Cards with examples of conflict situations for the psychological and pedagogical training "Techniques for a constructive solution to conflict situations." School conflicts: types, solutions, techniques and examples

Angry - be patient, cool a little,
Give in to reason, change anger to mercy.
Breaking any ruby is short and easy,
But it is impossible to reconnect the fragments.
Saadi, the great Persian writer and thinker.

Work at school is associated with rapidly changing situations, which, in turn, can lead to conflicts. As soon as a conflict arises, emotions immediately "work", people experience tension, discomfort, which can harm the health of all participants in the conflict.

Therefore, it is important for the class teacher to have elementary ideas about conflicts, how to prevent a conflict that threatens to destroy good relations between children, how to behave during a conflict in order to reduce its intensity, how to end the conflict with the least losses or resolve it for the benefit of both parties.

One of the most important tasks of the teacher is to develop in children the ability to build relationships in the process of interacting with others on the basis of cooperation and mutual understanding, readiness to accept other people, their views, habits as they are. It is important to teach children communication skills and, if necessary, correct their behavior, otherwise the child may develop such forms of behavior that become an obstacle in his relations with others and turn out to be destructive for his own development.

Modern psychology is characterized by the recognition of the dual nature of the conflict, including its positive role. The most important positive function of the conflict is that it can be a signal for change, an opportunity for rapprochement, relaxation of tension, "healing" of relations and a source of development, that is, conflicts - with the right approach to them - can become an effective factor in the pedagogical process, educational impact for children, but at the same time it is necessary to create a friendly atmosphere.

I. Pre-conflict situation.

In the 1st quarter, difficulties appeared related to the aggravation of interpersonal relations: constant complaints of children that they were not understood, not heard and not listened to by classmates, teased, called names, they were shouted at, mutual insults appeared, claims against each other, isolated cases were traced fights, also on the basis of misunderstanding. All these actions represent a chain (escalation) of conflictogens that played a major role in the emergence of the conflict. The following types of conflictogens were present: this was the desire for superiority (7 people in the status of "cool"), the manifestation of aggression (in some cases there were fights) and the manifestation of selfishness (everyone believed that they did not listen to him, although he himself did not try to listen to the opinion surroundings). It was clear that the class had conflict situation.

Yes, the conflict was preceded by objective life situations in which the children were. The origins of conflict relations were needs children in safety, communication, contacts, interaction, respect, self-expression and self-affirmation.

And, indeed, the children were overexcited. They reacted sharply to the slightest reproaches, accusations against them. According to my observations, about 80% of the guys were on the verge of a "psychological breakdown", they could not calmly talk to each other, shouted, and when I started talking to them in order to sort out the situation (this happened every day), most of them "broke down", began to cry, and resentment against each other did not go away, but only intensified. At this stage, my task was to avert an impending conflict. To this end, every day I conducted individual, group conversations, in which I used the method of persuasion. I tried to show attention and respect for each child, to understand his situation, mentally put myself in his place, let everyone speak out, the emphasis was on his positive qualities. But there was a time when I used authoritarian methods during "showdowns" with children. And, it would seem, they resolved the contradiction, but during the next event, a quarrel necessarily arose. The situation escalated every day. It was clear that such relations could no longer be left. The "last straw" of my patience was the competition in the "nature", which was simply "broken" due to disagreements between the teams. All the guys quarreled again, the mood was spoiled.

II. direct conflict.

And it was, indeed, conflict, since there was a collision of oppositely directed, incompatible with each other positions in the interpersonal relations of children, associated with negative emotional experiences.

By type it was m interpersonal conflict, since it arose between the students of the class due to the incompatibility of views, interests, goals, needs.

The reasons for the conflict were: insufficient understanding in the process of communication individual personality traits children of the class (60% of the children of the class have the ability and desire to be leaders, this group of children strives to dominate, to be the first, to say their last word; the class leader, a girl, is so principled that sometimes it pushes other children to "hostile" actions, many children this class is characterized by excessive straightforwardness in statements, judgments, the desire to tell the truth to the eye, perseverance (by the way, these qualities appeal to me in guys), but not everyone likes this, increased emotionality, an underdeveloped personality trait - tolerance, inability to control one's emotional state tactlessness of a separate group of guys).

I was also clearly aware of other causes conflict in this marvelous class. Fifth grade is adaptation period to new learning environments. Children are included in a new system of relationships and communication with adults and comrades. Besides, it's early teens period. Physiological factors in development make themselves felt, the restructuring of the hormonal system begins, which leads to changes in well-being and mood. Becoming a teenager, a child often loses psychological balance. These factors contribute exacerbation interpersonal relationships in a team. Becomes dominant need for self-assertion, which can manifest itself in an increase in exactingness towards others, sensitivity to the injustice of others, in an increased need for recognition, attention, respect from peers and adults. Moreover, the teenager has inadequate self-esteem, inferiority complexes associated with the experience of their shortcomings, in relation to which they are painfully vulnerable. Overestimated self-esteem leads to the manifestation of impudence, painful pride, resentment, and underestimated - gives rise to anxiety, uncertainty, fears.

Therefore, I decided to hold a class hour, at which it was important for me:

to lead children to awareness of the conflict in the classroom,
discussion of different strategies for interaction in conflict;
lead them to understand the negative consequences of using a destructive strategy that has prevailed in their relationship and the importance of using a constructive strategy;
I needed , so that the children themselves identify the reasons for this situation in the classroom;
together with them to determine ways to resolve the conflict,
that is, my task was to ensure that this conflict served as a way to identify and resolve conflicts.

Pre-class preparation

consisted of a deeper study of interpersonal relationships in the classroom. In addition to observing the children, talking to each one individually, I conducted a sociometric study that complemented my understanding of the emotional structure of the class. I conducted a questionnaire that included questions such as "Are you always satisfied with the way your classmates communicate with you? What do you not like about communicating with classmates? What do you like about communicating with classmates? What communication do you dream of? those moments when you were not understood?

To conduct a class hour, I created a presentation, which included a short video clip from the life of the class. (One of the parents "filmed" on the phone some moments of the children's rest on that very one-day trip and a small part of the competition where the quarrel took place was also caught on camera. But, unfortunately, this was already a rather calm stage of their quarrel). Nevertheless, this story was a good material for a class hour.

My strategy of behavior in the conflict.

According to the method of resolving the conflict, I chose constructive way, giving preference to two styles of resolving this conflict: cooperation and compromise.

Because, with cooperation involves finding a solution that satisfies the interests of all children in the class. It involves the ability to control your emotions, explain your decisions and listen to the other side. Collaboration results in the acquisition of joint work experience and the development of listening skills.

A to compromise is the settlement of disagreements through mutual concessions. Communication partners converge on the "golden mean", that is, on the partial satisfaction of the interests of each child. I assumed that such a strategy would also be effective, because. it was clear that all children want the same thing - better relationships. As a rule, a compromise allows you to gain at least something rather than lose everything, and provides an opportunity to work out a temporary solution if there is no time to work out another.

During the class hour, I used methods of constructive interaction: persuasion, argumentation, attempt to agree.

used method of argumentative discussion, c whose purpose is to help resolve conflicts of opinion. I used all the positive aspects of such a famous admission to interactions like constructive dispute according to S. Kratochvil. During the discussion of our problem, we talked about a specific situation and discussed the specific behavior of the guys (specificity). All children were involved in the conversation ( involvement). Demonstrated clear, open communication, where everyone spoke for himself and thought what he said, there was good "feedback". It was "fair play".

