it more kindly and tactfully.

Try, first of all, to “hear” the hidden reason for the lie and analyze it.

Do not immediately scold and punish the child for lying, call him a bad child, a liar. You have to show that you are very upset; say that you did not expect such behavior from him.

If you see that the child lied, then sit next to the child so that you would become, as it were, the same height with him and your eyes were at the level of the child’s eyes, and calmly tell him that you are asking to tell the truth and punish him for it. you won't. Be sure to emphasize that you love him and trust him. And keep your word - do not scold the baby, no matter what he tells you, but help him figure out the current situation, support him, teach him how to do the right thing. Then your child will continue to trust you, and he will no longer need to lie.

Explain to the little liar what lies behind the untruth and why honesty is necessary. He must understand that it is impossible to put up with a lie, even the silence about a lie is also a lie, so try to encourage the sincerity of the child as often as possible.

If the kid himself confessed to a lie, it is necessary to praise his act. If he does not want to confess, do not force him. The correct way out in this situation may be a fairy tale or a story you invented about what lying leads to and how much trouble it causes. Such a “lesson” will bring more benefits to a kid than another “portion” of notations.

In all cases, it is necessary to demonstrate to the child a more acceptable way to meet the needs, an alternative to deceitful behavior.

The child must understand that, despite the fact that you do not approve of his behavior, you still treat him well and want to solve this problem together with him.

Here are a few tricks that can help you teach your child to be truthful.

1. Encourage honesty. Instead of scolding the child when he tells a lie, praise him when he talks about how it really happened.

2. Do not try to catch the child in what happened. Do not ask too many questions about the incident. After all, in many cases his involvement is obvious: if he has chocolate all over his mouth, you can be sure exactly what happened to his sister's candy. You should not seek recognition from a child if this requires a real battle with him.

3. Build trust. Show your child that you trust him, and he can always trust you in return and tell the whole truth. Always keep your word and apologize if sometimes you fail to deliver what you promised. He learns more from your example than from your instructions.

4. Do not demand from your baby what you cannot do yourself, that is, do not demand to tell the truth, the truth again and nothing but the truth 24 hours a day. We, adults, break our promises quite often, and even children have to do this, since they still do not know how to withstand the prevailing circumstances. Therefore, try to understand that if the child did not fulfill his promise, there may have been serious reasons for this.

5. Try to explain to children what is happening around, explain to them the motives for the actions of others and your own. If you failed to fulfill what you promised your child, be sure to apologize to him and explain the reasons for this failure. Having deceived the trust of the child, we not only lose his frankness, but also risk provoking him to deceitful behavior. He can repay us in kind. Show an example of an ironic attitude to some failures and incidents. This will teach the child to find a way out of a difficult situation without the help of lies, but with the help of humor.

6. Do not abuse children's trust by controlling every step of the child. Adults have the right to hide something from children, but children, regardless of age, need their own secrets. The more importunately we show interest in the privacy of our children, the more they are forced to hide and lie.

7. If children are confident in our love and our good attitude, they will have fewer reasons to tell lies. Be attentive to your children, delve into their problems, take an interest in their life so that they do not feel abandoned. Sometimes it is enough just to listen to the child, and he will understand that he is not alone, that he can always count on your attention and help.

8. In addition, the child must be prepared for the fact that he will meet with insincerity outside the family. A child can be deceived not only by peers, but also by adults, and this is more difficult for him to understand, since he is used to trusting adults. Such an experience for the first time is perceived very painfully. It is necessary to prepare the child for the fact that among people, unfortunately, there are often both irresponsible and insincere. Discuss with him the reasons for human insincerity, teach him to beware of such people. In the future, these lessons will help him not to become a victim of scammers.

Remember that a child is honest with his parents if:

Not afraid of their wrath, not afraid of being rejected by them;

I am sure that no matter what happens, adults will not humiliate him;

Knows that they will support him in a difficult situation, help with advice;

Knows that in a controversial situation you will take his side;

He firmly knows that if he is punished, the punishment will be fair and reasonable;

There is trust between parents and children.

Our children are repetitions of ourselves. And you should never forget - how honest and sincere you yourself are, and how trusting the relationship between you and the children, will depend on how your child will be truthful with you. If you remember this, then you will never have to puzzle over how to wean a child from lying.

Literature on the topic of the speech:

1. Baulina, M. Lie or fantasy? / Maria Baulina // Schoolchildren's health. - 2008. - N 11. - S. 74-75

2. Selivanov, F. A. Mistakes. Delusions. Behavior / F. A. Selivanov - Tomsk: Vol. un-ta, 1987.

3. Fry, O. Lies: three methods of detection / O. Fry. - St. Petersburg: Prime Eurosign, 2006.

4. Ekman P . Why do children lie? reader "Teenager and family" / Ed. D.Ya. Raygorodsky. – Samara, 2002.

Parent meetings in elementary school.

The basics of interaction between teachers and parents were formulated by V.A. Sukhomlinsky: “As few calls as possible to the school of parents for moral notations to children, to intimidate sons with a father’s “strong hand”, to warn of dangers, “if this continues” - and how there can be more such spiritual communication between children and parents, which brings joy to mothers and fathers. Everything that a child has in his head, soul, notebook, diary - we must consider all this from the point of view of the relationship between children and parents, and it is completely unacceptable for a child to bring grief to his mother and father - this is an ugly upbringing.

Parent-teacher conferences are held not only to keep parents up to date and help them raise their children, but also to help solve certain problems that parents are unsuccessfully trying to cope with on their own. It happens that fathers and mothers, if their children study poorly, do not want to go to meetings, do not want to once again listen to the teacher's remarks and his unflattering reviews about the progress of their children.

The experience of many years of work shows that parent-teacher meetings need to be conducted in a new way. It is necessary to make sure that parents themselves clearly see how their child learns and lives, what are the reasons for his difficulties in learning, behavior, and communication.

Parents are in dire need of pedagogical education. At the parent meeting, theoretical problematic issues are considered, pedagogical situations applicable to this class are solved, questionnaires and tests for parents are offered, the results of questionnaires and tests for students are announced, and advice is given to parents in the form of a memo. For example, when holding a parent-teacher meeting “Your child is your happiness” or “A child is a holiday that is always with you”, you can conduct a survey of children and parents and bring up the issues that concern us all for discussion, and then give the recommendations (memos) below .

