Teachers' understanding of high school students' experiences. What is the reason for the sharp decline in interest in studying?

Despite all the obviousness and even triviality of this statement, it is necessary to clarify that in this context the problem is understood not in the sense of an educational task, but in the sense of a life situation that affects the interests of the individual and is perceived by him as unsatisfactory and requiring resolution. Research methods conversation, questioning, the use of techniques that stimulate the discussion coloring of the dialogue, revealing the individual positions of adolescents. The novelty of the study lies in the fact that until now there has not been a thorough...

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Coursework on the topic: “Teachers’ understanding of the experiences of high school students”

Introduction

In life, every person faces many problems. Despite all the obviousness and even triviality of this statement, it is necessary to clarify that in this context the “problem” is understood not in the sense of an educational task, but in the sense of a life situation that affects the interests of the individual and is perceived by him as unsatisfactory and requiring resolution. In other words, defining a situation as problematic means that this situation is colored by negative experiences, which can be more or less long-lasting and intense. Consequently, diagnosing such situations is impossible without assessing the experiences.

Of course, we can talk not only about the individual problems of specific individuals, but also about more or less typical problems for different gender, age and status categories of people (for example, applicants, newlyweds, parents of young men of military age, high school students, etc.). Both for an individual and for a certain social category, in principle, an entire problem field and a fragment of the world of experiences associated with it can be constructed.

The experiences of high school students, which are aggravated by age-related tension and instability of mental states, deserve special attention.

In view of this, the topic our work was chosen“Teachers' Understanding of High School Students' Experiences.”

The relevance of researchis due to the need to use an integrated approach to the perception and correction of high school students’ experiences on the part of teachers.

Object of studyemotional sphere and experiences of high school students.

Subject of studyfeatures of teachers’ understanding of the experiences of high school students.

Goal of the work consider the features of teachers’ understanding of the experiences of high school students.

Tasks our research are the following:

Consider the problem field of high school students;

Explore theoretical problems in the study of experiences;

Characterize the specifics of conflicts between teachers and students;

Conduct a practical analysis of teachers' understanding of high school students' experiences.

Research hypothesisThe idea is that teachers’ understanding of the experiences of high school students will be facilitated by joint activities and joint events aimed at establishing a dialogue between students and teachers.

Theoretical basis of the workwere based on the research of L.I. Bozhovich, V.S. Mukhina, E.I. Rogov and others concerning the psychological characteristics of adolescent children and the specifics of communication between adults and them.

Research methodsconversation, questioning, the use of techniques that stimulate the debatable nature of the dialogue, identifying the individual positions of adolescents

Novelty The research lies in the fact that until now, no thorough research has been conducted on the issues of mutual understanding between high school students and teachers. Most existing research focuses on the relationship between children and parents.

Theoretical significanceThe research consists of systematizing theoretical knowledge in the field of psychology of adolescents and their relationships with others.

Practical significanceThe research is the possibility of using the materials of our work as a practical guide for teachers in their work with high school students.

Research structure.The work consists of an introduction, two chapters theoretical and practical, conclusions, a conclusion, and a list of references.

Chapter 1. Theoretical aspects of the emotional-problem sphere of high school students

1. Problem field of high school students

According to a long-standing tradition, it is schoolchildren, including high school students, who act as reference, or normative, objects of research, whose characteristics are considered as general properties of the entire age category. In this regard, in relation to the data presented in the literature, in most cases the unwritten rule “by default” is followed: if we are talking about teenagers and early youth in general, then first of all we mean schoolchildren. This gives us the right to apply the general characteristics of the corresponding age periods to high school students. However, there is no complete unity in the terminology and chronology of age periods. The same age can refer to both early adolescence and older adolescence. In addition, if we take the 16th birthday as the conventional boundary between adolescence and youth, then some high school students should be classified as teenagers, and some as young men. Therefore, data on the experiences and problems of both older adolescents and younger boys is relevant to our topic. We will try, based on literary data, to find out the texture of their problem field, everything that causes them painful thoughts, excites, disturbs, worries, and frightens.

Interest in problems in adolescence and adolescence did not arise today or even yesterday. In the 20-30s. XX century Pedologists and psychologists paid a lot of attention to this topic, from whose work at least one conclusion can be drawn: young people had a lot of experiences. It is also easy to see that the authors of the first third of the century combined a scientific approach and a literary style of presentation, leaving descriptions that deserve our attention and at the same time require a critical attitude, addition and clarification. Let us note the characteristic features of such descriptions. Typically, they rely on data obtained from diaries and observations; have a qualitative, phenomenological nature, they lack precise quantitative information about the frequency, duration, intensity of experiences; the characteristics of emotional states clearly predominate and the substantive content of the problem field is not clearly defined; many authors limit themselves to one general scheme of age characteristics, at best making attempts to detail it by gender.

Let us highlight the key words from S. Buhler’s description of the negative phase of the “puberty period” (this phase also includes late adolescence in the modern sense): displeasure, anxiety, physical and mental malaise, wildness, lethargy, whims, anemia, fatigue, increased sensitivity and irritability , restless and easily excitable state, internal dissatisfaction, rudeness, stubbornness and callousness, deep despair over one’s weakness and worthlessness, lack of faith in oneself, self-hatred, melancholy, disgust for life, guilt, the first movement of secret desires. The conclusion is completely logical: “This is a joyless time for a ripening person.” S. Bühler characterizes the experiences during the next, positive, phase in this way: not the anxiety of despair, but the joy of growing power, mental and physical creative energy; the joy of youth and growth; vital and mental well-being; extraordinary liveliness and feeling of inner freedom. Given the relativity of the “positivity” and “negativity” of the phases of adolescence, the teenager suffers more than he rejoices, and the young man has much to do with life affirmation (as the poet said, “hopes feed the young man”).

It is appropriate to ask the question: how random and how typical are these experiences? Based on an analysis of youth diaries and retrospective autobiographical records of 129 people conducted by M.M. Rubinstein, the main experiences, feelings and states include feelings of loneliness and abandonment; lamentations: “nobody loves me”, “nobody understands me”; melancholy; horror; fear; apathy; violent mood swings; the need to comprehend everything, “an influx of thoughts”; experiences of injustice; doubts in one's abilities; self-confidence; struggle with oneself; fear of losing my mind (“sometimes I feel like I’m going crazy”); contempt for people; resentment towards others; ambitious dreams; desire to serve humanity; need for a friend; need for love; shame .

Let us also note the variety of directions of spiritual searches, in their totality demonstrating what we understand by ideological self-determination: “... the search goes along several major lines, namely philosophical interest, religious fluctuations and socio-political interest,” while the term “philosophical interest" unites everything related to the problem of direct philosophizing about the world, the search for meaning, the problem of good and evil, the problem of eternity, etc. . They are not limited to satisfying theoretical requests, which are also important; This is a kind of practical philosophy, and the center of gravity “lies in solving problems of practical behavior, in determining one’s practical attitude towards the world and people,” and in searching for criteria for one’s behavior.

V.E. Smirnov characterizes mental changes and experiences in youth as “life in shocks,” impulses: “There is so much suffering in these impulses, but also how much happiness there is in them. Sometimes one or the other outweighs. For some, they lead to disappointment, despair, thoughts of suicide, and crimes; for others, which happens more often, self-affirmation prevails, sometimes resulting in magnificent forms.” The contradictory nature of inner life is also noted by M.M. Rubinstein: in a person there exist (not getting along, but alternating and opposing) interest in the outside world and concentration on oneself; desire for solitude and thirst for communication; assertion of independence, self-confidence and doubt, helplessness, desire to find support; idealism and practicality, as a result of which desires, ideals and actual behavior often mutually exclude each other, which is often not felt or reflected.

The presented pictures of experiences are of a qualitative (not quantitative) nature, but they can be used as an indicative basis for research using modern quantitative methods.