III. Stage of conflict resolution

Consequences of the conflict.

It is possible that the conflict was the only way out of the tense situation.

Speaking about the positive aspects of the conflict, it should be noted that a particular consequence of the conflict was the strengthening of group interaction.

Thus, there are integrative consequences that determined the way out of a difficult situation, the conflict led to the resolution of problems, strengthened group cohesion, and led to mutual understanding.

results constructive dispute according to S. Kratochvil ) were also positive.

Every child learned something new, learned something new (informativeness), tension disappeared, bitterness decreased, claims were clarified (responding), discussion of the situation led to mutual understanding, some rapprochement. There is a feeling that the problem under discussion worries them, the self-esteem of each participant in the conversation was preserved (convergence). The situation was resolved, the problem was understood and practically resolved, there were apologies (quite unexpectedly for everyone at the end of the class hour, the class commander apologized to her classmate, justified herself for her behavior) and, finally, the rules for interaction in the class were drawn up ( improvement).

Measures to prevent future conflicts

1) Another series of class hours on this topic was held. The main idea was that children in a comic form "lost" various "conflict situations from their lives" and learned to restrain their emotions during the conflict. It was important for me to “convey” to them the idea that in a conflict a person is dominated not by reason, but by emotions, which leads to affect, when consciousness simply turns off and a person is not responsible for his words and actions.

Experts in the field of conflictology have developed a code of conduct in conflict. (Samygin S.I., Stolyarenko L.D. Psychology of management. - Rostov - on Don, 1997. - p. 468-472).

We played these rules of behavior in a conflict in class hours. All this was presented in a humorous form, moreover, different methods of behavior were prepared by the children in advance. It was funny and fun. And the children were taught very important communication skills.

Here are the rules:

Let your partner let off steam. If a partner is irritated and aggressive, it is often impossible to negotiate with him, so try to help him reduce internal tension. During his "explosion" it is recommended to behave calmly, confidently, but not arrogantly.
Knock down aggression with unexpected tricks. For example, ask an unexpected question about a completely different, but significant business for a partner, or confidentially ask a conflicting interlocutor for advice.
Do not give negative ratings to your partner, but talk about your feelings. Don't say, "You are cheating me," but rather, "I feel cheated."
Ask them to frame the desired end result and problem as a chain of obstacles. A problem is something that needs to be solved, and the attitude towards a person is the background, the conditions in which one has to make a decision. Don't let your emotions rule you. Together with the interlocutor, identify the problem and focus on it: separate the problem from the person.
Invite the client to express their thoughts on resolving the problem and their solutions. No need to look for the guilty and explain the situation. Look for a way out of it. There should be many options to choose the best one that can satisfy the interests of both communication partners.
In any case, let your partner "save face". You should not respond with aggression to aggression and hurt the dignity of a partner. Let's evaluate the actions, not the person.
Reflect, like an echo, the meaning of statements and claims. The use of phrases like "Did I understand you correctly?", "You wanted to say:" eliminates misunderstandings and demonstrates attention to the interlocutor, which reduces his aggression.
Don't be afraid to apologize if you feel guilty. Confident and mature people are capable of apologies, so this disarms the communication partner and inspires respect and trust in him.
You don't have to prove anything. In a conflict, no one has ever been able to prove anything to anyone, since negative emotions block the ability to understand and agree. This is a waste of time and a useless exercise.
Shut up first. Do not demand from the interlocutor - the "enemy": "Shut up", "Stop", but from yourself. But silence should not be tinged with gloating and defiance.
Do not characterize the state of the opponent. Such phrases of the negative emotional state of the partner, such as "What are you angry / nervous / furious about" only strengthen and intensify the conflict.
Regardless of the outcome of conflict resolution, try not to destroy the relationship.

2) Those rules of tolerant communication that were developed in the classroom, we finalized with the children and placed them in our classroom corner. (By the way, the name of our class is the city "Wizards". In the form of stars, these rules are located above our "city"). At the end of each week, when we sum up the results, each student "evaluates" his behavior, taking into account how he carried out the "laws of the city" Wizards ", after his assessment, there is a discussion in the" asterisks "if there are disagreements, then he" connects " collective of the whole class I think that this is a good experience, because such a technique "works" for the development of tolerance, and, as a result, for the prevention of conflicts.

3) Not a single contradiction, dissatisfaction, dispute goes unnoticed. We "understand" on the spot, analyze the situation, discuss together with the children.

4) In the future I plan to continue working on teaching children the skills of effective behavior in conflicts and their constructive resolution. We have accumulated a lot of experience in working with children in this area. (So, for example, a book called "How to teach children to cooperate?" (1998, author - K. Fopel) contains a large number of interactive games aimed at developing the "emotional" intelligence of children.

In addition, at present there are restorative technologies that include teaching schoolchildren the skills of mediation. Our school has a collection of methodological materials "Organization of the work of the school reconciliation service" (Perm, 2007), which contains materials on the organization of reconciliation services in an educational institution. One of the goals of the School Reconciliation Service (SRS) is the social rehabilitation of participants in conflict situations based on the principles of restorative justice. The objectives of the SSP are to conduct reconciliation programs for participants in school conflicts; teaching schoolchildren methods of conflict resolution. I hope that such a service will appear in our school soon.

5) As you know, one of the main causes of conflicts can be an underdeveloped personality trait - tolerance. The authors of the book "Education of tolerance among schoolchildren" offer programs of work with children of different ages, methodological developments of various forms of education of tolerance in children. I will continue to use the materials in this book in my work.

After 4 months, I again conducted a survey among the children, which showed that the conflict was resolved, 65% of the children were satisfied with the relationship in the class, they tease and call names 25%, everyone noted that they were pleased that there was a ban on surnames (without a name) and nicknames . Children became more balanced, a little calmer. In very rare cases, they turn to screaming, but someone immediately stops them. The situation has returned to normal.

Literature.

Grishina N.V. Psychology of conflict. - St. Petersburg: Peter, 2005.
Home tutor. Social studies for applicants (under the scientific editorship of V.N. Knyazev and others) - M .: Iris press, 2007.
Zhuravlev V.I. Fundamentals of pedagogical conflictology. - M., 1995.
Kan-Kalik V.I. Teacher about pedagogical communication. - M.: Enlightenment. 1992.
Kozyrev G.I. Introduction to conflictology. - M., 1999.
Organization of the work of the school reconciliation service (collection of methodological materials). - Perm, 2007.
Rogov E.I. Psychology of communication. - M.: Vlados, 2001.
Rozhkov M.I., Baiborodova L.V., Kovalchuk M.A. Education of tolerance in schoolchildren. - Yaroslavl: Academy of Development Academy Holding, 2003
Rybakova M.M. Conflict and interaction in the pedagogical process. - M., 1991.
Selevko G.K. Guide to the organization of self-education of schoolchildren. "School technologies" 1999, No. 6.
Shelamova G.M. Business culture and psychology of communication. - M.: Academa, 2004.
"School psychologist".: Ed. House First of September, 2007, No. 13.
"School psychologist".: Ed. House First of September, 2008, No. 10.

State budgetary special (correctional) educational institution of the Republic of Khakassia for students, pupils with disabilities "Special (correctional) general education boarding school III, IV types"

teacher of history and social studies, CDO

Ten Tatyana Anatolyevna

Cards with an example of conflict situations for psychological and pedagogical training

"Methods of constructive solution of conflict situations".