Questionnaire “One family”

Diligence.

1. I try hard in my studies.

2. I am attentive.

3. I help others and ask for help myself.

4. I like self-service at school and at home.

WE

PARENTS

TEACHER

Attitude towards nature.

I protect the earth.

I take care of the plant.

I take care of animals.

I take care of nature.

Me and school.

1. I follow the rules for students.

2. I participate in class activities.

3. I am kind to people and fair.

Great in my life.

1. I am neat and tidy.

2. I follow the culture of behavior.

3. I value beauty in my work.

4. I see beauty in my life.

Attitude towards yourself.

I care about health.

I have no bad habits.

I control my own behavior.

I follow the rules of self-care.

Always, often, rarely, never.

The degree of overlap will indicate how well parents and teachers know the children.

Test for children and parents.

“As far as we know our children.”

Children: h complete the sentences below.

I am very happy when...

I get very sad when...

I get scared when...

I feel ashamed when...

I am very proud when...

I get angry when...

I am very surprised when...

Adults: s Finish the sentences below the way you think your child would have finished.

Your child is very happy when ...

Your child is very sad when...

Your child is very scared when...

Your child is embarrassed when...

Your child is proud when...

Your child gets angry when...

Your child is very surprised when ...

Then give parents their children's answers for comparison.

The degree of coincidence will indicate how well the parents know their children.

Methodology for parents “Portrait of my child”

How does your child feel about you, the parents?

What affects him the most: affection, request, demand, threat, punishment?

What is the role of the child in the family? His duties, right?

Does the child have friends?

Where, how, with whom does your child spend his free time?

What educational activities, subjects does the child like?

Which of the family members is an authority for him?

What would you like to change in your child?

Do you like his hobbies?

How often do you praise your child?

Are you scolding or punishing your child for something?

What do you call the baby at home?

What do you like to do with your child at home?

Do you consider your child to be independent? Why?

How often does your son (daughter) turn to you for help, in what way?

What is your child like?

Does your child notice mood, pain in any of the family members?

Does he know how to show compassion, pity?

Is he able to keep his word, to feel his responsibility for the assigned work?

Does your child get offended often? Are his grievances justified?

Does he know how to rejoice in the success of his friends and relatives?

If you scare a child, what words do you use?

If you praise a child, why and how?

Briefly about the health of the child.

TEST for children “Your contacts with parents”

yes - 2 points,

sometimes - 1 point,

no - 0 points

Do you think that you have a mutual understanding with your parents?

Do you talk heart to heart with your elders, do you consult with them on personal matters?

Are you interested in your parents' work?

Do your parents know your friends?

Are your friends at your house?

Do you do household chores with your parents?

Are you bored at home and prefer to spend your free time outside?

Do you have activities and hobbies in common with older people?

Do you participate in preparations for home holidays?

Do you want your parents to be with you and your guests during the “children's holidays”?

Do you discuss the books you read with your parents?

Do you discuss TV shows or movies with your parents?

Do you go for walks or hikes together?

Do you go to theaters, museums, exhibitions and concerts together?

Do you prefer to spend weekends with your parents?

Over 20 points- Your relationship with the elders can be considered successful.

10 to 20 points- Satisfactory, but not versatile enough. Think about how they should be deepened and supplemented.

Less than 10 points– your contacts with parents are obviously insufficient. We need to decide how to improve them.

WE HELP CHILDREN LEARN

Some helpful tips.

1. Wake up the child calmly; waking up, he should see your smile and hear a gentle voice. Do not push in the morning, do not pull over trifles, do not reproach for mistakes and oversights, even if “yesterday they warned”.

2. Do not say goodbye, warning and instructing: “look, do not play around”, “behave well”, “so that today there are no comments about your behavior”, etc. Wish him good luck, cheer him up, find a few kind words. He has a tough day ahead of him.

4. If you see that the child is upset, but is silent, do not ask, let him calm down and tell himself.

5. The best time for homework with a child is from 15 to 17 hours - the first shift, from 9 to 11 hours - the second shift. Classes in the evenings are useless, because. the child is already tired of a busy school day.

6. Do not make you do all the tasks in one sitting, it should take no more than 15-20 minutes of time, and only after a 20-minute rest you can return to the task.

7. During classes with a child, you need: a calm tone, support (“don't worry, everything will work out”, “let's figure it out together”, “I'll help you”), praise (even if it doesn't work out very well).

8. When communicating with a child, try to avoid conditions: “If you do, then ...”. Sometimes conditions become impossible regardless of the child, and you can find yourself in a very difficult situation.

9. Be attentive to the child's complaints of headache, fatigue, poor condition. Most often, these are objective indicators of fatigue, learning difficulties.

10. Keep in mind that all children love a bedtime story, a song, affectionate words. All this calms them, helps to relieve stress, sleep peacefully. Try not to think about troubles before going to bed.

Ten commandments for parents

A child is a holiday that is always with you.

1. Don't expect your child to be like you, or the way you want. Help him become not you, but himself.

2. Do not ask your child to pay for everything you have done for him. You gave him life - how can he thank you? He will give life to another, that third, and this is an irreversible law of gratitude.

3. Do not take out your grievances on the child, so that in old age you do not eat bitter bread. For what you sow, that will come up.

4. Don't look down on his problems. Life is given to everyone according to their strength, and be sure that it is no less difficult for him than for you, and maybe even more, because he has no experience.

5. Do not humiliate!

6. Do not forget that the most important meetings of a person are his meetings with children. Pay more attention to them - we can never know who we meet in a child.

7. Don't beat yourself up if you can't do something for your child. Torture if you can, but you don't. Remember: not enough is done for a child if everything is not done.

8. A child is not a tyrant who takes over your whole life, not only the fruit of flesh and blood. This is the precious cup that Life has given you for keeping and developing the creative fire in it. This is the liberated love of a mother and father, in whom not “our”, “our” child will grow, but a soul given for safekeeping.

9. Know how to love someone else's child. Never do to someone else what you would not like to be done to yours.

10. Love your child in any way - untalented, unlucky, adult. When dealing with him, rejoice, because the child is a holiday that is still with you.

Good children come from good parents.

Many parents demand good grades from their students. But for this, parents themselves must be much more patient.