To understand the future fate of domestic research into the inner world of a person in adolescence, let us turn to the symptomatic work of I.A. Aryamov “Features of behavior of a modern teenager.” Its symptomatology lies in the fact that it expresses the exact opposite attitude towards the experiences and, in general, the inner world of the developing personality, and also in the fact that the role of “modern teenagers” was played by “working teenagers and young men” (students of the Federal Educational Institution). As a result, the features of the new standard of personality, and at the same time the sciences that study it, were clearly outlined. Data from a “survey of 2,000 people in various specialties indicate realism, practicality, a healthy, critical attitude to reality, and not fantasy and avoidance of real life”; “our working teenager is usually a collectivist, outspoken and inclined, in any case, to coordinate his actions with the will of the collective.” Of course, this teenager is not characterized by either increased irritability and excitability, or isolation and a tendency to solitude, to withdraw from the surrounding social environment. The most striking of those cited by I.A. Aryamov’s evidence of the realism of “our teenager and young man” as opposed to the “bourgeois intellectual” was the following: “only in one case out of 2000 respondents did we receive the answer: “I like to dream in my free time.”

In Russian science, an era of ideological exile and ignoring the problem of the experiences of the emerging personality has begun. The experiences were relegated to the reserve of psychopathology for a long time, and the process of their complete “rehabilitation” took too long, and we are now reaping the fruits of violating the traditions of their study.

Modern authors also write about the experiences of adolescence, but their “black lists” are shorter and more fragmented, and their descriptions are less vivid. Interesting information about the problems of adolescents and young men can be found in the works of various authors; Many aspects of experiences have been studied quite deeply, for example, relationships with parents, but the general structure of the problem field is not only missing yet, but is not being looked for. Let's give one example. Authors of the collective monograph “Teenager at the Crossroads of Eras” [ 12 ] formulate the goals of the study as “expanding ideas about the typical difficulties of modern teenagers, about what they consider their problems,” as well as identifying the characteristics of adolescents’ attitude towards themselves, the world and their problems and the formation of certain communication skills. Have your goals been achieved? Using well-proven methods, interesting and up-to-date data were obtained on what values ​​respondents consider important for themselves and which are achievable; about the level of anxiety; about the perception and assessment of parental behavior style, etc. However, it cannot be said that our ideas about what adolescents consider their problems to be “expanded” in any way, since the methods used do not allow us to count on “expansion.”

The interpretation of the concept “problem” is not entirely clear: “when talking about a problem, we emphasize that a psychological problem arises when, for one reason or another, the natural course of life is interrupted, that is, the state when life flows as if by itself.” Moreover, the content of this concept changes subtly in the monograph. If in the formulation of the purpose of the study the problem is understood as a “difficulty” perceived by the teenager himself, then it is imperceptibly narrowed down to a psychological problem (the illegality of this is obvious) and, finally, when discussing the results, an understanding of the problem is manifested not as a “difficulty” for the teenager, but rather as problems for society and, in particular, for schools. From the fact that the respondent chooses not the best (from the point of view of a certain test) response option in a communicative situation, it does not follow that the inability to behave in a certain way is his problem; rather, it is a problem with him. In order to become a problem (in the sense implied in the purpose of the study), one’s own failure must be reflected and/or experienced (and moreover, the problem is not always associated with “objective” failure). Thus, from the array of results obtained, only two relate to the actual problems of the respondents: experiencing relationships with parents and a surge in personal anxiety when thinking about the future. The chosen research design, in which life prospects were studied in one group, relationships with parents in another, motives for loneliness in a third, etc., does not allow us to compare the results, assess the relative severity of even the identified problems and reconstruct the problem field.

The above example is no exception: the compliance of high school students with the requirements placed on them by society, of course, can be discussed in the future. But to understand high school students, an “inside” view is important: identifying how they themselves relate to these requirements, what problems they have on the threshold of entering adulthood, and how they experience them. MM. Rubinstein rightly believed that youth, first of all, represents the main problem for itself and is helpless in the face of it; the fact that, from the position of an external observer, these experiences of youth are not entirely adequate to the real state of affairs, only strengthens the need for their scientific research.

Thanks to the efforts of modern psychologists and sociologists, it is possible to find out how high school students feel about sex, alcohol, drugs, how they evaluate representatives of their own and other ethnic groups, what they see as the reasons for their conflicts with their parents, etc., but all this is a view through narrow cracks and fragments mosaics that are in no way assembled into a coherent image, as a result of which we are not able to even approximately assess what the entire problem field is and what the specific weight of each component of its problem is.

But we also cannot unambiguously decide whether the modern Russian teenager differs from his German counterpart at the beginning of the century (described by S. Bühler), and if he differs, then in what way. We do not know which experiences of a teenager or young man are invariant, for example, for modern times (Russia, center and province, boys and girls, etc.). There is some evidence of changes that have occurred. Based on a comparative study of the motivational sphere of adolescents in the 40s, 60s and 80s. D.I. Feldshtein states that “a modern young man differs from his peer not only 50 years ago, but also 15 years ago.” A teenager in his early 90s. It was revealed, on the one hand, the strengthening of the pragmatic orientation and the “crumpledness” of manifestations of self-affirmation, on the other hand, a pronounced tendency towards self-affirmation in socially significant forms. In the latter, the author even sees “a radically new mental state.” In addition, 10-15-year-olds began to be perceived by their parents as more mature, and the teenagers themselves “became not only more relaxed in relation to adults, more confident, but often condescending and contemptuous.” Another example. W.F. Dolto, who has worked with teenagers for many years, has the impression that the problems of teenagers themselves have changed: complaints about conflicts with parents, typical of previous years, have become rare, and “everyone was worried about one essential question: “What to do if you want to combine two mutually exclusive things? » .

Note that the facts on the basis of which the problem field is reconstructed are largely determined by the methodology, which depends on the general theoretical and ideological attitudes of the researcher, which, in turn, are influenced by scientific and cultural-historical time itself. For example, L.I. Bozovic, for obvious reasons, reduced the entire worldview to “scientific and systematic.” Now it is clear to almost everyone that a worldview is rarely only scientific, but more often it somehow combines different worldviews - scientific, religious, philosophical, etc. The previous generation of psychologists was wary of talking about ideological self-determination and preferred to reduce the problem of self-determination to professional choice.

The age position of the researcher also has a disturbing influence on the understanding and interpretation of facts about youth. Although “adults’ ideas about adolescence are rarely the subject of special research,” it has been revealed that they are associated with the image of their own youth. The latter is most often far from reality, since it has undergone either a lyrical or dramatic transformation. Even their own children represent terra incognita for adults. While the vast majority of high school students were painfully thinking about the choice of profession and the style of their future, post-school life, almost half of their parents were sure that their children did not think about it.

1.2. Theoretical problems in the study of experiences

A.G. Asmolov lists three meanings in which psychologists use the term “experience”:

1. Experience is interpreted as “any emotionally charged phenomenon of reality, directly presented in the consciousness of the subject and acting for him as an event of his own individual life.” Without paying attention to the difference between experience and what is experienced, the author clarifies that experience is not limited to an affective state, but represents a certain synthesis of knowledge and attitude. “An experience becomes for a person that which turns out to be personally significant for him.”

2. Understanding experiences as aspirations, desires and desires that directly represent in the individual consciousness the process of the subject’s choice of motives and goals of his activity and thereby take part in the determination of activity processes. Aspirations, desires, desires as forms of experience reflect in consciousness the dynamics of the struggle of motives, choice and rejection of goals to which the subject strives. According to A.N. Leontiev, experiences act as internal signals through which the personal meanings of ongoing events are realized.