Situation 1

English lesson. The class is divided into subgroups. In one of the subgroups, the teacher changed. When checking homework, the new teacher, without acquainting students with their requirements, asked them to answer the topic by heart. One of the students said that before they were allowed to retell the text freely, and not by heart. For the retelling, she received -3. which caused her negative attitude towards the teacher. The girl came to the next lesson without completing her homework, although she was a diligent student. The teacher, after the survey, gave her 2. The girl tried to disrupt the next lesson, persuading

classmates skip the lesson. At the request of the teacher, the children returned to the classroom, but refused to complete the tasks. After the lessons, the student turned to the class teacher with a request to transfer her to another subgroup.

Situation 2

A conflict arose between the student and the teacher: the teacher is outraged by the poor performance of the student and gives him the opportunity to correct his grades with the help of an essay, the student agrees and brings the essay to the next lesson. First, not on the topic, but in the way he liked, although, according to him, he spent, according to him, his entire evening preparing him. Secondly, all crumpled. The teacher is even more indignant and in a sharp form says that this is a humiliation of him as a teacher. The student defiantly stands up and begins to swing his legs back and forth, holding on to the desk. The teacher first tries to seat the student, but, unable to stand it, grabs him and pushes him out of the classroom, then takes him to the director, leaves him there and goes to the classroom.

Situation 3

The math teacher delayed the class at recess after the bell. As a result, the students were late for the next lesson - a lesson in physics. The angry physics teacher expressed his indignation to the math teacher, as he had a test scheduled. His subject, he believes, is very difficult, and he considers it unacceptable to lose class time due to students being late. The mathematics teacher objected that his subject was no less important and difficult. The conversation takes place in a corridor in raised tones with a large number of witnesses.

1. Indicate the structural components (subject, participants, macro environment, image) of the conflict in each situation presented.

2. Determine the type of conflict presented in each of the situations.

Situation 4

Lesson in 8th grade. Checking homework, the teacher calls the same student three times. All three times the boy answered in silence, although he usually did well in this subject. The result is "2" in the log. The next day, the survey begins again with this student. And when he again did not answer, the teacher removed him from the lesson. The same story was repeated in the next two classes, followed by absenteeism and the call of parents to school. But the parents expressed dissatisfaction with the teacher that he could not find an approach to their son. The teacher, in response, complained to the parents that they did not pay due attention to their son. The conversation continued in the director's office.

Determine the behavioral styles of the participants in this conflict situation.

1. What style of behavior characterizes the teacher? Parents?

2. What style of behavior does the student demonstrate?

3. What style of conflict resolution do you think is the most effective in this situation?

Analyze the proposed situations from the point of view of the manifestation of the dynamics of the conflict:

Situation 5

Parents came to the kindergarten to pick up their son's documents. The child attended kindergarten for three days, after which he fell ill, and the parents decided to take the child. The director demanded that the parents pay for the child's stay in the kindergarten through the Savings Bank. But the parents did not want to go to the bank and offered to pay the money to her personally. The manager explained to the parents that she could not accept the money. Parents were indignant and, after uttering a lot of insults against her and the kindergarten, they left, slamming the door.

Situation 6

10 minutes before class starts. There is a teacher and several students in the classroom. The environment is calm, friendly. Another teacher enters the class in order to obtain the necessary information from a colleague. Approaching a colleague and having a conversation with him, the teacher who entered suddenly interrupts her and turns his attention to a 10th grade student sitting opposite, who has a golden ring on her hand: “Look, the students are all wearing gold. Who gave you permission to wear gold to school?!”

At the same time, without waiting for a response from the student, the teacher turned to the door and, continuing to loudly indignant, left the office, slamming the door.

One of the students asked, "What was that?" The question remained unanswered. The teacher sitting in the classroom was silent all this time, unable to find a way out of this situation. The student was embarrassed, blushed, and began to remove the ring from her hand. Turning either to the teacher or to everyone in the class, she asked: “Why and for what?” There were tears in the girl's eyes.

Analyze the proposed situations. Try to imagine possible solutions to them using the techniques from the set of prepared reactions.

Situation 7

During the meeting, one of the parents of students in your class began to criticize your teaching and upbringing methods. As the dialogue progressed, he began to lose his temper, angrily yelling offensive remarks at you. You cannot allow a parent to behave like this. What will you do?

Situation 8

On the street, you unexpectedly meet your colleague, who is officially on sick leave. It is her lessons that you are forced to “replace”. But you find her in perfect health. What will you do?

Situation 9

At the beginning of the school year, the school principal asked you to temporarily take on the duties of head teacher for educational work, promising additional payment for this. But after three months, the promised payment was not credited to you. What will you do?

Situation 10

At recess, a tear-stained student came up to you. In her opinion, you unfairly gave her an annual grade in your subject. What will you do?

Imagine what the teacher might do in this situation.

Situation11

At the lesson, the teacher several times made comments to the student who was not studying. He did not react to remarks, continued to interfere with others, asked ridiculous questions to the students around him and distracted them from the topic explained by the teacher. The teacher made another remark and warned that it was the last one. She continued her explanation, but the rustle and rumble did not decrease. Then the teacher approached the student, took a diary from the desk and wrote down a remark. Further, the lesson was actually disrupted, as the student continued to communicate with classmates with greater force, and the teacher could no longer stop him.

SCHOOL CONFLICTS

What is conflict? The definitions of this concept can be divided into two groups. In the public mind, conflict is most often a synonym for hostile, negative confrontation between people due to the incompatibility of interests, norms of behavior, and goals.

But there is another understanding of the conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.

Depending on the results of conflict resolution, they can be designated as destructive or constructive. Bottom line destructive collision is the dissatisfaction of one or both parties with the result of the collision, the destruction of relations, resentment, misunderstanding.

Constructive is a conflict, the solution of which became useful for the parties who took part in it, if they built, acquired something valuable for themselves in it, were satisfied with its result.

Variety of school conflicts. Causes and solutions

Conflict in school is a multifaceted phenomenon. When communicating with participants in school life, the teacher also has to be a psychologist. The following "debriefing" of collisions with each group of participants can become a "cheat sheet" for the teacher in exams on the subject "School conflict".

The conflict "Student - student"

Disagreements between children are a common occurrence, including in school life. In this case, the teacher is not a conflicting party, but sometimes it is necessary to take part in a dispute between students.

Causes of conflicts between students

rivalry

deceit, gossip

insults

hostility towards the teacher's favorite students

personal dislike for a person

affection without reciprocity

fight for a girl (boy)

Ways to resolve conflicts between students

How to constructively resolve such disagreements? Very often, children can resolve the conflict situation on their own, without the help of an adult. If intervention by the teacher is necessary, it is important to do so in a calm manner. It is better to do without pressure on the child, without public apologies, limiting himself to a hint. It is better if the student himself finds an algorithm for solving this problem. Constructive conflict will add social skills to the child's experience that will help him communicate with peers, teach him how to solve problems, which will be useful to him in adulthood.

After resolving the conflict situation, the dialogue between the teacher and the child is important. It is good to call a student by name, it is important that he feels an atmosphere of trust and goodwill. You can say something like: “Dima, conflict is not a reason to worry. There will be many more such disagreements in your life, and that's not a bad thing. It is important to solve it correctly, without mutual reproaches and insults, to draw conclusions, to correct some mistakes. Such a conflict would be beneficial."