Psychologists advise:

Give the child the right to decide when he will do his homework. Your job is to help him meet the schedule, only in this way he will get used to rhythmic work;

only in the most extreme cases do homework with him - only when you see that you cannot do without your help;

Don't panic if your child is having difficulty at school.

Help him find his own way out:

in home conversations, do not touch school topics too often - the child needs to take a break from school;

don't let yourself be convinced that tutoring is the best way to get good grades;

do not try to lead the child by the hand all the time, let him learn to be independent and responsible from the very beginning of the school road.

MOM AND DAD

Being a parent means going through a great school of patience. We should remember simple truths:

Children should not be potential athletes, musicians or intellectuals for us, but simply children.

If we love them, regardless of whether they behave badly or well, then children will sooner get rid of habits that irritate us.

If we love them only when we are satisfied with them, it will cause insecurity in them, it will become a brake on their development.

If our love is unconditional, unconditional, children will get rid of intrapersonal conflict, learn self-criticism.

If we do not learn to rejoice in children's successes, children will feel incompetent, will affirm that it is useless to try - demanding parents always need more than the child can.

Parent meeting in elementary school. 1st class

Introduction.

Classroom…. For some, this is the joy of communication, for others, the bitterness of misunderstanding. How to make sure that the meetings of parents, children, teachers were only positive? So that after meetings at the parent meeting, parents, at home, would solve collegial problems that arise? How to determine the line that you can cling to and keep joy, understanding, recognition, love.

This year I have the first class. Starting the school year, I predicted the results of working with the class, but I ran into a problem that made me quickly launch questionnaires for parents, meet with a school psychologist more than once, and talk about the formation of volitionality in younger students. In particular, about how to help first-graders become more attentive. We gathered a parent committee for our council, at which it was decided to hold a “Round table with the creative laboratory of parents” on the problem that had come to light.

Object of study: student team.

Subject of study: " How to help children become more attentive.

Target: to prove that the child will be more attentive if:

find out the reasons for inappropriate behavior;

conduct systematic classes to correct it and form habits.

Task: to show parents the importance and significance of the problem of developing children's attention, to acquaint them with the methods and techniques for developing the attention of first graders. For this:

conduct a survey on the topic of the parent meeting: “Choosing the path”.

study the relevant scientific literature.

to acquaint parents with the concept of “attention” and its main properties.

select methods and conduct research, diagnostics.

study during the meeting exercises and games to develop attention.

choose the form of the meeting: “a creative laboratory at a round table”, develop recommendations for parents in order to correct and assist their child.

Members: class teacher, parents of students in grade 1 parents of elementary school - grades 1-4.

Form of carrying out: "Creative laboratory of parents at a round table".

Plan.

Training:

BUT). Launch of the questionnaire for parents “Choosing the path”.

Questionnaire Questions

Is your child often distracted during conversations, classes, or tasks?

Yes.

Hard to say.

No.

Can you call your child focused, assiduous?

Yes.

Hard to say

No.

Would you like your child to be attentive?

Yes.

Hard to say.

No.

4. What do you do to ensure that your child develops attention?

5. Do you think that such meetings should be attended by the whole family? ___________

B). Thinking about the purpose of this parent meeting, its educational value, predicting results, complex meaning, opportunities.

AT). Drawing up a specific plan for holding a meeting and discussing it with an initiative group of parents, a parent committee, a psychologist, where everyone expresses their opinion, proposal.

2. Central event: meeting of parents, direct holding of the "ROUND TABLE".

3. Reflection:

Issue of the wall newspaper “In hot pursuit”.

Reading the decision of the meeting.

Self-analysis and answers to questions:

What was valuable at the event?

What failed? Why?

What would you like to hear, work out on practical material to provide effective assistance to your children?

The course of the meeting.

posters on the board: a) “Genius is attention. It doesn’t matter who said it, what matters is that it is so.” b) “The most difficult thing in education is to teach philanthropy.” c) “It is difficult for a child to develop arbitrary processes. And mom and dad can become the main assistants in this.

d) Subject: HOW TO HELP CHILDREN BECOME ATTENTIVE.

Music sounds.

Parents take their places according to the taken token by color(red, blue, green, yellow, herringbone), resulting in the formation of five working groups of meeting participants.

1. The class teacher opens the parent meeting.

Teacher:

Good evening dear parents! Today we have gathered together to discuss the problems associated with the success of our children's educational activities. In many ways, the results of learning are directly related to the cognitive processes that form the ability of students to intellectual activity. And today we will try to solve the problem associated with one of these processes. We invite you to solve the crossword crossword on the board)

I read the quote “Genius is attention. It doesn't matter who said it. It's important that it is." The topic of our conversation is “ATTENTION - how to help a child become more attentive” Today, the school psychologist Margarita Gennadievna, you yourself, our respected editorial board from the parents - Zhanna Gennadievna and Natalya Vladimirovna, are taking part in our work with you. As well as a working group to work out our decision of the meeting - consisting of the chairman of the RK Evgenia Vladimirovna, a school psychologist M.G. and a member of R.K. Slonchuk Inna Valerievna.

2. Before the meeting, we launched a questionnaire to find out how relevant the topic we touched on is?

We ask you the first question: How much time do you spend with your child? (at a fast pace)

Teacher: "Thanks!"

Psychologist: I ask you to continue the phrase - Attentive child is … (time 2 minutes for this task, work in groups).

Job verification . (After checking the job)

Attention may be involuntary, i.e. without purpose and volitional effort, arbitrary– i.e. having a goal and actively maintaining it, and post-voluntary, i.e. - the presence of a goal, but without volitional effort.

Teacher: Attention as a cognitive process is an essential component in the structure of any mental process. If attention develops well, then its important properties such as concentration, stability, distribution, switching, an increase in the amount of learned information develop accordingly, and the habit of being attentive arises, even if unfavorable conditions arise.

I ask you to discuss in groups the following questions:

How do you understand the expressions:

focus is...

diverting attention is...

dividing attention is...

attention span is...

Thus, it is important that the student can focus his attention and keep it on the object being studied. If necessary, quickly switch your attention from one object to another. It is also important to be able to distribute attention to different types of activities, one of which should be automated. These automated activities should be learning activity skills.

One of the main problems of elementary school is the insufficient development of the processes of voluntary attention in schoolchildren. In the family, too, little attention is paid to this. But arbitrary attention is a habit, the upbringing of which begins in the family. The ability to switch attention helps to switch to various activities that the teacher offers in the lesson. And if a child does not know how to do the same thing for a long time, does not know how to play with toys, does not have interests and hobbies, all this can lead to unformed voluntary attention and subsequently to problems in educational activities.