3. Experience as a special form of activity that arises in a critical situation of the subject’s impossibility of achieving the leading motives and plans of his life, the collapse of ideals and values. The result of this activity is the transformation of psychic reality.

One can try to connect these three meanings of the term “experience” with each other, based on the concept of the development of higher mental functions developed by L.S. Vygotsky. Theoretically, experience can be approached like any other mental function, which in ontogenesis develops from involuntary and immediate forms to higher forms that have the status of action or activity (what L.S. Vygotsky called the “highest mental function”). This formulation of the question opens up broad opportunities for distinguishing between several genetic forms of experience, as well as for searching for cultural means of mastering experience both in ontogenesis and in historical phylogeny. Some of these possibilities have already been discussed by a number of authors [ 17 ].

Unfortunately, L.S. himself Vygotsky did not consider experience in this way, since in his cultural-historical theory he was limited to the traditional list of cognitive processes, into which experience “did not fit.” However, no one denies the cognitive function of experiences, which is why the very opposition of experiences and cognitive processes is unfounded. Moreover, the cognitive significance of experiences is present in the definition proposed by L.S. Vygotsky: “Experience is a unit in which, on the one hand, the environment, what is experienced is presented in an indecomposable form... on the other hand, how I experience it is presented, i.e. all the features of the personality and all the features of the environment are represented in the experience, what is selected from the environment, all those moments that are related to a given person and selected from the personality, all those traits of his character, constitutional features that are related to a given event. Thus, in experience we are always dealing with the indivisible unity of the characteristics of the individual and the characteristics of the situation, which is represented in the experience.”

Of particular interest is the stage of transition of experience into its highest form. Obviously, this stage is associated with the development of reflection and conceptual thinking. Let us recall that L.S. Vygotsky noted several consequences of the development of conceptual thinking: “understanding reality, understanding others and understanding oneself - this is what thinking in concepts brings with it” and “only with the formation of concepts does a teenager begin to truly understand himself, his inner world.” Obviously, there is a basis for the conclusion that L.S. himself Vygotsky did not make it explicit: the development of experiences in ontogenesis follows a common, main path for higher mental functions. At a certain stage, the intellectualization of experiences occurs (i.e., reflexive awareness and mastery of them), and as a result, the subject gains the opportunity to more or less successfully carry out conscious self-regulation of experiences.

Thus, a new world of one’s own experiences arises, which can be considered as one of the new formations of adolescence, and only at this age (thanks to the mastery of concepts) does their systematization, ordering and cognition become possible. The emergence of intellectualized experiences makes possible further development of the individual. However, for a teenager, the formation of concepts - a young and unstable acquisition of intelligence - is rather the beginning of a long journey; his thinking is in no way “imbued” with concepts. Obviously, with normal development, this process should take root and become stronger at the next age stage of development, in adolescence.

It makes sense to pay attention to another change in adolescence: a person stops playing. At the same time, the game does not disappear without a trace, but passes into an imaginary plane; the child’s play turns into the fantasy of a teenager. Game and fantasy are similar in that they are means of cognition and mastery of the outside world and oneself. They do not fantasize out of happiness; in fantasy they fulfill their desires, get rid of painful experiences, and generally make adjustments to unsatisfactory reality. A teenager or young man, who does not have too many means at his disposal to solve his problems in reality, does it in an imaginary way, simulating certain future situations, trying on certain social roles. According to L.S. Vygotsky, in fantasy, a teenager experiences an “unlived life” and it is in fantasy that he first gropes for his life plan. The impetus for such a fantasy living of an “unlived life” comes from dissatisfaction with the existing situation, i.e. experiences. The role that L.S. Vygotsky’s emphasis on experiences becomes even more obvious if we recall his idea that at critical ages there are changes in the child’s basic experiences and the definition of the crisis itself as a moment of transition from one way of experiencing the environment to another.

The need for a systematic study of experiences typical not only of critical but also stable ages, to identify the structure of the problem field and to establish trends in its age dynamics is long overdue. Let's try to determine by what methods this goal can be achieved.

Methods for studying experiences

Despite the “immediate presence” of experiences to consciousness, they are far from a simple subject of study. The use of the method of external observation is complicated by the fact that it is difficult to “catch” the moment of experience, and in addition, by the likelihood of a distorted interpretation by the researcher. In addition to the technical aspect, there is also an ethical aspect of using the observation method: every person has the right to privacy of his own, at least, his inner life. As noted by F.V. Bassin, a laboratory experiment is of little use for studying “meaningful,” life (“ecologically valid”) experiences.

It is known that the experiences of adolescence are well reflected in personal diaries, and many researchers have used this source of information. In the study of experiences, the often criticized "subjectivity" of diaries emerges as an advantage. Some may have the impression that modern teenagers are so engrossed in their technical amusements that they have no time for diaries: our observations indicate the opposite. At the same time, the limitations of the diary method were also not a big secret.

Diaries are “difficult to access” for a researcher (M.M. Rubinstein noted: when the diary fulfills its role, it is destroyed); journaling depends on fashion (some times more than others); Not all people keep them (they require a certain education, cultural environment, leisure, personal qualities of the author, etc., while girls resort to diaries more often than boys). The diary method also has significant disadvantages: it does not provide a complete picture of the problem field; does not allow us to assess the significance of some problems in comparison with others; does not fit well with the requirement of sample representativeness.

The limitations and shortcomings of the diary method were partially overcome in the method of retrospective autobiographical notes, which was used by M.M. Rubinstein. At his request, 129 young people of both sexes and different social backgrounds “for the sake of youth, science and life” tried to remember their youth in detail and honestly. The directions for retrospection were determined by the researcher, but the answers were given in free form, and therefore M.M. Rubinstein insisted on the significant difference between this method and questionnaires. P.P. Blonsky, who also used retrospection, nevertheless noted that it creates a distorted picture, since “adults’ memories of their childhood are subject to various memory errors,” which is also confirmed by psychoanalysts. Consequently, the retrospective method when studying the problem field of high school students cannot fully satisfy us and should be used rather as an auxiliary one.

In the researcher’s arsenal there is still such a method of obtaining information as a mass survey. Its capabilities are obvious: it allows you to use a representative sample and study it using a questionnaire specifically prepared for the purposes of the study. It is important that this particular method removes the acute ethical problem of studying other people’s experiences: a person has a choice whether to participate in the survey or not. It is interesting to note that over the past 10 years, SOCIS has not published a single work in which the experiences of any groups of young people were comprehensively studied, and, accordingly, there is no description of suitable methods.

To identify the structure of the problem field of high school students, together with B.G. Meshcheryakov developed a questionnaire called “The World of Experiences.” At the same time, we relied on the idea of ​​a personal worldview, according to which its core is a rationalized self-concept and, accordingly, ideological self-determination includes the process of forming this self-concept. The concept of the questionnaire, its structure, and processing methods will be covered in more detail in a separate publication; here we will focus on one of the initial stages of developing the questionnaire.

To compile the broadest possible list of the difficulties that high school students may experience (i.e., which elements of their life activity and which elements of the social development situation are problematic for them), we decided to turn to a group of school psychologists familiar with this age group. category first-hand, and conduct a special practical lesson with them. The group participants were asked what problems, in their opinion, high school students have—what worries them, worries them, worries them. First, everyone wrote down their answers on a piece of paper. In cases of difficulties, it was suggested to activate your memories: remember yourself, your friends, children or other relatives, acquaintances at this age. The first thing that attracts attention is the small number of answers: usually 23 (one person could not come up with anything at all). The second feature: usually certain aspects of educational, financial and communication problems were recorded. The third feature: despite the small number of problems indicated, as a rule, they were quite local and specific, for example, they were called “poor relationships with teachers” or “misunderstanding by parents.” Minus repetitions, there was a total of about a dozen and a half problems that were recorded on the board. Then each formulation was discussed, supplemented, and illustrated. A very lively exchange of views took place, during which the participants became extremely active: the list of problems turned out to be so long that it did not fit on a large blackboard. After this, the problems were structured, their generalization and grouping were carried out, and the resulting large blocks of problems were asked to rank the participants in order of importance, and to do this from the position not of an adult, but of a high school student.