The child often quarrels and shows aggression if he does not have friends and hobbies. In this case, the teacher can try to remedy the situation by talking to the student's parents, recommending that the child be enrolled in a circle or sports section, according to his interests. A new activity will not leave time for intrigue and gossip, it will give you an interesting and useful pastime, new acquaintances.

Conflict "Teacher - parent student"

Such conflict actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.

Causes of conflict between teacher and parents

different ideas of the parties about the means of education

dissatisfaction of the parent with the teaching methods of the teacher

personal animosity

the parent's opinion about the unreasonable underestimation of the child's grades

Ways to resolve conflict with the student's parents

How can one constructively resolve such grievances and break the stumbling blocks? When a conflict situation arises at school, it is important to understand it calmly, realistically, without distortion, look at things. Usually, everything happens in a different way: the conflicting person closes his eyes to his own mistakes, while simultaneously looking for them in the opponent's behavior.

When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause. conflict with a "difficult" parent, evaluate the correctness of the actions of both parties, outline the path to a constructive resolution of an unpleasant moment.

The next step on the path to agreement will be an open dialogue between the teacher and the parent, where the parties are equal. The analysis of the situation will help the teacher express his thoughts and ideas about the problem to the parent, show understanding, clarify the common goal, and together find a way out of the current situation.

After the conflict is resolved, the conclusions drawn about what was done wrong and how to act so that a tense moment does not come will help prevent similar situations in the future.

Example

Anton is a self-confident high school student who does not have outstanding abilities. Relations with the guys in the class are cool, there are no school friends. At home, the boy characterizes the guys from the negative side, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with teachers, notes that many teachers underestimate his grades. Mom unconditionally believes her son, assents to him, which further spoils the boy's relationship with classmates, causes negativity towards teachers. The conflict erupts when a parent comes to school in anger and complains about teachers and school administration. No persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child finishes school. Obviously, this situation is destructive.

What could be a constructive approach to solving an urgent problem? Using the above recommendations, we can assume that Anton's class teacher could analyze the current situation something like this: “Anton provoked the conflict between the mother and the school teachers. This speaks of the boy's inner dissatisfaction with his relationship with the guys in the class. The mother added fuel to the fire by not understanding the situation, increasing her son's hostility and distrust towards the people around him at school. What caused the return, which was expressed by the cool attitude of the guys towards Anton.

The common goal of parent and teacher could be the desire to rally Anton's relationship with the class.

A good result can be given by the teacher's dialogue with Anton and his mother, which would show the desire of the class teacher to help the boy. It is important that Anton wants to change himself. It is good to talk with the guys in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, organize extra-curricular activities that contribute to the rallying of the guys.

Conflict "Teacher - student"

Such conflicts are perhaps the most frequent, because students and teachers spend almost less time together than parents with children. Causes of conflict between teacher and students

lack of unity in the demands of teachers

excessive demands on the student

inconsistency of the teacher's demands

non-compliance by the teacher

the student feels underestimated

the teacher cannot accept the shortcomings of the student

personal qualities of the teacher or student (irritability, helplessness, rudeness)

Conflict resolution between teacher and student

It is better to defuse a tense situation without bringing it to conflict. To do this, you can use some psychological techniques.

A natural reaction to irritability and raising the voice are similar actions.. The consequence of a conversation in raised tones will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher will be a calm, friendly, confident tone in response to the violent reaction of the student. Soon the child will be “infected” with the calmness of the teacher.

Dissatisfaction and irritability most often come from lagging behind students who dishonestly perform school duties. You can inspire a student to succeed in his studies and help him forget his discontents by entrusting him with a responsible task and expressing confidence that he will do it well.

A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom, and will make it easy to implement the proposed recommendations.

It is worth noting that in the dialogue between the teacher and the student, it is important to take into account certain things. It is worth preparing for it in advance in order to know what to say to the child. How to say - a component no less important. A calm tone and the absence of negative emotions are what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats, is better to forget. You need to be able to listen and hear the child. If punishment is necessary, it is worth considering it in such a way as to exclude the humiliation of the student, a change in attitude towards him. Example

A sixth grade student, Oksana, does poorly in her studies, is irritable and rude in her communication with the teacher. At one of the lessons, the girl prevented other children from completing assignments, threw papers at the children, and did not react to the teacher even after several remarks addressed to her. Oksana didn't respond to the teacher's request to leave the class either, remaining seated. The teacher's irritation led him to the decision to stop teaching, and after the bell to leave the whole class after the lessons. This, of course, led to the discontent of the guys.

Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.

A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop interfering with the guys, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate little porridge today, her throw range and accuracy suffer, the last piece of paper never reached the addressee. After that, calmly continue to lead the lesson further. After the lesson, you could try to talk to the girl, show her your benevolent attitude, understanding, desire to help. It's a good idea to talk to the girl's parents to find out the possible reason for this behavior. Paying more attention to the girl, trusting responsible assignments, assisting in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.

A single algorithm for resolving any school conflict

The first thing that will be helpful when the problem is ripe is calmness.

The second point is the analysis of the situation without vicissitudes.

The third important point is open dialogue between the conflicting parties, the ability to listen to the interlocutor, to calmly state one's view on the problem of the conflict.

The fourth thing that will help to come to the desired constructive result is identification of a common goal, ways of solving the problem, allowing to come to this goal.

The last, fifth point will be findings, which will help to avoid communication and interaction errors in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way you deal with stressful situations. The absence of conflicts at school is an almost impossible phenomenon.. And they still need to be addressed. A constructive decision brings along trusting relationships and peace in the classroom, a destructive one accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surged is an important point in choosing your own way of resolving conflict situations.

Conflict (lat. Conflictus - clash) -

1. Collision of opposite sides, lines, forces, states; serious disagreement.

2. The contradiction on which the relationship between the characters of a literary work is built. (Dictionary of foreign words. M., 2006).

Conflict (from lat. Conflictus - collision) - a collision of differently directed goals, interests, positions, opinions or views of the subjects of interaction, fixed by them in a rigid form.

Any conflict is based on a situation that includes either opposite positions of the parties on any occasion, or opposite goals or means of achieving them in given circumstances, or a mismatch of interests, desires, inclinations of opponents, etc. The conflict situation, therefore, contains subject possible conflict and an object. However, in order for the conflict to develop, an incident is necessary in which one of the parties begins to act, infringing on the interests of the other side. If the opposite side responds in kind, the conflict from potential goes into topical and further can develop as direct or indirect, constructive. The subject of interaction in a conflict can be an individual (intrapersonal conflict), or two or more persons (interpersonal conflict). Depending on the conflict situation, intergroup, interorganizational, class, interstate conflicts are distinguished. In a special group allocate interethnic conflicts. A constructive conflict can be when the opponents do not go beyond business arguments and relationships. In this case, various strategies of behavior can be observed. R. Blake and J. Mouton distinguish: rivalry(confrontation) - accompanied by an open struggle for one's interests; cooperation aimed at finding a solution that satisfies the interests of all parties; compromise settlement disagreements through mutual concessions; avoidance, which consists in the desire to get out of the conflict situation without solving it, without yielding one's own, but without insisting on one's own; adaptation- the tendency to smooth out contradictions, sacrificing one's own interests. The generalized expression of these behavioral strategies is characterized as corporatism and assertiveness.

Philosophers understand the conflict as a category that reflects the stage of development of the category "contradiction", when the opposites existing in contradiction turn into extreme opposites, reaching the moment of mutual negation of each other and the removal of the contradiction. The more complex the conflict, the more strength it requires. In domestic and foreign conflictology, there are many classifications of types of conflicts.