(it is proposed “Fan of situations” by numbers: situations-cards, video situations) (3 situations each)

U. As you can see, we have problems. And in order to form the skills of educational activity, it is necessary to direct the consciousness of our children to the meaning, the content of this activity itself, i.e. to teach your child to listen to the flow of sounding speech, to understand it, to make decisions, getting results, to form the habit of being attentive.

So, let's look at the individual characteristics of the attention of younger students, which they need in their educational activities.

Steady but weakly shifted attention: children can take a long time and diligently solve one problem, but move on to the next with difficulty.

Easily switched attention in the process of work, but also easily distracted by extraneous moments.

Well-organized attention is combined with a small amount of work.

Easily distracted attention.

Sustained involuntary attention: children focus on interesting features of the material being studied.

Our main goal is to help our children. Therefore, we suggest that you now work in groups in order to get acquainted with the most effective means of developing attention.

Practical work.

Cards with descriptions of exercises and games for the development of attention are distributed to each group. Within 10-15 minutes, each group prepares, gets acquainted with their content. Then 1-2 games or tasks are lost - in front of other groups of parents. Determine for parents what property of attention these games can be attributed to, which games they liked the most and why (justify), and is it possible to come up with different, interesting games together with the children that will be aimed at developing attention?

(games and tasks are printed in the application).

For example, exercise 1. akabos, atsisil, telomas, agorod, tsyaaz, aloksh, lanep, etc.

Exercise 2. Draw dots as shown on the sheet.

Exercise 3. words are given:mole, bunker, year, front, stronghold, pilot, fleet, stronghold, turn.What will be the score wordstronghold .

Exercise 4 Correction test.

Task 5."Cat" in a hat. (The header contains questions and tasks on this issue. Parents, without looking, take questions from the header and immediately begin to give advice on a particular issue.

The most attentive.

Listen carefully to the text and count the number of words in it with the sound “P”.

White fluffy snow swirls, flutters, and quietly settles under your feet. Stretch out your palm - hold the fluffs, how beautiful these white snowflakes are!

A game . Correct mistakes.The goal of the game is to teach to follow the instructions, to focus and hold attention on the educational object.

Instruction: first warn about possible mistakes that the fairy-tale hero did not notice in his work, and asks to follow his work on the board.

In the process of work, rough ones are deliberately allowed at first. Then more and more minor errors.

Find the Hidden Words

Game "Mirror"

The game "Flies - does not fly"

Checking assignments.

Conclusion.

G.L. For the development of voluntary attention, it is necessary to eliminate unnecessary stimuli (radio, TV, turn off the computer, etc.). Teach the child to overcome the difficulties associated with the use of attention. An important role is played by the attitude to the activity that the child should be engaged in, to develop interest in it. Every half an hour you need to take breaks and switch to other activities.

Consciously caring about the development of attention, you, dear parents, should be attentive to your child, his activities, his life. Attention is not a given quality once and for all. Attention can and should be developed! After all, the development of attention is facilitated by its involvement in any purposeful activity; collecting pebbles, mushrooms, mosaics, shells or construction kits - all this develops attention. For the development of attention span and short-term memory. You may find the following exercises helpful.

1.The development of concentration.

Find and draw certain letters in printed text; "twisted threads"

2. Increased attention span and short-term memory.

This is to work with Schulte tables (with numbers and letters, from 1 to 25, black and red), see with peripheral vision as many objects as possible - on the right, on the left, visual dictations, memorizing the order of a number of objects presented for examination for a few seconds (the number of items can be increased)

3. Attention distribution training:

Performing two diverse tasks reading the text and counting the strokes of the pencil on the table).

4. Development of the skill of switching attention:

Works with printed text. Alternate rules for underlining and crossing out certain letters.

3.Draft decision of the meeting(it is logged in the minutes of the parent meeting)

3. Reflection

Representatives of each working group in turn continue the phrase:

“Today at the parent meeting, we realized that attention ... "

As a decision of the parent meeting, parents receive recommendations:

4. A moment of gratitude.

The teacher, the psychologist and the RC thank the parents for their active participation in the meeting and wish them success in raising their children.

This we showed a fragment of the behavior of children with hyperkenic and hyperactive syndrome. One of its specific features is the excessive activity of the child, excessive mobility, fussiness, the impossibility of long-term focus on anything. Recently, experts have proven that hyperactivity acts as one of the manifestations of a whole complex of disorders noted in such children. The main defect is associated with the insufficiency of the mechanism of attention and inhibitory control. Therefore, these syndromes are more accurately classified as Attention Deficit Disorders. Attention deficit disorder is considered one of the most common forms of behavioral disorders among children of primary school age, and in boys such disorders are recorded more often than in girls.

Entering school creates serious difficulties for children with attention deficiencies, as educational activities place increased demands on the development of this function. The following manifestations of attention deficit in children are distinguished. I will ask you to note which of these manifestations your child has, so that later you can help him more purposefully at home.

Restless movements in the hands and feet are often observed. Sitting on a chair, the child writhes, wriggles.

Cannot sit still. When it is required.

Easily distracted by extraneous stimuli.

With difficulty waiting for his turn during the game and in various other situations in the team (classes at school, excursions)

He often answers questions without thinking, without listening to the end.

When performing the proposed tasks, he experiences difficulties (not related to negative behavior or lack of understanding).

Difficulty maintaining attention when performing tasks or during games.

Often jumps from one unfinished activity to another.

Can't play quietly, calmly.

Talkative.

Interferes with others, sticks to others (for example, interferes with the games of other children).

Often it seems that the child does not listen to the speech addressed to him.

Loses things needed at school and at home (e.g. toys, pencils, books, etc.)

Often does dangerous things. Without thinking about the consequences (for example, runs out into the street without looking around). It does not seek adventure or thrills.