As a result of the group work, school psychologists unexpectedly discovered the vastness of the problem field of high school students and were sincerely amazed at its scale. One gets the impression that before they simply did not have to think about what is the subject of the experiences of high school students and, no doubt, all other schoolchildren. This kind of age-related egocentrism is dangerous due to its unobtrusive unconsciousness, and yet it is completely overcome, it is enough just to create the appropriate conditions. The obvious difficulties that the group experienced at the beginning of the work, as well as the obvious and rapid progress in understanding the vastness of the problem field achieved during the group discussion, suggested the possibility of using this approach in practical work with adults dealing with high school students. As a result, an original “Panorama of Problems” methodology was developed, which is a group discussion in the form of a Socratic conversation aimed at identifying adults’ ideas about the content and structure of the problem field of high school students (or other age categories). The essential points of the methodology are, firstly, the well-known path from the specific to the generalized, secondly, the obligatory spatially embodied design of ideas about the problem field and, finally, the group effect, manifested in the mutual influence of the participants, stimulating their creative activity. Let us note that the “Panorama of Problems” technique can be used scientifically (to identify adults’ ideas about children’s experiences), practical (as a psychotechnical exercise that facilitates decentralization of an adult and provides him with a better understanding of the difficulties facing students) and educational (when working with students). teachers and psychologists) purposes. We have repeatedly been convinced that the methodology is useful when working not only with students, but also with teachers and parents. The results clearly indicate that the initial, rather meager and not entirely adequate, ideas of adults about the experiences of high school students become more complete and consistent with reality.

We were convinced of the inadequacy of adults’ ideas about the problem field of high school students based on preliminary data obtained by surveying a small group of 11th grade students (18 people) using the “World of Experiences” questionnaire. The main goal was to “test” the questionnaire, to find out what in it causes difficulties and ambiguous interpretation, but at the same time quite interesting facts were revealed, which, in addition, turned out to be a serious help in psychological work with students of this class and their parents. We can say about the questionnaire itself that it did not cause any particular difficulties. Moreover, despite the significant number of questions, high school students willingly worked with the questionnaire and perfectly understood that it helps them understand themselves.

Among the surveyed young men, the following group of leading particular problems emerged (before structuring): “I don’t get enough sleep”; "I'm lazy"; “how will my life turn out”; “Will I find a good job?” For girls, the group of most troubling problems is broader: “I don’t get enough sleep”; “Will I find a good job”; "headache"; “what happens to a person after death”; “will I be able to choose the right profession”; “how will my life turn out”; “I get irritated for a variety of reasons”; "I'm lazy"; “not enough time to read.” After filling out the questionnaires, we asked respondents what problem, in their opinion, came first, and they, without hesitation, answered in unison: “Everything related to school and study.” This small detail suggests that the generalized assessment of one’s own experiences is largely influenced by the “should” stereotype. A group session was held with teachers and parents, during which it turned out that, in their opinion, the most pressing problems the surveyed schoolchildren (i.e., their students and children) named first of all were educational, then problems related to the future and communication . In fact, the first place is occupied (with the exception of the current complaint of lack of sleep for all graduates) not by educational and communication problems, but by the problems of the “Future Self”. In addition, both teachers and parents clearly underestimate the severity of high school students’ experiences associated with the general “I-concept”, “I-psychic” and the perception of the world around them (worldview problems). It is unnecessary to explain that it is precisely this range of problems that constitutes the content of ideological self-determination and affects the personal growth of high school students. The “falling out” of these problems from the sight of adults who surround children at school and at home is both symptomatic and alarming. The data presented are preliminary and need to be verified on a larger sample.

1. Specifics of conflicts between teachers and students

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common occurrence. According to M. Rybakova, conflicts between teacher and student can be classified as follows:

Actions related to academic performance, performance outside of academic tasks;

The teacher’s behavior (actions) as a reaction to a student’s violation of the rules of conduct at school and outside of it;

Relationships arising in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts. They arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. This can happen for various reasons: fatigue, difficulty in mastering educational material, and sometimes an unfortunate remark from the teacher instead of specific help to the student. Such conflicts often occur with students who have difficulty mastering the material, as well as when the teacher teaches in the classroom for a short time and the relationship between him and the students is limited to academic work. There are fewer such conflicts in the lessons of class teachers and primary school teachers, when communication in the lesson is determined by the nature of the existing relationships with students in a different setting. Recently, there has been an increase in school conflicts due to the fact that the teacher often makes excessive demands on students, and uses grades as a means of punishment for those who violate discipline. These situations often cause capable, independent students to leave school, and for the rest, interest in learning in general decreases.

Conflicts of actions. A pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student’s actions, did not find out his motives, or made an unfounded conclusion. After all, one and the same action can be dictated by different motives. The teacher tries to correct the behavior of students, sometimes evaluating their actions with insufficient information about the reasons that caused them. Sometimes he only guesses about the motives of actions and does not delve into the relationships between children; in such cases, errors are possible when assessing behavior. As a consequence, the students’ disagreement with this situation is completely justified.

Relationship conflicts often arise as a result of the teacher’s inept resolution of problematic situations and are, as a rule, protracted in nature. These conflicts acquire a personal touch, give rise to long-term hostility between the student and the teacher, and disrupt interaction for a long time.

Causes and components of pedagogical conflicts:

Insufficient responsibility of the teacher for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;

Participants in conflicts have different social status (teacher-student), which determines their behavior in the conflict;

Differences in the life experiences of the participants also determine different degrees of responsibility for mistakes in conflict resolution;

Different understandings of events and their causes (the conflict “through the eyes of the teacher” and “through the eyes of the student” is seen differently), so the teacher is not always able to understand the child’s experiences, and the student is not always able to cope with emotions;

The presence of other students turns them from observers into participants, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;

The teacher’s professional position in a conflict obliges him to take the initiative in resolving it, since the interests of the student as a developing personality always remain a priority;

Any mistake a teacher makes when resolving a conflict gives rise to new problems and conflicts that involve other students;

Conflict in teaching activities is easier to prevent than to resolve.

The current situation in the country, the plight of the school, and insufficient training of teachers, especially young ones, to constructively resolve conflicts with students lead to significant destructive consequences. According to psychological studies for 1996, 35-40% of childhood neuroses are didactogenic in nature. Research also shows that in interpersonal conflict between a teacher and a student, there is a high proportion of negative consequences (83%) compared to positive influences.

It is important that the teacher is able to correctly determine his position in the conflict; and if the class collective is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become a chronic phenomenon).

To constructively resolve the conflict, the relationship between the teacher and the teenager’s parents is important.

Often, a teacher’s communication with older students is based on the same principles as with elementary school students. This type of relationship does not correspond to the age characteristics of a teenager, primarily his self-image and desire to occupy an equal position in relation to adults. A successful resolution of the conflict is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of building such relationships should be an adult.

A survey of schoolchildren conducted under the guidance of Professor V.I. Zhuravlev, showed that about 80% of students felt hatred towards certain teachers. Students cite the following as the main reasons for this attitude:

Teachers do not like children 70%;

Negative personal qualities of a teacher 56%;

Direct assessment of their knowledge by the teacher 28%;

The teacher has poor knowledge of his specialty 12%.

There are often cases when the negative attitude of students towards a teacher is transferred to the subject that he teaches. Thus, 11% of schoolchildren say that they hated certain disciplines studied at school.