The specificity of the pedagogical conflict.

A special place is occupied by the pedagogical conflict. It differs significantly from what we talked about above. Here, the subjects of the conflict are obviously unequal in terms of their level of development. A teacher is a person who has a lot of life experience, he has developed the ability to comprehend the situation. The child, on the other hand, has little life experience, his behavior is impulsive, his will is weak, and his ability for analytical activity is poorly developed. That is why the teacher must skillfully bring it to its logical conclusion so that it allows the child's personality to rise to a new level of development.

The fundamental difference between these conflicts is that in them the interests of the teacher as the subject of the conflict turn into the interests of the child. The child, due to the weak development of his self-consciousness, lives and acts on the basis of situational interest, an interest like "I want here and now."

The contradiction is not between two subjects, but between two interests of a different nature. The child does not know this, but the teacher knows, the bearer of the child's interests, delayed in time and irrelevant for the child at the moment, filled with momentary interests.

In a pedagogical conflict, the "situational interest" of the child is opposed to the sociocultural norm presented by the teacher, which, however, must be realized by the child in the "interests of development." The clash is transferred to the field of interests of the child as a whole, because the teacher is a professional person whose activities are aimed at achieving precisely the interests of the child - but with a focus on his development, entry into a culture that requires effort from the child. When we say that the interests of the teacher in the conflict turns into the interests of the pupil, we want to say that the conflict unfolds on the same field. And then the conflict looks somehow strange: it exists and it does not exist, because there is no clash of conflicting interests of two subjects, but in fact there are conflicts of interests of the same subject, that is, the child. The schematic picture of the pedagogical conflict is modified and does not look so flawlessly beautiful (Scheme):

As we can see, the whole conflict has moved into the field of interests of the child, and there the struggle unfolds, it is there that the clash takes place. The teacher creates such a collision, initiates the intense spiritual work of the child. The teacher, who translates the conflict into the field of interests of the child, contributes to his spiritual development, and the teacher, proceeding from his personal interests (that is, having forgotten about his professional appointment), outlining the field of his personal interests, either suppresses the child’s mind and will, or initiates the child’s wild willfulness . Now you rarely hear the phrase "put the child in his place." And it's a pity, because it would be good to learn to put the child in a high and worthy place next to the teacher, next to humanity, at the level of the culture of our century. However, let's clarify the wording in order to avoid inaccuracies: not to put him in a place, even a worthy one, but to help him, to take a worthy place - this is the strategic task of the pedagogical conflict.

The dress of the pedagogical conflict is as colorful and multicolored as the dress of all the conflicts listed above. However, he has something in which he is fundamentally different from all of the above, unfolding in the pedagogical spheres of life - both subjects have the same interest, and for him there is a struggle in the course of the collision of the teacher with the children. It looks like a paradox, but pedagogical activity is full of paradoxes.

It is worth considering what is the meaning of the proposed characteristics of the conflict. It is highly noteworthy that practice ignores theoretical analysis, relies more on intuition, on traditional ways of responding when conflicts arise. Of course, the ending of such an unprofessional choice is destructive: conflicts destroy relationships and worsen the course of the educational process. The logic of "common sense" is productive, since it proposes to proceed only from a superficial phenomenon, without aggravating the essence. And only a scientific and theoretical analysis allows us to make a significant assessment of what is happening.

Formula for solving school conflicts.

Otherwise, pedagogical conflicts are resolved.

The teacher, by virtue of his professionalism and experience, is able to see both interests: situational and developmental. Its task is to show the child two planes of interest. Three operations help to do this:

It is necessary to announce the situational interest of the child: "I understand what you want now:"

Bring to a logical conclusion the prediction of the result: ":but then you: (possible result)"

Project his interest on relationships with people.

In adolescence, the number of difficult pedagogical situations, which often acquire a conflict character, increases markedly.

It is important for a teenager to be accepted by a peer group: they emphasize the behavior and communication learned in such a group. In this acceptance by others, one's own assessment of one's personal qualities is formed. Uniting with peers, he feels the power of collective cohesion, trying to demonstrate something of his own, original.

Obedience is replaced by independent active action, and how he acts depends on what his past experience of behavior and communication is. Due to the noted regularities in the mental development of adolescents, the nature of interaction with them becomes much more complicated.

Consequently, the increase in complex pedagogical situations leading to conflicts is explained by objective reasons, namely: the aggravation of contradictions during the crisis period of the adolescent's mental development.

Consider the most common conflicts at school and ways to resolve these conflict situations: conflict in the classroom, with whom to sit, mischief in the classroom, "difficult" in the classroom, girls' leadership.

Conflict in the classroom

Some 9th grade students try to disrupt teachers' lessons throughout the school year. In this class, the role of leaders is played by a number of girls who subjugated the rest of the class and many classmates cannot resist them. They are cheeky and rude. This is done in the following way. Pupils do not listen to the explanations of teachers, speak out of the topic of conversation, shout, interrupt the teacher and their classmates. Showing their leadership qualities at school, they are very much afraid of their parents. They want to be respected without giving anything in return.

Many teachers are expelled from the lesson, some make comments to them, put unsatisfactory grades in their diaries.

The way out of this situation can be as follows. To conduct individual conversations with the parents of these students, the work of a psychologist in this team is simply necessary, the coordination of students' actions, their involvement in the fruitful work of the school. The main and most important thing is not to allow "familiarity" on their part, to keep them at a "distance", the teacher needs to be loyal and patient in this situation without breaking into a cry and not letting the situation take its course. Indeed, here, in addition to their basic personality traits, the characteristics of their age also influence, having left the transitional age, they cannot prove themselves as more adult people due to their psychological characteristics.

"Difficult" in the classroom.

This conflict happened in the 7th grade. A student who does not have an authoritative position, who does not have a successful position in behavior and learning, has decided to win good favor among more successful children. For self-realization, he chose the guys who are more successful in learning, but not included in the "authoritative group". They were a girl and a boy. In relation to the girl, verbal humiliation was used, physical actions, the boy was harassed, they were waiting for him after school, where he was beaten, there was moral humiliation. Although for a few schools, this may be a normal phenomenon, as a means of self-realization and self-expression of a teenager. The situation was taken under control, both by the parents of offended children, and by the class teacher and psychologists.

In this situation, the help of a psychologist is needed for a boy who has shown incorrect actions in relation to his classmates, the situation must be taken under control, if this situation is not considered, this may have a bad effect on the attitude of the guys. As well as the conversation of the class teacher with the parents of these children, a conversation should be held with the students of the class about the inappropriateness of this situation.

"Subculture".

It started in the 7th grade, when three girlfriends, being fond of musical directions, decided to try on the image of the Emo subculture. It was expressed as follows: terrible eyeliner on children's eyes, untidy hair, clothes in this style. This appearance shocked the teachers a little, they were asked to change their appearance, but the girls insisted on continuing to attend classes in this form. In the classroom, they kept apart for a long time. The disciples, who had been communicating with them for a long time, before their reincarnation, stopped talking to them, they were persecuted, teased. The girls stopped learning.

Parents could not understand what was happening to the children. Repeated conversations were held with classmates, in order to settle the conflict situation, the work of the psychologist, both with the class and with individual representatives, gave a result. The conflict situation was taken under control by the parents of these children, as well as by the administration and the class teacher. A long time has passed. At the moment, the girls remain adherents of this movement, but the guys have already accepted their classmates in a "changed" form, the communication between the guys continues. In such situations, it is not necessary to persecute the child, reproach him for belonging to some culture, this is a form of searching for oneself as a person. The main thing is to understand parents and teachers and skillfully coordinate the actions of their children. If they are persecuted and forced to do what adults want, you can only break the child, and there is nothing good in that.