The presence of eight of the listed 14 symptoms in children is the basis for asserting that the child has attention deficit disorder. All manifestations of attention deficit can be divided into three groups:

Signs of hyperactivity (1,2,9,10)

Inattention and distractibility (3,6,12,13)

Impulsivity (4,5,11,14)

These behavioral disorders are accompanied by serious secondary disorders, which primarily include poor academic performance and difficulties in communicating with other children. In educational activities, hyperactive children cannot achieve results that correspond to their abilities. At the same time, data on the intellectual development of such children are contradictory. According to one study, most children with Attention Deficit Disorder have good intellectual abilities. According to other sources, behavioral disorders in such children are often accompanied by a noticeable developmental delay compared to other children. However, in any case, hyperactive children, due to impaired attention and behavior, show results below their capabilities, both in school and in special psychological testing.

Behavioral disorders of such children not only affect academic performance, but also largely determine the nature of their relationships with others. In most cases, children experience difficulties in communication: they cannot play with their peers for a long time, establish and maintain friendly relations. Among children, they are a source of constant conflict and quickly become outcasts.

In the family, these children often suffer from comparison with those who have a higher level of behavior and study. Due to indiscipline, disobedience, because they do not respond to comments, parents get annoyed, and this often leads to punishments that often do not bring the desired results. And children, seeing the aggressiveness of their parents, often resort to associative actions themselves.

In working with both hyperactive and hyperkenic children, knowledge of the causes of observed behavioral disorders is of great importance.

Causes:

Organic brain damage (traumatic brain injury, neuroinfection),

Asphyxia of the newborn.

The genetic factor when attention deficit disorder can be familial.

Features of the central nervous system.

Nutritional factors (high carbohydrate content in food leads to a deterioration in attention indicators).

Social factors (inconsistency and unsystematic educational influences and other factors).

Dear parents, after listening to this information, I think that you have noted for yourself the reasons for deviations in your child. Having found out the reasons, let's move on to practical actions.

Advice:

There are two extremes to avoid when raising children with attention deficits:

Manifestations of excessive pity and permissiveness;

Setting before him increased requirements that he is not able to fulfill.

Exemplary designs
parent meetings in elementary school
(grades 1–4)
1 CLASS
First meeting
Topic: Getting to know the parents of first-graders

Teachers meet with parents of first graders before the start of the school year, it is most appropriate to hold such a meeting at the end of August. The teacher uses the first meeting to get to know the parents, set the family up for the need to communicate with the school, teachers, create an optimistic attitude towards learning activities, remove the family's fear of school.

Meeting tasks:

To acquaint parents with teachers, school, administration, school services and with each other.

Help prepare families for their child's first grade.

Issues for discussion*:

Where can parents get advice on raising a child?

What laws should be followed in the upbringing in the family?

What is interesting in a single family: traditions and customs (exchange of experience)?

Meeting Plan(exemplary)

Getting to know the school principal and school administration.

A representation of the educator who will be working with the class.

Mini-lecture “Laws of education in the family. What should they be?"

Survey of parents on the topic of the meeting.

Self-representation is the calling card of the family.

Parent training "Child in the mirror of parents".

The course of the meeting

The meeting is held in the classroom where the children's classes will be held. The class is festively decorated (you can place wishes, creative works of students who have graduated from elementary school on the stand). On the board are photographs of graduates who studied with a teacher who is gaining a class.

Introductory remarks by the director of the school(option).
– Dear fathers and mothers, grandfathers and grandmothers, all adults who came to the first meeting with the school, the threshold of which will be crossed by your kids in September!
Today we announce you and ourselves as members of one big ship team called "School". Our voyage starts today and ends in 12 years. We will be together for so long, and while our ship will sail on the ocean of Knowledge, we will experience storms and storms, sorrows and joys. I want this voyage to be interesting, joyful and significant in the life of every child and every family.
How to learn to overcome difficulties, how to learn to fall, stuffing as few bumps as possible, where to get advice, an exhaustive answer to an insoluble question - all this can be found in the office of the deputy director of elementary school.

Speech by the Deputy Director of Primary School.
The performance should contain information about the traditions and customs of the elementary school, about the requirements for students. It is necessary to acquaint parents with the charter of the school, give each family a business card of the school, indicate the days of consultations of the deputy director of primary school, introduce the primary school teacher who will work with a particular class.

Self-representation of the teacher.
The teacher conducts a self-presentation (option):

1. A story about yourself, about choosing the profession of a teacher.

   A story about my graduate students, about plans for the future in working with a new class.

Families self-representation.
Self-representation of families takes place at the parent meeting-meeting very interestingly. This is a kind of visiting card of the family. It is advisable to tape record the speeches of parents talking about themselves at the meeting. Such work will immediately determine the characteristics of families, the degree of their openness, the system of family values ​​and relationships. It will be important for the class teacher to analyze mini-stories about the family.
Family Presentation Plan

1. Surname, name, patronymic of parents.

   Age of parents, birthday of the family.

   Family interests and hobbies.

   Family traditions and customs.

   Family motto.

You can write the motto of the families on a sheet of paper, which is attached to the board in the classroom. This material can be successfully used in working with students.

Tour of the school building.
After the self-representation of parents, teachers and the establishment of a warm atmosphere, a tour of the school is held. It is very important to show the parents the office of the psychological service, to acquaint them with the schedule of its work, to offer to write down the helpline of the psychological service.

Tips for parents.
At the end of the meeting, each family receives a mandate in the form of a scroll, which contains the laws of raising a child in a family. Parents are given the opportunity to read the laws and ask questions to the teacher.

Parent survey.
Held at the end of the meeting on a designated topic.
You can take a common photo in memory of the first "school" day of the parents.

Second meeting
Topic: The problem of adaptation of first-graders in school
Conduct form: round table.

Meeting tasks:

To acquaint the parent team with the possible problems of adaptation of children in the first year of study.

Issues for discussion:

Physiological difficulties of adaptation of first-graders at school.

Psychological difficulties of adaptation of first-graders at school.

The system of relationships between children in the classroom.

Proceedings of the meeting

Discussion of the child's first day of school.
Parents share their impressions with each other and teachers: in what mood the child came home, how family members congratulated him, what gifts he received.

Parent workshop-game "Basket of feelings".
It might look something like this.
Teacher's word. Dear moms and dads! I have a basket in my hands, at the bottom of it are a wide variety of feelings, positive and negative, that a person can experience. After your child crossed the school threshold, feelings and emotions settled firmly in your soul, in your heart, which filled your entire existence. Put your hand in the basket and take the "feeling" that has overwhelmed you the most for a long period of time, name it.
Parents name the feelings that overwhelm them, which they painfully experience.
This activity allows you to emphasize the importance of the event, identify problems and difficulties that arise in families, and discuss these problems during the consideration of the topic of the meeting.