The basis of the conflictual relationship between a student and a teacher is a negative assessment by students of the professional or personal qualities of the teacher. The higher the student evaluates the professionalism and personality of the teacher, the more authoritative he is for him, the less often conflicts arise between them. More often, primary school teachers manage to establish good contact with students. Senior schoolchildren, recalling their primary school education, assessed their teachers, who worked without conflict, as follows:

* the first teacher was ideal;

* she is an exemplary teacher whom you remember all your life;

* exceptionally experienced teacher, master of his craft;

* in four years there were seven teachers, all of them were wonderful people;

* I can’t say anything negative about the primary school teacher;

* there were no conflicts, our teacher was an indisputable authority not only for students, but also for their parents;

Long before the emergence of conflictology as a science, smart people, based on everyday experience, formulated the rule: “When two people conflict, the one who is smarter is wrong.” A smart person must be able to protect his interests and the interests of the business without conflicts. Based on this, in conflicts between students and teachers, the latter are most often in the wrong. The student’s life experience, the amount of his knowledge, worldview, and communication skills with the outside world are much less than that of the teacher. The teacher must learn to remain above conflicts and resolve natural and inevitable problems in relationships with students without negative emotions (preferably with humor).

At the same time, it would be completely wrong to place all responsibility for conflicts between a student and a teacher on the latter.

Firstly, today's schoolchildren are noticeably different from those who attended school in 1982. Moreover, often not for the better. Twenty years ago, in a nightmare, it was impossible to imagine that the situation with the use of alcohol, drugs, and toxic substances at school would become so aggravated. And now this is reality.

Secondly, the socio-economic situation in the school itself has noticeably deteriorated, which in turn contributes to the emergence of conflicts between student and teacher.

Thirdly, the quality of teacher training has obviously decreased.

Fourthly, a low standard of living provokes tension in the relationship between students and teachers. Stress among teachers, caused by the hardships of life, stress among schoolchildren, which is a consequence of material problems in their families, causes increased aggressiveness in both.

Chapter 2. Practical analysis of teachers’ understanding of high school students’ experiences

2.1. Ascertaining stage of experimental work

To study this problem, a psychologist conducted a study in which 11th grade students were examined. The purpose of this study was to identify the individual psychological and personal characteristics of high school students who are in a situation of uncertainty.

The results of the study are as follows.

In 20% of high school students, there was an internal conflict, the presence of a contradictory combination of a high level of aspirations and self-doubt, which, under unfavorable conditions, in a situation of energy depletion and uncertainty, can serve as a basis for alcoholism, the development of certain psychosomatic disorders as a form of response to this situation. There was also a high level of consciousness control over behavior and an inability to relax.

30% were “captured” by a dominant idea, usually relating to a conflicting interpersonal situation, with a feeling of jealousy or rivalry. Increased irritability and feelings of resentment were noted.

During the study of anxiety, it was revealed that personal anxiety in high school age is quite pronounced in a significant part of students. This indicates a tendency for high school students to develop anxiety when their competence is being assessed, and to perceive many situations as threatening.

Psychological correction and assistance to such students should include psychological support with an emphasis on individual strengths, the formation of adequate self-esteem, training in self-regulation and relaxation techniques, and constructive expression of negative experiences. Assistance in choosing a form of training should correspond to the individual level of preparedness.

Situations of instability, uncertainty, and stress also affect the relationships of high school students with the people around them - adults and peers. They can be characterized as contradictory (the people around them are annoying, do not inspire confidence or interest, or care little; peers are either good friends or bearers of negative qualities).

Often, unstable and negative mental manifestations of high school students lead to conflicts with teachers. At the same time, teenagers believe that teachers do not understand them, and teachers, in turn, often talk about the difficult age of high school students and the impossibility of finding approaches to them.

Teenagers (10-15 years old), and even more so boys and girls (15-18 years old), approach the assessment of their teachers more critically than younger schoolchildren. However, a trained and skillful teacher can always establish good relationships with high school students. In this case, conflicts between the teacher and students are rare or completely excluded.

When evaluating subject teachers, high school students most often express their attitude towards them as follows:

1. Knows his subject well, knows how to present it, a comprehensively developed person - 75%.

2. Applies a new teaching methodology, approaches each student individually 13%.

3. Organizes extracurricular activities well 7%.

4. Has no favorites 1%.

5. Does not know his subject well, does not have teaching skills 79%.

6. Shows rudeness towards students 31%.

7. Does not like profession, children 9%.

8. Cannot lead classroom management 7%.

9. There is no coherence in the teaching staff as teachers are mostly women 16%.

10. The school needs more young teachers, including men 11%.

11. insufficient training of teachers at universities 6%.

An analysis of high school students’ assessments of subject teachers shows that almost half of them formed a more negative than positive opinion about teachers. If this state of affairs were proven as a result of a larger study, then one could conclude that the relationship between high school students and teachers at school is unfavorable. The data presented are obtained on the basis of a local study and cannot be extended to the entire secondary school. However, it is obvious that in this state of affairs there is a high probability of conflicts between teachers and students.

The above data from the ascertaining stage of the experimental work indicate the need to effectively establish a dialogue between high school students and teachers to optimize the latter’s understanding of the problems and experiences of adolescents.

2.2. Psychological and pedagogical technology of ethical dialogue as a means of establishing mutual understanding between high school students and teachers

The educational process of school is a system-forming factor in organizing the life of children, and ethical education should become one of the mandatory components of this process. After all, school as a social organism can and should become for a child in this crisis period that adaptive environment, the moral atmosphere of which will determine his value orientations. Therefore, it is important that the educational ethical system not only interacts with all the components of school life: a lesson, recess as a thoughtful organization of between-class space, extracurricular activities, but also provides them with ethical content.

At the center of any education, be it environmental, patriotic, family, civic or any other, is the moral formation of the individual. Thus, the formation of an individual’s ethical culture is the foundation of any educational process.

These positions underlie the system we used in teaching practice to educate high school students about the fundamentals of ethical culture.

It is based on the logical relationship of the following structural components:

• ethical lesson as a specialized educational subject, built using an innovative methodology with a plot-game basis;
• an everyday pedagogically instrumental method of “ethical charge”, operating in the system of free communication of children during recess and after school hours. The technique involves a combination of an ethical attitude towards benevolence and respect in relations with others with forms of preventing conflict situations and worthy exit from them;
• general collective extracurricular activities with an ethical focus, specifically focused on including all students in ethical dialogue, communication, and interaction.

Each of the components of the system, having its own function, specific content and methodological features, carries out a certain part of the general pedagogical task, which provides for a humanistic influence on the life of schoolchildren.

In this case, the main component of the system is an ethical lesson (lesson) dialogue.

Dialogue sessions were held during class hours with high school students.

Below are the problems that the ethical culture education system solves:

1. Students comprehend their self through the experience of moral relations with the world and others.

2. The lesson-dialogue directs their thinking to self-esteem and the search for a moral solution to the contradictory situations of modern life.

3. Ethical lesson, addresses the internal problems of the child associated with his age.

4. Ethical education occurs as a process that accompanies the inner life of a child.

5. The ethics lesson addresses the personal needs of students related to the development of an internal position and the search for an understanding of oneself and internal problems in a complex modern society.

This educational potential is based on the psychological and pedagogical technology of ethical dialogue created by A.I. Shemshurina. Doctor of Pedagogical Sciences. This technology has no analogues today and is actively used in different regions of Russia and the CIS countries.

An important place at the formative stage of our experimental work was given to the organization of ethical dialogues with high school students

Ethics as the science of human moral life presupposes a deep understanding of the essence of issues of existence that are so important for the development of the personality of older adolescents. In accordance, ethical dialogues with high school students are focused on indirectly expressed assistance to adolescents in their self-determination and awareness of their relationships with the outside world.

For this purpose, classes were organized as an important and serious dialogue, during which the student can “see”, “open” the world of his “I”, determine the path to moral maturation, understanding himself as an individual, as a citizen, as a morally educated person.