Leadership.

Once in the 8th grade, you had to choose a class commander. At the class meeting, one girl proposed her candidacy, the whole class agreed, according to the principle, "at least someone is not me." But some time has passed, the girl cannot cope with the duties assigned to herself, for a number of objective reasons. Then the class teacher offered to meet again and re-elect the class commander. At the meeting, the guys proposed the boy's candidacy, to which he replied: "If you choose me, you will regret it." But still the class commander, this boy remained. Since the boy had hidden leadership qualities, they later showed up at one of the events.

This class commander did not have a perception of his team, he did not want to do anything, hoping that someone else would replace him. But that did not happen. When once again the head asked the commander why this or that work in the class was not completed. The student replied, "But I didn't ask for commanders. It was unnecessary to elect me," while he slammed the table. The teacher kicked the student out of the class. It took some time for the relationship between teacher and student to be established.

In this situation, it is necessary to understand what led to such actions on the part of the student, why he did so. This situation must be dealt with directly with this student without resorting to the help of outsiders. It is important that both the teacher and the student understand why this conflict occurred, who was right and who was wrong.

I wanted to give an analysis of pedagogical situations.

Description of the situation, conflict, act (participants, place of occurrence, activities of participants, etc.);

What preceded the occurrence of the situation;

What age and individual characteristics of the participants manifested themselves in their behavior, situation, act;

The situation through the eyes of the student and teacher;

The personal position of the teacher in the situation that has arisen (his attitude towards the student), the real goals of the teacher in interaction with the student (what does he want: get rid of the student, help him, or is he indifferent to the student);

What new did the teacher learn about the students from the situation, the act (the cognitive value of the situation for the teacher);

The main causes of the situation or conflict that has arisen and its content (conflict of activities, behavior or relationships);

Options for repayment, prevention and resolution of the situation, adjustment of the student's behavior,

The choice of means and methods of pedagogical influence and the identification of specific participants in the implementation of the goals set at the present time and in the future.

TYPES OF CONFLICTS IN SCHOOL AND WAYS TO RESOLVE THEM

The conflict "Student - student"

Causes of conflicts between students

rivalry

deceit, gossip

insults

resentment

hostility towards the teacher's favorite students

personal dislike for a person

affection without reciprocity

fight for a girl (boy)

Ways to resolve conflicts between students

Conflict "Teacher - parent student"

Such conflict actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.

Causes of conflict between teacher and parents

different ideas of the parties about the means of education

dissatisfaction of the parent with the teaching methods of the teacher

personal animosity

the parent's opinion about the unreasonable underestimation of the child's grades

Ways to resolve conflict with the student's parents

When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause. , evaluate the correctness of the actions of both parties, outline the path to a constructive resolution of an unpleasant moment.

After the conflict is resolved, the conclusions drawn about what was done wrong and how to act so that a tense moment does not come will help prevent similar situations in the future.

Example

Anton is a self-confident high school student who does not have outstanding abilities. Relations with the guys in the class are cool, there are no school friends.

At home, the boy characterizes the guys from the negative side, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with teachers, notes that many teachers underestimate his grades.

Mom unconditionally believes her son, assents to him, which further spoils the boy's relationship with classmates, causes negativity towards teachers.

The conflict erupts when a parent comes to school in anger and complains about teachers and school administration. No persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child finishes school. Obviously, this situation is destructive.

What could be a constructive approach to solving an urgent problem?

Using the above recommendations, we can assume that Anton's class teacher could analyze the current situation something like this: “Anton provoked the conflict between the mother and the school teachers. This speaks of the boy's inner dissatisfaction with his relationship with the guys in the class. The mother added fuel to the fire by not understanding the situation, increasing her son's hostility and distrust towards the people around him at school. What caused the return, which was expressed by the cool attitude of the guys towards Anton.

The common goal of parent and teacher could bethe desire to rally Anton's relationship with the class .

A good result can be given by the teacher's dialogue with Anton and his mother, which would showthe desire of the class teacher to help the boy . It is important that Anton wants to change himself. It is good to talk with the guys in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, organize extra-curricular activities that contribute to the rallying of the guys.

Conflict "Teacher - student"

Such conflicts are perhaps the most frequent, because students and teachers spend almost less time together than parents with children.

Causes of conflict between teacher and students

lack of unity in the demands of teachers

excessive demands on the student

inconsistency of the teacher's requirements

non-compliance by the teacher

the student feels underestimated

the teacher cannot accept the shortcomings of the student

personal qualities of the teacher or student (irritability, helplessness, rudeness)

Conflict resolution between teacher and student

It is better to defuse a tense situation without bringing it to conflict. To do this, you can use some psychological techniques.

A natural reaction to irritability and raising the voice are similar actions. . The consequence of a conversation in raised tones will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher will be a calm, friendly, confident tone in response to the violent reaction of the student. Soon the child will be “infected” with the calmness of the teacher.

A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom, and will make it easy to implement the proposed recommendations.

It is worth noting that in the dialogue between the teacher and the student, it is important to take into account certain things. It is worth preparing for it in advance in order to know what to say to the child. How to say - a component no less important. A calm tone and the absence of negative emotions are what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats, is better to forget.You need to be able to listen and hear the child. If punishment is necessary, it is worth considering it in such a way as to exclude the humiliation of the student, a change in attitude towards him.

Example. A sixth grade student, Oksana, does poorly in her studies, is irritable and rude in her communication with the teacher. At one of the lessons, the girl prevented other children from completing assignments, threw papers at the children, and did not react to the teacher even after several remarks addressed to her. Oksana didn't respond to the teacher's request to leave the class either, remaining seated. The teacher's irritation led him to the decision to stop teaching, and after the bell to leave the whole class after the lessons. This, of course, led to the discontent of the guys.

Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.

A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop interfering with the guys, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate little porridge today, her throw range and accuracy suffer, the last piece of paper never reached the addressee. After that, calmly continue to lead the lesson further. After the lesson, you could try to talk to the girl, show her your benevolent attitude, understanding, and desire to help. It's a good idea to talk to the girl's parents to find out the possible reason for this behavior. Paying more attention to the girl, trusting responsible assignments, assisting in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.

A single algorithm for resolving any school conflict

Having studied the above recommendations for each of the conflicts at school, one can trace the similarity of their constructive resolution. Let's designate it again.

The first thing that will be helpful when the problem is ripe iscalmness .

The second point is the analysis of the situationwithout vicissitudes .

The third important point isopen dialogue between the conflicting parties, the ability to listen to the interlocutor, to calmly state one's view on the problem of the conflict.

The fourth thing that will help to come to the desired constructive result isidentification of a common goal , ways to solve the problem, allowing you to come to this goal.

The last, fifth point will befindings , which will help to avoid communication and interaction errors in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way you deal with stressful situations.The absence of conflicts at school is an almost impossible phenomenon. . And they still need to be addressed. A constructive decision brings along trusting relationships and peace in the classroom, a destructive one accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surged is an important point in choosing your own way of resolving conflict situations.