Physiological conditions of adaptation of the child to school.

Discussion of the issue.

Familiarization of the teacher and doctor with the health problems of the child. Changing the daily routine of the child in comparison with kindergarten. The need to alternate games with the educational activities of the child. Observation of parents for the correct posture during homework (prevention of myopia, curvature of the spine). Organization of proper nutrition of the child. Parents' concern for the hardening of the child, the maximum development of motor activity (the creation of a sports corner in the house). Education in children of independence and responsibility as the main qualities of maintaining their own health.

Psychological difficulties of adaptation of the child to school.

When discussing this problem, it is necessary to pay attention to the following important conditions for psychological comfort in the life of a first grader:
- creation of a favorable psychological climate in relation to the child by all family members;
- the role of the child's self-esteem in adapting to school (the lower the self-esteem, the more difficulties the child has at school);
- the formation of interest in the school, the school day lived;
- obligatory acquaintance with the guys in the class and the possibility of their communication after school;
- the inadmissibility of physical measures of influence, intimidation, criticism of the child, especially in the presence of third parties (grandparents, peers);
- the exclusion of such punishments as deprivation of pleasure, physical and mental punishment;
- taking into account temperament during the period of adaptation to schooling;
- providing the child with independence in educational work and organizing control over his educational activities;
- encouraging the child not only for academic success, but also moral stimulation of his achievements;
- development of self-control and self-esteem, self-sufficiency of the child.

Relationships between classmates.

The well-known teacher and psychologist Simon Soloveichik, whose name is significant for a whole generation of students, parents and teachers, has published rules that can help parents prepare their child for communication with classmates at school. Parents need to explain these rules to the child and use them to prepare the child for adulthood.

1. Don't take someone else's, but don't give yours either.

   They asked - give, they try to take away - try to defend yourself.

   Don't fight for no reason.

   Call to play - go, do not call - ask permission to play together, it's not a shame.

   Play fair, don't let your comrades down.

   Don't tease anyone, don't beg, don't beg for anything. Don't ask anyone for anything twice.

   Don't cry over grades, be proud. Do not argue with the teacher because of the grades and do not be offended by the teacher for grades. Try to do everything on time and think about good results, you will definitely have them.

   Don't snitch and don't slander anyone.

   Try to be careful.

   Say more often: let's be friends, let's play, let's go home together.

   Remember: you are not the best, you are not the worst! You are unique for yourself, parents, teachers, friends!

It is very good if parents place a set of these rules in the room or in the working corner of their child in a conspicuous place. It is advisable at the end of the week to draw the child's attention to which rules he manages to follow and which he does not, and why. You can try to come up with your own rules with your child.

Third meeting
Topic: TV in the life of a family and a first grader

Meeting tasks:

Determine together with parents the advantages and disadvantages of having a TV in a child's life.

Determine the names and number of programs for children to watch.

Issues for discussion:

The role of television in the life of a child.

The influence of television programs on the formation of the character and cognitive sphere of the child.

Questions for discussion:

Do you think that the TV should be among the main household items?

What TV shows, in your opinion, shape the personality of a child?

How do you think children should watch TV? Suggest possible options.

Proceedings of the meeting

Introductory speech of the teacher(option).
- TV in a child's life - is it good or bad? How much time and what programs should children watch? Do we need to turn off the TV if we think that the transfer to the child will not be interesting? These and other questions today require answers.
some statistics:
· Two-thirds of our children aged 6 to 12 watch TV every day.
· A child spends more than two hours a day watching TV every day.
· 50% of children watch TV programs in a row, without any choice and exceptions.
· 25% of children aged 6 to 10 watch the same TV shows 5 to 40 times in a row.
· 38% of children aged 6 to 12 put the TV in the first place when determining the rating of the use of free time, while excluding sports, outdoor walks and communication with the family.
But perhaps you think that these statistics do not apply to our children? In vain. Here are the results of a class survey conducted approximately on the following questions:

1. How many times a week do you watch TV?

   Do you watch TV alone or with your family?

   Do you like to watch everything in a row or do you prefer some individual programs?

   If you were on a desert island, what items would you order a good wizard to make your life interesting and not boring?

Discussion of the results of the analysis of children's answers to the proposed questions.

1. What to do and whether it is necessary to do something? Perhaps you should just ban watching TV or restrict your child to certain programs?

   What gives the child a TV? Is there anything positive about watching TV, especially for first graders?

The problems are discussed and opinions are exchanged.
The opinions of 10-year-old students about watching television.
Watching TV allows you to:
- relax, forget daily problems, get away from fears and worries;
- find answers to questions that adults do not answer because of employment;
- to understand with the help of TV what is “good” and what is “bad”;
- learn about various phenomena in different fields of knowledge;
- develop imagination, fantasy, emotional sphere.
Teacher's commentary, discussion.
For this parent meeting, you can prepare an exhibition of children's drawings "I watch TV."

Recommendations for parents:
1) Together with the children, determine TV shows for adults and children to watch for the next week.
2) Discuss favorite TV shows of adults and children after watching.
3) Listen to children's opinions about adult programs and express their opinions about children's programs.
4) TV should not be a significant part in the life of parents, then it will become a positive example for the child.
5) It is necessary to understand that a child who watches scenes of violence and murder every day gets used to them and can even experience pleasure from such episodes. It is necessary to exclude them from viewing by kids.

Homework for parents: determine for yourself the answers to the questions:

1. How much time does your child spend watching TV?

   Does he ask questions after watching the programs, does he want to discuss the program with you?

   What shows do you prefer?

   What show would you like to take part in?

   How to make sure that children do not hear from their parents: “Are you doing homework in the evening again?”, “What were you doing, were you sitting at the TV again?” etc.

Note to parents:
It must be remembered that the influence of television on the psyche of children is very different from the similar influence on adults. for example, first-graders, according to the results of research, cannot clearly determine where is the truth and where is the lie. They blindly trust everything that happens on the screen. They are easy to manage, manipulate their emotions and feelings. Only from the age of 11, the guys begin to consciously perceive what television offers.

Fourth meeting
Topic: Positive and negative emotions
Conduct form: family council.

Meeting tasks:

Review student self-assessment.

Determine the reasons for the predominance of negative or positive emotions in students.