Dialogue is thought of broadly and multifacetedly: as a joint action of an adult and children, a teacher and an individual student, students with each other.

“Truth is not born and is not found in the head of an individual,” said M. M. Bakhtin. It is born between people jointly seeking the truth, in the process of their dialogical communication.”

All this suggests a close relationship between the content of ethical dialogue with adolescents and the technology of its construction. For, as Schopenhauer said, “it is easy to preach morality, it is difficult to justify it.”

The dialogue suggested:

• verbal construction of communication on the issue raised, consideration and analysis of situations and tasks that help to understand oneself and others, game techniques that have an indirect effect on the moral choice of the student;
• psychological tests that deepen knowledge of one’s own inner world;
• creative methods of self-determination in various typical and atypical life situations that evoke moral reflection in the student.

Ethical dialogue with teenagers a plot clearly and logically constructed by the teacher, the beginning, development and culmination of which allows children to be immersed at the level of their age characteristics and abilities of personal perception in the world of ethical categories and cultures, in the sphere of thinking of outstanding philosophers, in the contradictions of ethical teachings, in history development of ethical thought.

In ethics classes, we expanded the boundaries of the ethical horizons of adolescents, their own attitude to the problem is formed, and a vision of the moral essence of their “I” is revealed.

The ethical dialogue scenario had the following components:

1. A premise that reveals the problem.

Such a connection can be a diagnostic technique, a problematic situation, an alternative judgment, a moral conflict.

2. The process of dialogical communication on the identified problem,

Unfolding according to the logic of developing interaction.

Here individual and group justifications for alternative judgments, isolating evidence, formulating defined positions, choosing statements and aphorisms can be used.

3. The point of intellectual and emotional tension as the culmination of the combination of alternative positions and judgments.

At the same time, the judgment, which objectively leads to the unresolved “eternal” problems of human existence, does not end in this dialogue. It is left for individual reflection.

4. moral choice as an internal dialogue of a teenager with himself, as self-determination, self-esteem.

5. “open” ending as an opportunity for subsequent individual reflection on the problem.

These components of dialogue can be creatively used by the teacher in any combination. It is important that they develop communication, are subordinated to the logical outline of interaction between adolescents, and are sensitive to their age and level of perception.

Such construction of ethical dialogue creates conditions for in-depth interactive reflection of adolescents on the issue raised and the interested participation of everyone. And according to A. Schweitzer, any reflection on the problems of ethics results in the growth of ethical consciousness.

The choice of methodological framework for dialogue also depends on the complexity of ethical problems, which must correspond to the age capabilities of students.

The following dialogues were held for high school students:

- “dialogue of images”, as an understanding of artistic, literary and historical images in their ethical context.

In the process of dialogue communication, imaginative identification of adolescents contributes to the enrichment of their ethical ideas and judgments, familiarization with the variety of alternatives and arguments for ethical positions.

You can vary these types of dialogues, in accordance with the age characteristics of the students, the level of their intellectual, mental and ethical development, and the moral atmosphere of the temporary or permanent team.

The methodology for constructing dialogues assumed the following general approaches:

An appeal to the origins of ethical thought: “Visiting philosophers.”

A sequence of logically related problems and alternative judgments of thinkers with the inclusion of aphorisms, various statements, biographical and historical information.

Carrying out analogies and comparisons with current issues and problems of modern life, isolating and understanding what is identical in them. Inclusion of emotional and figurative elements: game moments, stimulating materials, musical and artistic fragments, exercises, experiments, tests, activity-praxeological forms.

We noted the fact that students positively perceived this form of collaboration with the teacher. Ethical dialogues touched on various problems and issues that concern high school students.

The dialogue between high school students and the teacher often developed into various discussions, during which the participants exchanged their own opinions and learned to understand and listen to each other.

2.3. Analysis of the effectiveness of the practical work carried out

At the end of the experimental work, we asked high school students about what changed in their perceptions during and after conducting dialogic activities with teachers.

80% of teenagers said that they had established contact with teachers. The remaining 20% ​​still remained skeptical about the experiment.

As for the teachers, they unanimously said that such events help them better understand the problems and experiences of high school students and give them the opportunity to find a common language on other, even non-problematic issues.

We note the effectiveness of the use of techniques that stimulate discussion in dialogue, identify the individual positions of adolescents, and help them actualize the significance of the problem.

The creative orientation of the teacher, his own experience and personal vision of the problem the topics of the dialogue suggest the nuances of pedagogical actions, turns in the methodological equipment of the lesson, will highlight the essential elements of thematic interaction, communication of children with each other and the teacher.

It is important to maintain the sequence of classes and the logical basis of each lesson, in which a close relationship between knowledge, feelings, and behavior is observed when disclosing and understanding the problem. What is learned and comprehended by the student is very important to carry through the emotional sphere, so that he can feel another person, his problems, respond to his condition, try to get involved in solving a problem situation, thereby enriching his moral experience. The teacher should not avoid such a chain of involving the student in ethical problems.

Ethical dialogues with high school students involve inviting the student to understand the philosophical problems of existence: why does a person live (“A living soul thinks about life”), what is dignity (“Living with dignity what does that mean”), virtue (“Virtue requires effort”) , conscience (“If you hear the voice of conscience”), etc.

Using the philosophical works of famous thinkers and writers, aphorisms and sayings of philosophers, political figures, people of art, schoolchildren are given wide scope for choosing and affirming their life positions, and comprehending them.

In order to encourage students to make a reasoned choice, which requires evidence-based and deep reflection and judgment, opposing points of view on different problems are considered. This turn to intensify the mental activity of students is explained by the age-related need of high school students for self-knowledge and self-determination, which dictates the careful selection of material that gives children high examples of human thoughts and aspirations. This explains the appeal to famous moralists of the past: Seneca, Chesterfield, Maurois, their letters and statements addressed to a young man beginning to live.

This approach to ethical studies is also necessary because students of this age often suffer from feelings of loneliness and lack of understanding from others and even peers. This is due to both psychological processes of growth, personal development, and social processes. All this cannot but affect the moral development of older adolescents. At this age, manifestations of isolation and isolation of the child from others are observed due to the prevailing idea of ​​\u200b\u200bhis insolvency or, on the contrary, exclusivity. The latter often leads to defiant behavior, following the image of “cool”, superior to others in strength or material security, which allows one to treat others with disdain. And here ethical studies perform a certain preventive function. They contribute to the development of adequate self-esteem in schoolchildren and a positive attitude towards others. This is due to the fact that during classes the student engages in communication with peers and acts together with them. The student finds himself in an atmosphere of affirmation of moral values, acceptance of the importance of the individual, finds himself in situations that allow him to think about his “I”, experience a state of success, and feel the interest of others in his own personality.

As practice shows, students involved in the system of ethical studies develop a mechanism for countering negative phenomena in life around them, and the priority of moral values ​​in self-determination increases.

1. It is very important to form the habit of being tolerant and even interested in the opinions of other people, even when they are opposite to yours.

2. With all your might, fight negative emotions towards other people, or at least their external manifestations.

3. Avoid extreme, harsh and categorical assessments in communication.

4. When communicating with others, try to see and rely on the positive in them. Judge people by what they did, not by what they didn't do.

5. Criticism is perceived more constructively if its potential for conflict is compensated for with sincere and well-deserved praise that precedes criticism.

6. The best way to criticize is to silently correct the mistakes that the person being criticized has made.

7. You can criticize specific actions and specific results of a person’s activities, and not his personality and work as a whole.

8. When criticizing one person, you should not compare him with others who are better. The one who is criticized most often has a feeling of rejection and criticism of the “best”.

9. If it is obvious that you are critical of yourself, then your criticism of others will be perceived as less conflicting.