School conflicts

school conflict discipline student

Introduction

The concept of school conflicts

Levels of development of conflict situations, their diagnostics

Conclusion

Bibliography

Introduction

School is an important step in the evolution of man in society. It is here that the child begins to show his independence regarding his own desires, abilities and inclinations. We know that every person is unique, everyone has their own interests and characteristics. When opposites collide, conflict arises.

Conflicts among students occur quite often, which, according to teachers, "are a common thing for the school." The main reasons for conflicts between students are rudeness, rudeness, cruelty, anger. Conflicts in adolescence are characteristic of all times and peoples. Child cruelty is a well-known phenomenon. One of the paradoxes of world pedagogy is that a child is much more than an adult "subject to the temptation of herding, unmotivated cruelty, harassment ...".

Is it possible to overcome conflicts between students? Unlikely. The formation of the child's personality takes place at school, and depending on how successfully this process is carried out, first of all, the assimilation of spiritual moral values reduces (increases) the number of conflicts between schoolchildren. Discipline plays an important role in preventing conflicts - the ability to provide the child with the freedom necessary for his full development within the framework of reasonable obedience to the established order.

The second central conflict is "student - teacher". The reasons for such confrontation, from the point of view of students, are: 1) insults from the teacher; 2) tactless behavior; 3) bias in the assessment of knowledge; 4) excessive demands.

The following forms of behavior of high school students in conflict situations with a teacher are most common: 1) cooperation, 2) compromise, 3) rivalry, 4) avoidance of contacts, 5) adaptation.

The purpose of this work is to study conflicts in the school environment.

In the process of achieving it, a number of tasks are expected to be solved:

consider the concept of school conflicts;

to study the levels of development of conflict situations, their diagnosis;

The object of this work is conflict situations in the learning process.

The subject, respectively, will be the meaning and role of conflict situations.

The work consists of an introduction, three paragraphs, a conclusion and a list of references.

1. The concept of school conflicts

Conflict is an extremely common phenomenon in public life. It is known that conflict is not only people. Conflicts occur between individual representatives of biological communities and between species, in public life - between people, social groups, classes, states.

Conflict (lat. coflicus - clash) in its most general form is defined as an extremely acute contradiction. Conflicts can be classified on various grounds and distinguished: role-playing and personal, interpersonal and intrapersonal, short-term and protracted, overt and hidden, constructive and destructive, situational and systemic, etc.

Charles Lixon's book "Conflict. Seven Steps to Peace" provides the following definition of conflict: "Conflict is collision, serious disagreement, during which you are overwhelmed by unpleasant feelings or experiences. at least two ways, two options for behavior; and either one of them, or both, may be either acceptable or unacceptable.

So, for example, interpersonal (intergroup) conflict can be defined as a situation in which interacting people either pursue incompatible goals, or adhere to incompatible (mutually exclusive) values and norms, or at the same time strive in a fierce competitive struggle to achieve the same goal, which can be achieved by only one of the conflicting parties.

In our work, we will consider the school conflict. Conflict in school is a multifaceted phenomenon.

The child spends most of his time at school. Therefore, the conflicts that inevitably arise between teenagers and teachers are very serious for him. Russian psychologists recently conducted a study that showed that boys are "leading" in almost all types of school conflicts. Thus, 18.9% of boys and 11.3% of girls have problems due to bad behavior at school, and 19.8% of students and 15.7% of girls have problems with missing classes and being late.

Many parents believe that the student should solve his own problems. Having sent their children to school, some parents breathed a sigh of relief: you can also relax, because now the lion's share of worries about education will fall on the shoulders of teachers. But you should not relax. Very soon, the children have new problems, one of which is a school conflict, without which not a single student can do. And for students in grades 1, 5 and 10, they are simply inevitable due to the fact that there is a process of adaptation at a new level of education.

Pedagogical conflicts can be divided into three large groups. The first group is formed by conflicts associated with shortcomings in the organization of education at school. This refers to four conflict periods through which students go through in the process of studying at school.

Period #1:

Starting training, a first-grader is going through a rather difficult stage in his life, there is a change in his leading activity from playing to learning, his social position is changing. From a child he turns into a schoolboy, new requirements and responsibilities arise for him. On average, psychological adaptation at school can last from several months to 1.5 years.

As soon as the student got used to the new role, the teacher at school, a new conflict period begins.

Period #2:

The student is moving into 5th grade. Instead of one teacher, students begin to learn from different subject teachers. And if primary school teachers, as a rule, take care of their children, then middle school teachers are generally more strict and demanding. Yes, and adapting to several teachers at once is not easy. In addition, there are new school subjects that are more complex than those in elementary school.

Period #3:

At the beginning of the 9th grade, a new painful problem arises. You need to decide where to go after the 9th grade: continue your studies at school, and which profile to choose or enter some other educational institution? Thus, for many young people, the 9th grade is a line to which they lived a carefree childhood and a stormy adolescence, but after which they are forced to begin adult life with all its worries and problems.

Period #4:

Graduation from school, choice of profession, competitive exams to the university, the beginning of a personal life. Unfortunately, the school, while providing basic education, still does not adequately prepare children for entering adulthood, for fulfilling the role of a worker, student, husband, father. Therefore, this period is often acutely conflicted: failures, disruptions and problems.

The second group includes motivational conflicts. They arise between teachers and students. Most often, motivational conflicts arise because of students due to the fact that students either do not want to learn, or study without interest, under duress. Based on the motivational factor, the conflicts of this group grow, and ultimately between teachers and students there is mutual hostility, confrontation, even struggle. What is the most talked about in the teachers' lounge? Of course, about the students: "They don't want to learn! They don't know anything and don't understand anything! They don't obey!" It is not difficult to guess who the students are talking about, of course, about teachers: their inability and unwillingness to understand, about unfair assessments, disrespect for students. Of course, the teachers get tired, and the guys do not want to study.

The third group of conflicts are conflicts of interactions: students among themselves, teachers with each other, teachers and administration. These conflicts occur for reasons of a non-objective nature and personal characteristics of the conflicting parties, their goals and value orientations.

So, we are convinced that school life is full of pedagogical conflicts. The most common among students are leadership conflicts, a group of boys and girls often conflicts, etc. Therefore, everyone needs to know about the psychological nature of the conflict, its structure, dynamics, and effective ways to resolve it.

In a conflict, it is necessary to single out the subjects of the conflict (participants), the second element is the object that causes this conflict situation. It is extremely difficult to determine it in each specific case. In order for people to come into conflict, they must necessarily act. In order for the conflict to occur, actions are needed on the part of opponents aimed at achieving goals. Such actions are called an incident. Therefore, a conflict is a conflict situation plus an incident.

School conflicts are very diverse and almost defy classification.

It is very difficult to find criteria by which they could be combined into certain homogeneous groups. School conflict is almost always individual, since we are dealing with the still unstable psyche of the child, and therefore it is impossible to predict in which direction the course of the conflict will unfold.

There are different levels of development of conflict situations, we will consider them in more detail in the second paragraph.

2. Levels of development of conflict situations, their diagnostics

There are the following levels of development of conflict situations:

Low level - destructive: the student incorrectly perceives the situation of disagreement as a conflict, in the assessment of the conflict there is an incorrect ratio of objective and subjective, there is a false conflict; there is no flexibility of mind; conflict motivation is accompanied by uncontrollable feelings of anger, hatred, irritation, malice.

The tendency to enter into conflict is actualized in all cases of disagreement with the opponent, while the nature of the conflict is not taken into account; conflict behavior is realized in one style of rivalry, the lack of skills and abilities to manage a conflict situation makes this choice sustainable.