Proceedings of the meeting

Introductory speech of the teacher(option).
- Dear mothers and fathers! Today we have a parent meeting, which we hold in the form of a family council. The family council meets when the matter is urgent and requires a comprehensive analysis. Before we move on to the advice on the declared problem, please listen to the tape recording of the children's answers to the question: What am I? (For example, I am kind, beautiful, smart, etc.)
After listening to the recording, parents should answer the question about the motives for the child's choice of adjectives denoting positive and negative qualities. An exchange occurs.
Today we will talk about human emotions. I would like to draw your attention to those emotions that stimulate the development of neuroses and destroy the health of a child. These are the emotions of destruction - anger, anger, aggression and the emotions of suffering - pain, fear, resentment. Observing children, we have to admit that the emotions of suffering and destruction are closer to them than the emotions of joy and kindness.

Parent training.
Questions:

1. Give examples of situations from your life, from the life of your family, or observed situations associated with negative and positive emotions.

   Can you say that you heard echoes of negative emotions in the answers of the guys on the tape? (According to psychologists, positive emotions appear in a person when they are loved, understood, recognized, accepted, and negative emotions appear when needs are not met.) How to form positive emotions? Where to start?

   There are pieces of paper in front of you. Write down on them expressions that are forbidden in communication with a child in your family, as well as expressions recommended and desirable.

Conclusion. When communicating with children, you should not use such expressions, for example:
· I told you a thousand times that...
· How many times do you have to repeat...
· What are you thinking about...
· Is it hard for you to remember that...
· You become…
· You are just like...
· Leave me alone, I don't have time...
· Why is Lena (Nastya, Vasya, etc.) like this, but you are not ...
When communicating with children, it is desirable to use the following expressions:
· You are my smartest (beautiful, etc.).
· It's good that I have you.
· You are my good guy.
· I love you very much.
· How well you did it, teach me.
· Thank you, I am very grateful to you.
· If it wasn't for you, I would never have made it.
Try to use the above desirable expressions as often as possible.

Recommendations for parents:
1) Unconditionally accept your child.
2) Actively listen to his experiences, opinions.
3) Communicate with him as often as possible, study, read, play, write letters and notes to each other.
4) Do not interfere in his activities, which he can handle.
5) Help when asked.
6) Support and celebrate his successes.
7) Talk about your problems, share your feelings.
8) Resolve conflicts peacefully.
9) Use phrases that evoke positive emotions in communication.
10) Hug and kiss each other at least four times a day.

Homework for parents: write a letter to your child to be opened in the senior year of school.

1. Do you encourage positive emotions in your child? How do you do it?
2. Does your child show negative emotions? Why do you think they occur?
3. How do you develop positive emotions in your child? Give examples.
Questioning is carried out during the course of the meeting, the teacher allocates 10-15 minutes for this. Parents give the answer sheets to the teacher, who uses them in further work with parents and students.

Fifth meeting
Topic: Results of the past academic year - "Turning the pages ..."
Conduct form: oral journal.

oral journal- these are sheets of drawing paper, folded in the form of a large book, intertwined with a ribbon. Each sheet is a page of the life of the class for the year.

I want to make a special mention of this meeting. Here is a summary of the work of parents, students for the year. The meeting should be solemn, interesting, unusual. The meeting is held with the students.

Proceedings of the meeting

Overview of the pages of the oral journal.
Page one. "Our life in the classroom" (fragments of lessons).
Page two. "Our breaks" (physical education break, games, etc.).
Page three. "Our life after school" (the highlights of the events held in the classroom during the year).
Page Four. "Our creativity" (review of students' creativity: reading poems, songs, circle activities).
Page five."We and our parents" (rewarding parents for their work in the classroom).
The medal is a child's hand, painted and painted by children.
Page six. “Our plans for the summer” (each student receives a task for the summer that he must complete for the whole class).

The results of the work of parents, students for the year.
The class teacher, a representative from the parent committee, makes a presentation.
At the end of the meeting, students are photographed with their parents and teachers. Photographs taken previously at other meetings and class activities are awarded.

2nd class
First meeting
Topic: Physical development of a younger student
at school and at home

Meeting tasks:

Discuss with parents a new stage in the physical and mental development of children.

Increase parental control over physical fitness.

Issues for discussion:

The value of physical culture for the full development of personality.

Physical education lesson and its requirements for the student.

Meeting Plan

Parent survey(at the beginning of the meeting, the teacher conducts).

Communication of data on the influence of physical culture on personality development(it is possible to involve a teacher of physical culture and medical workers).

Operational analysis of survey results(given at the end of the meeting).
Questionnaire for parents
1. Does your child enjoy physical education lessons?
2. Do you ask your child about physical education at home?
3. How would you like to see a physical education lesson?
An exhibition of drawings “I am in a physical education lesson” can be prepared for the meeting.

Second meeting
Subject: Aggressive children. Causes and consequences of child aggression

Meeting tasks:

To determine the level of aggression of students in the class, using the observations of the teacher and the results of the parent survey.

Help parents understand the causes of aggression in children and find ways to overcome them.

Issues for discussion:

Causes of child aggression.

Parental power, its types and ways of influencing the child.

ways to overcome child aggression. Recommendations for overcoming child aggression.

Meeting Plan

Parent survey.

Communication of the results of the analysis of the causes of child aggression(teacher's speech, recommendations to parents).

Operational analysis of parent responses.

Exchange of views on the topic of the meeting.
Questionnaire for parents
1. Does your child get aggressive?
2. In what situations does he show aggression?
3. Against whom does he show aggression?
4. What do you do in the family to overcome the aggressiveness of the child?

Third meeting
Topic: Punishment and encouragement in the family

Meeting tasks:

Determine the optimal positions of parents on the topic of the meeting.

Consider the proposed pedagogical situations in practice.

Issues for discussion:

Types of punishments and rewards in family education.

The meaning of punishment and encouragement in the family (analysis of pedagogical situations and survey results).

Meeting Plan

Speech by the class teacher based on the results of the survey.

Sharing experiences of parents.
Using the materials of special literature and the results of a survey of parents on the topic of the meeting held in advance, the teacher organizes an active parental exchange of experience and makes recommendations based on his teaching experience.
Questionnaire for parents
1. What measures of punishment and encouragement are used in the family?
2. What do you punish and encourage the child for?
3. How does the child react to rewards and punishments?