10. It is very important to learn to use the potential of criticism and the critic in the interests of improving the business and oneself.

As we see, a tolerant attitude on the part of teachers, joint dialogical and discussion activities of adolescents and teachers will contribute to their mutual understanding and the development of harmonious cooperative relationships.

conclusions

Methods and means of psychological assistance to teachers in understanding the problems of adolescents should be focused on high school students themselves, on activating their internal resources. However, it seems insufficient to limit ourselves to just this. All subjects of the educational space teachers, school administration, school psychologist need to take into account the state and experiences of high school students in a situation of uncertainty.

Teachers should abandon the authoritarian style of pedagogical influence, build partnerships, create a situation of success, help in overcoming learning difficulties, provide an individual approach, and provide all possible psychological support.

School administration needs to take into account the presence of many stress factors, reducing additional loads, and more evenly distributing them during the school week.

The school psychologist needs to organize timely career guidance activities in order to form high school students’ ideas about a future profession that best suits their individual psychological characteristics, as well as provide psychological support and training in self-regulation skills in the process of individual consultations and group classes (trainings)., discussions).

Conclusion

We expect that the study of the problem field of high school students will lead to results that are important both in practical and theoretical terms.

The assumption that the block of the most significant problems is associated with leading activities is not without foundation. According to L.I. Bozhovich, behind the experiences “lies the world of the child’s needs - his aspirations, desires, intentions in their complex interweaving with each other and in their relationship with the possibilities of satisfying them”, therefore, “coming from the experiences, we can unravel the whole tangle of external and internal factors that determine the formation of personality circumstances."

Identifying gender, age, and other invariants of high school students’ experiences can also bring practical benefits.

Those life problems that are experienced by students as acute and pressing are not yet reflected in humanitarian school education, as a result of which school knowledge turns out to be divorced from life. In our opinion, it is precisely these problems that must be taken into account when developing the content of school courses, primarily the “Humanology” course system, which is in agreement with the idea of ​​building education based on the principle of living knowledge.

Finally, this kind of information can be useful to all school psychologists, teachers, and parents. Having learned the topology and age dynamics of the problem field of high school students, we will discover something new for ourselves at this age, which still remains poorly studied.

As a special area of ​​practical work with students, it would be worth highlighting helping them in what L.S. Vygotsky called the “intellectualization” of experiences. This work should be carried out not only when a critical situation has already arisen. Experiences are a necessary, obligatory part of a person’s inner world; they break out beyond the actual affective sphere, permeate the entire personality and the entire range of its relationships. Each of us needs to experience both pleasant and unpleasant experiences. However, prolonged periods of difficult experiences are dangerous, especially for a teenager who has not yet developed a means of coping with them.

No less important is the interaction of all subjects of the educational process with the parents of high school students in order to form in them adequate ideas about the state of schoolchildren during this period. Timely informing parents about their real capabilities will lead to the abandonment of parents’ high expectations placed on high school students, which will reduce students’ anxiety caused by the fear of not meeting these expectations. Creating a favorable atmosphere of acceptance and support in the family and avoiding conflicts of any origin will create a sense of psychological safety and comfort in the student.

Thus, psychological support for high school students in situations of uncertainty at the final stage of schooling is a priority area of ​​activity for subjects of education in secondary school and should be carried out comprehensively with close interaction. Only in this case the so-called “developmental stress” will not develop into prolonged depression.

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In the minds of a child of primary school age, the teacher is the most important and most important person in the world. The little student’s self-esteem depends on him: if the teacher is dissatisfied, the child sincerely considers himself bad and incapable of anything, and if he praises him, he blossoms from the feeling of his own success. What to do if the relationship with the teacher does not work out? We are looking for solutions.

Causes of conflicts

By and large, only adults are to blame: on the one hand, teachers, who often do not have sufficient skill and desire to understand the essence of the child’s behavior, and on the other, parents who rarely try to understand the true sources of problems.

1. A tough, authoritarian teacher ends up with a child with pronounced creative thinking, growing up in an atmosphere of emancipation and trust. Such a child is used to expressing his opinion, it is difficult for him to sit in one place and it is boring to repeat memorized phrases. At the same time, the teacher sees in the student a lack of respect and education, and in general, a threat to his authority.
2. The teenager asserts himself in the team by confronting the teacher. For some children, this is the easiest way to gain the respect of their classmates. This kind of conflict especially flares up with a teacher who is unable to cope with his emotions and easily loses his temper.
3. The teacher pays especially much attention to neatness, appearance, design of notebooks and diaries, but the child is not yet able to meet these requirements. As a rule, such conflicts occur more often in primary school, but from time to time they “creep” into secondary school.
4. During lessons, the child is bored due to the low qualifications of the teacher or, conversely, the high level of the child’s preparation. Such a child begins to comment out loud and criticize the teacher. If the latter cannot react correctly emotionally, a confrontation begins.

Alarming symptoms

A tense relationship with a teacher is a very traumatic situation, not only in elementary school, but also in middle school and even high school. A child who enters a conflict alone cannot withstand such psychological stress and can “give” any reaction: from loss of interest in learning and rebellion against all adults to prolonged depression, illness and even suicidal attempts. Therefore, the conflict must not be allowed to go too far.

Real story

Andrey, father of 13-year-old Alexey:

“Leshka suddenly began to lose weight. At first we seemed to be happy, because he has been chubby since childhood, but then we realized that something was wrong. In the evenings he sat in his room, did something on the computer, and stopped communicating with friends. He began to talk to us less and did not laugh as before. We chalked it all up to the approaching adolescence. And then, after talking with his classmate’s mother, they unexpectedly learned about a conflict that had existed for a long time, for several months, between Leshka and the physical education teacher. The boy skipped a couple of classes, the teacher made fun of him in front of everyone - and off we went... As a result, we had to turn to psychologists, our son developed insomnia, and he refused to go to school at all... And in the middle of the year we transferred him to another school, away from stressful situation."

Signs of serious problems at school:

• Sudden change in behavior. For example, an active and cheerful child suddenly becomes withdrawn and silent, and an affectionate child begins to be terribly rude.
• Inappropriate reactions to habitual words and actions. A child may pull his head into his shoulders in response to someone addressing him, be frightened by a phone call or an alarm clock, shield himself as if protecting himself from blows when trying to touch him, etc.
• Loss of interest in learning, reluctance to attend school, refusal to do homework, while self-esteem decreases: “I have no ability for mathematics” or “I am not going to be a programmer.”
• When asked about some subject or teacher, his face changes, becomes rude and aggressive, and refuses to tell anything.
• Records of bad behavior in class are most often made by the same teacher.

Boys VS. Girls

causes of conflicts

High school boys “fight” with teachers much more actively, but they also get more from the teachers. Boys more often have conflicts over behavior at school (18.9% - boys, 11.3% - girls), absences and tardiness (19.8% - boys, 15.7% - girls), smoking (9 .5% - boys, 2.5% - girls). Girls were ahead of their peers in one case - “my appearance: hairstyle, clothes” (5.2% - boys, 6.5% - girls).

What to do and how to solve problems

5 steps to solving problems

The main task of parents is not just to rid their son or daughter of problems, but to help them gain experience in civilized conflict resolution. And the steps you take with your child determine his behavior in adulthood: in conversations with his superiors, with restless neighbors, with his spouse.

Step 1: Listen to your child

Don't stop your child from expressing his emotions. First, say that you are aware: “It seems to me that you and Maria Ivanovna are in conflict,” and then clearly define the task: “I want to know what you think about this.” Try to restrain yourself and not snap back: “Don’t you dare talk about an adult like that!” or evaluate: “The teacher is right, but you are wrong.” If it is difficult for a child to express his feelings (which often happens with primary schoolchildren), try to help him with wording: “You think this is unfair,” “You are offended,” “You are afraid.” When the child understands that this conversation was not started to blame him, he will be frank. He will understand that you are on his side, that you support him. But the other extreme is no less harmful - scolding the teacher in front of the child: “But she herself doesn’t understand anything!” In this way, you demonstrate that in case of conflict you can always hide behind an adult’s back.