The average level is unproductive: in the analysis and assessment of the situation of contradiction, schoolchildren inconsistently show an adequate understanding of the conflict; situationally (opponent's reference) flexibility of the mind allows you to objectively perceive the situation as a conflict or non-conflict and find optimal models for further conflict behavior; emotional background - resentment, impatience, a sense of infringement of one's own dignity; prefers not to enter into any conflicts, avoids disputes, chooses adaptation from behavioral styles in a conflict situation.

A high level is productive: the student understands the causes and content of situations of disagreement, distinguishes between substantive and non-substantive conflict situations, can formulate the object of the conflict; consciously manages the conflict, uses the optimal approach to the choice of conflict strategies; successfully controls negative emotions; willingly manifests communicative and altruistic emotions in relations with others; willingly defends his interests in a constructive dispute, attentive to the emotional well-being of the opponent.

There are different ways to diagnose the level of conflict in a person. Let's take the following test as an example.

Choose one of the three proposed answers to the questions and write it down, for example, in this form: 1 - A, 2 - B, 3 - C.

Are you prone to dominance, that is, do you bend others to your will?

B - Sometimes.

Do you know those people in the team who are afraid of you, and perhaps hate you?

B - Difficult to answer.

Who are you more?

A - soothing.

B - Principal.

B - Entrepreneurial.

How often do you have to make critical judgments?

A - often.

B - Periodically.

B - Rarely.

What would be in the first place for you if you headed a new team?

A - I would create a work program for the team for the year ahead and convince the team of its expediency.

B - I would study who is who and establish contact with the leaders.

B - I would consult and communicate with people.

Mr. I would start thinking about the monarchy in Russia or how it is good to live in Russia

In case of failure, what state is most typical for you?

A - Pessimism.

B - Bad mood.

B - Resentment at oneself.

Do you uphold and observe the traditions of your team?

B - Rather yes.

Are you ready to hear the bitter truth about yourself, spoken to your face?

B - Rather yes.

What qualities are you trying to get rid of in yourself?

A - Irritability.

B - Resentment.

B - Intolerance to criticism in his address.

Who are you more?

A - Independent.

B - Leader.

B - Idea Generator.

What kind of person do your friends think you are?

A - Extravagant.

B is an optimist.

B - Persistent.

What do you most often struggle with?

A - Injustice.

B - Bureaucracy.

B - Selfishness.

What is most typical for you?

A - Underestimating one's abilities.

B - An objective assessment of one's abilities.

B - Overestimation of one's abilities.

What brings you into collision and conflict with people?

A - Excessive initiative.

B - Excessive criticality.

B - Excessive straightness.

Processing and interpretation of results. Calculate the number of points you have earned using the table below. It should be noted that the highest level of conflict presupposes the presence of character traits that determine the production of conflicts, the use of conflict-generating communication and, of course, an increase in the conflict nature of relations in a team.

17 points - very low level of conflict.

20 - low level of conflict.

23 - the level of conflict is below average.

26 - the level of conflict is slightly below average.

29 - the average level of conflict.

32 - the level of conflict is slightly above average.

35 - the level of conflict is above average.

38 - high level of conflict.

42 - a very high level of conflict.

Recognize the existence of conflict. In practice, these issues are not so easy to resolve, it can be quite difficult to confess and say out loud that you are in a state of conflict with a teenager on some issue. Sometimes the conflict has existed for a long time, the children suffer, but there is no open recognition of it. Each chooses his own form of behavior and influence on the other. However, there is no joint discussion and a way out of the current situation.

Determine the possibility of negotiations. After recognizing the existence of a conflict and the impossibility of resolving it "on the move", it is advisable to agree on the possibility of negotiations and clarify what kind of negotiations: with or without a mediator, and who can be a mediator that equally suits both parties.

Agree on a conversation process. Determine where, when and how "negotiations" will begin, i.e. stipulate the terms, place, procedure for negotiating, the time of the start of joint activities.

Identify the range of issues that make up the subject of the conflict. The main problem is to define in shared terms what is in conflict and what is not. Already at this stage, joint approaches to the problem are developed, the positions of the parties are identified, the points of greatest disagreement and points of possible convergence of positions are determined.

Develop solutions. The parties, when working together, offer several solutions with the calculation of the costs for each of them, taking into account the possible consequences.

Make an agreed decision. After considering a number of possible options, with mutual discussion and provided that the parties come to an agreement, it is advisable to submit this general decision in writing: resolutions, cooperation agreements, etc. In particularly complex or responsible cases, written documents are drawn up after each stage of the negotiations.

Put the decision into practice. If the process of joint action ends only with the adoption of a well-thought-out and agreed-upon decision, and then nothing happens or changes, then such a situation can be the detonator of other, stronger and more prolonged conflicts. The causes that caused the first conflict did not disappear, but were only intensified by unfulfilled promises. Re-negotiations will be much more difficult.

Conclusion

It is almost impossible to give specific advice on how to get out of conflict situations, since the conflict is always individual. And here the pedagogical skill and tact of the teacher, or leader, his civilian face, as well as his authority in the eyes of students, are important. Not a single person who did not have the respect of students has been able to eliminate the conflict situation or eliminate the conflict.

Conflict cannot be resolved with a magic wand. Moreover, the conflict is childish, since it is based mainly on emotions that are very strong in children in childhood: they crowd out the voice of reason. Emotions set the stage for a certain type of relationship, and this is difficult to deal with. The conflict can be extinguished by proving to the opponent that his opponent is a worthy person, that he has great virtues, that it is difficult for him, like you, that he is worried about what happened. Sometimes at the same time there will be an external agreement with an internal one: "Nothing, it will survive, and not only will it survive." Understanding that the other is suffering, in this case, may not cause a feeling of compassion for him, but a feeling of satisfaction.

If school conflicts become the norm, then it is necessary to treat not with psychology, but with the regime and discipline. "A school without discipline is like a mill without water," noted the great Czech educator J.A. Comenius. At first, it is necessary to bring the masses, afflicted by "democracy", back to normal. We will never be free from conflicts between students, between students and teachers, if we do not learn to live without conflict in the school environment.

First of all, you have to start with yourself. Prevention is possible here, including psychological one: one must learn to listen to the other, to see oneself through the eyes of another, to be able to feel for the other, to be able to resolve issues without conflict, to come to a common opinion, to be able to argue correctly.

Bibliography

1. Rybakova M.M. Conflict and interaction in the pedagogical process / M.M. Rybakov. - M.: Enlightenment, 1991.

Charles Lixon "Conflict. ... Seven Steps to Peace. - St. Petersburg: Peter Publishing, 1997 - (Series "Communication Genius").

3. Atayants N.G. Psychology of conflicts in high school: Monograph. - Vladikavkaz: Publishing House of the North Ossetian. state un-ta im. K.L. Khetagurova, 2002. - 124 p. - Bibliography: 134 titles.

Zhuravlev V.I. Fundamentals of pedagogical conflictology. M., 1995.

Express diagnostics of resistance to conflicts / Fetiskin N.P., Kozlov V.V., Manuilov G.M. Socio-psychological diagnostics of personality development and small groups. - M., Publishing House of the Institute of Psychotherapy. 2002. C. 211-212.

N.M. Koryak and F.M. Borodkin and "Attention, conflict". SPb., 1994.

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Cards with examples of conflict situations for the psychological and pedagogical training "Techniques for a constructive solution to conflict situations." School conflicts: types, solutions, techniques and examples

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