Fourth meeting
Topic: Results of the past academic year
Conducted traditionally.
3rd class
First meeting
Topic: The value of communication in the development of a child's personal qualities

Meeting tasks:

Determine the importance of communication for children and adults.

Consider the problems identified as a result of the survey of children and parents, and conduct a discussion on the topic of the meeting.

Issues for discussion:

Communication and its role in human life.

Communication of the child in the family. The results of this process for adults and children.

Meeting Plan

teacher's speech prepared according to the data of special literature.

Operational questioning and analysis of the answers of parents and students if they answered similar questions.
Questionnaire for parents
1. How much time a day do you spend with your child?
2. Do you know from the child himself about his academic success, about school friends and friends outside of school, what is the name of his neighbor or desk mate?
3. What are the problems your child has?

Second meeting
Topic: Labor participation of the child in family life.
Its role in the development of performance
and personal qualities

Meeting tasks:

Familiarization of parents with the forms of labor participation of the child in family life.

Determine the role of the family in raising the child's industriousness.

Issues for discussion:

Labor and its importance in the life of a child.

Intellectual work and efficiency.

The role of the family in the development of working capacity and diligence of the child.

Meeting Plan

Analysis of situations(teacher's speech).
Using the results of a survey of parents conducted before the meeting, the teacher dwells on specific pedagogical situations.

Introduction to the exhibition.
Parents get acquainted with the photo exhibition “Work in our family” prepared by the students for the meeting.

Recommendations to parents.
The teacher gives recommendations on the physiological aspects of child labor, as well as advice on the development of working capacity and the education of diligence.
Questionnaire for parents
1. Does your child like to work?
2. What does he like to do?
3. Does he know how to do the work on his own or only with your help?
4. How long can your child work?
5. Is the job done enthusiastically or reluctantly?

Third meeting
Topic: Imagination and its role
in a child's life

Meeting tasks:

Emphasize the importance of imagination in the general and aesthetic development of the child.

Help parents develop creativity in their children.

Issues for discussion:

The role of imagination in human life.

The role of imagination in the development of the aesthetic culture of the child. Meeting of parents with a music teacher, teachers of a music school, a drawing teacher and specialists working in the field of other arts.

Meeting Plan

Parent survey.


The teacher examines the problems of imagination in the life of the child, reports the data of the analysis of the questionnaires filled out by the parents for the meeting. The teacher uses the results of the survey in further work in the classroom.

Speeches of representatives of creative professions.
It is advisable to organize consultations with them for parents after the meeting.
Questionnaire for parents
1. Can your child fantasize and dream?
2. Does your child like to transform?
3. Is the desire of the child to show imagination, fiction (composing poems, congratulations for the holiday, keeping diaries, decorating the house, etc.) stimulated in the family?

Fourth meeting
Topic: Results of the past academic year -
musical celebration "We and our talents"
Such a meeting is traditionally held.

4TH GRADE
Topic: Physiological maturation and its impact on the formation of cognitive
and personality traits of the child

Meeting tasks:

To acquaint parents with the problems of physiological maturation of children.

To outline ways of influencing the personal qualities of the child.

Issues for discussion:

Physiological maturation and its impact on the child's behavioral responses.

Pedagogical situations on the topic of the meeting.

Meeting Plan

Parent survey.

Speech of the class teacher on the problem.
The teacher introduces parents to the general problems of physiological maturation.

Speeches of the school doctor and psychologist.

Teacher's message based on the results of questionnaire analysis that parents filled out during the meeting.
Questionnaire for parents
1. What has changed in your child lately?
2. How did he start behaving at home?
3. Does he show his independence? (How and in what?)
4. Are you afraid of the upcoming conversation with your child about gender?

Second meeting
Topic: Learning abilities of the child. Ways of their development in the classroom and in extracurricular activities
The meeting is held with the students.
Conduct form: cognitive "Olympic" games to determine the best (in writing, counting, reading, reciting, singing, etc.).

Meeting tasks:

The main task of games is to give each child the opportunity to show their abilities, their uniqueness and originality.

Issues for discussion:

Abilities, their types and significance in human life.

The abilities of students in our class and their implementation in educational activities.

Plan of the meeting (games)

Introductory speech by the class teacher.

"Olympic" competitions.
Having made a short introduction about human abilities and their development, the teacher organizes "Olympic" competitions, taking into account the specific abilities of children. The panel of judges includes members of the administration, subject teachers and parents, they reward the “Olympians”.

Third meeting
Topic: Speech skills and their importance in the further education of schoolchildren

Meeting tasks:

Assess the language skills and abilities of students.

To give recommendations to parents based on the results of the analysis of the results of training for 4 years.

Issues for discussion:

The urgency of the problem. The influence of speech skills on the mental work of schoolchildren.

The role of parents in the development of speech skills. Features of colloquial speech at home.

Meeting Plan

Introductory remarks by the teacher based on the results of the analysis of students' speech skills(compositions, burime, etc.).

Speech by specialist teachers based on the results of the analysis of the psychological and pedagogical council(following the results of four years of study) and formulating recommendations for the development of speech skills of children in the family.

Acquaintance with the class teacher and teachers who will teach children in the fifth grade.

Fourth meeting
Topic: Results of four years of study
Preparatory work for the meeting.

A week before the meeting, it is necessary to conduct a survey of students and parents.

The analyzed results of the survey are used by the class teacher in preparing the final meeting, which is held with the participation of students.

The meeting should be festive and memorable for both children and parents.

Issues for discussion:

summing up the results of four years of study.

features (psychological and physiological) of the upcoming adaptation of primary school graduates to secondary school.

Questionnaire for students

Did you enjoy being in your class?

What subjects did you enjoy the most and why?

Do you want to study further?

What do you remember the most?

How do you imagine fifth grade teachers?

What do you want to become as you study further?

How do you imagine your class teacher?

What should he be like so that you want to communicate with him?

What would you like to wish future first graders?

What would you like to wish your first teacher?

Questionnaire for parents

How do you see the future teachers of your son or daughter? What character traits should they have?

What professional qualities should they have?

What qualities do you want to develop in your child with the help of teachers who will work in the fifth grade?

What qualities would you like to change in your child with the help of teachers who will work with him?

What could your child do besides academic work?

What do you expect from the class teacher who will work with your child?

How can you help the class to have an interesting life for your child in this class?