Step 2: Start a discussion

There is no need to impose your opinion and give assessments. Your task is to analyze the situation together with your child, to see it from different sides. Calmly ask: “When did you first feel that she didn’t like you?” Put forward versions: “Perhaps she is annoyed by the fact that it is difficult for you to remain silent for a long time?” Develop a plan for further action.

Step 3: Talk to the teacher

Come to school only after you have discussed this with your child. If he asks you not to advertise your visit, comply with his request and come after class. In a conversation with a teacher, the rules are the same: you need to try to maintain neutrality. Do not blame, do not justify your own child, but simply listen to the point of view of the other side. Let the teacher talk about how he feels, how he sees the causes of the conflict.

Step 4: Talk to the three of you - you, the teacher and the child.

This is good because the conflict is not hushed up and the parties can express everything they think about. But this happens after the most emotional part has been splashed out before, in a conversation with you. In this conversation, the main thing, again, should not be criticism or mutual accusations, but the search for a way out. Work as a mediator - collect proposals and develop compromise solutions.

Step 5: Make a decision

If the first three steps have not yielded results and the conflict flares up with the same intensity, then the time has come to act. In the case where the teacher is obviously wrong, do not be afraid to contact the school administration or the education department. Don’t forget: now you are putting a conflict resolution algorithm in his mind, he should see that sometimes you act decisively.

If the conflict has gone too far, consult a child psychologist. Perhaps the only way out of the situation is to change schools and teachers as quickly as possible. And in this case, there is no need to wait and persuade the child: “Well, just wait another six months until the school year ends.” For a child, especially a primary school student, this is too long a period of time, which can lead to neurosis or aversion to learning for many years.

MBOU "ZOSSH No. 1 ZAVYALOVSKY DISTRICT OF ALTAI TERRITORY"

Class parent meeting in 8th grade

“The educational work of a teenager. Parents’ help in teaching high school students.”

Prepared and conducted by Y. A. Vlasova (class teacher).

Target: analyze the current state of the educational activities of eighth-graders, prepare recommendations for joint activities of the class teacher and parents regarding the positive dynamics of the educational process: the formation of persistent motivation to study and optimization of attitudes towards doing homework in particular.

Plan of implementation.

1. Report by the class teacher on the topic.

2. Results of a survey of 8th grade students (speech by the class teacher).

3. Testing parents

5. Joint exchange of experience between parents and the class teacher.

How to prepare homework;

Rules of mental work;

How to listen to the teacher in class;

How to work with a book.

Report of the class teacher.

Teaching is the leading activity of schoolchildren; its central task is to assimilate

knowledge, skills and abilities, promoting diverse education and development

students. Without active learning, it is quite difficult to master other types of human activity - productive labor, artistic creativity, sports. Therefore, all parents really want their children to study successfully, grow up inquisitive, read a lot, and show perseverance in their studies. But in the family it is necessary to help the teenager in mastering and applying the skills of academic work.

Requirements for educational skills are reflected in the main curricula. In high school, where the volume and complexity of educational content increases significantly, more complex skills and abilities of educational activities are needed.

Educational activities depend on schoolchildren’s views on the role of study in their lives and on the level of development of motivation. What motivates children to go to school today and do

hometasks? The answer to this question is also interesting because it makes it possible

understand a lot about the personality of a modern teenager. Based on the study of motives

there was a desire to get a good profession in the future, to serve the Motherland,

carry out the assigned task responsibly (“I study in order to be needed

Motherland." “I must study well in order to become a real scientist in the future”), then such motives are extremely rare among modern teenagers. The most characteristic of them are the motives of self-affirmation and self-improvement, which are atypical for schoolchildren of past years (“I don’t want to be worse than everyone else,” “The better the grades, the more confident and calm you feel,” “I want to learn to delve deeply into everything,” “You have to be able to keep up the pace.” , be able to stay in good shape").

These data speak for themselves: 30-40 years ago, a schoolchild felt first of all

a member of society, putting its interests above their own; for the modern teenager

the main value is himself, and therefore, even in the motivation of learning, the desire for self-development and self-realization comes first. Today, students and parents are guided by ideals that have traditionally been considered individualistic. They are characterized by a desire for prosperity, practicality, sobriety of views, and a desire to be a good family man. From my experience I can say that today a student goes to class primarily for a grade, or because he has to go, it’s customary.

The task of adults is not to extinguish the teenager’s desire for knowledge,

in order to create favorable conditions for its development throughout the entire period of schooling, to supplement it with new motives coming from the content of education, from the style of communication between the teacher and students. The formation of positive motivation for learning is not a spontaneous process, and it would be reckless to rely only on the natural inclinations of children. Motives for learning must be specially nurtured, developed, stimulated, and, what is especially important, schoolchildren must be taught to “self-stimulate” their motives.

Schoolchildren are more actively engaged in self-education of educational motives if this process is of interest to both teachers and parents, when they are supported when difficulties arise, and when they create unique “situations of success.”

If we talk, for example, about schoolchildren in the fourth and fifth grades, then the transfer of sympathy for the personality of the teacher to the subject being taught occurs in almost 80% of the cases we studied.

Naturally, this determines the student’s attitude towards his loved one’s homework.

teachers and assignments are welcome.

Further, teenagers become most close to subjects that are connected not so much with the personality of the teacher, with his ability to captivate (although this remains a serious factor), but with their own interests.

To no less, but rather to a greater extent, interest in certain disciplines and types of activities is formed in the family. For example, when a son, following the example of his father, wants to become a programmer and spends a lot of time at the computer. Or when parents instill in their children that to succeed in any professional activity it is necessary to master a foreign language and sign them up for a tutor.

The development of interests among schoolchildren in favorable conditions is facilitated by a phenomenon that arises in adolescence and is called"sensory craving". Sensory craving - this is the need for new sensations - the desire to see, hear, try, feel something new. The desire for novelty is especially characteristic of teenagers. On the one hand, sensory thirst pushes adolescents to search for something new and promotes the development of curiosity. But on the other hand, especially when they do not receive the support of adults, it can also be the reason that, not yet really understanding the essence of any matter, they abandon it and switch to something else. Approximately 70-75% of schoolchildren show interest in certain academic disciplines and activities. At the same time, only a small number of students develop these interests into persistent hobbies, when in the process of studying children develop cognitive motives that begin to guide them during the period of professional self-determination.

In practice, you can often find that parents do not contribute to the development of strong interests in children. They make fun of them when they fail at something and, instead of building confidence in the children, they give the children the wrong idea about their abilities. The fact is that many people believe that if a person has abilities, they will quickly manifest themselves without much effort on his part. Of course, this sometimes happens, but in the overwhelming majority of cases, a person achieves significant results only through hard and long-term work. The above view of parents only brings harm and prevents the formation of both healthy interests and strong-willed qualities in children.

For a long time, the scattered, situational nature of teenage interests was considered as a typical problem of age, and in textbooks and popular science books a lot of attention was paid to the formation of stable interests in adolescents. In many ways, this problem remains relevant today. However, recently there has been a catastrophic increase in the number of complaints of the exact opposite nature, that teenagers are not interested in anything, that they don’t care about anything.

Parents complain:

My husband and I compiled a list of the best books of world literature, distributed them according to

I myself enrolled him in an archaeological club, but he sits around all day,

doesn't want to go anywhere.

We bought her an aquarium. Such beautiful fish! Everything was arranged: both lighting and

air circulation, and a constant temperature, but she looked at them for a day and is no longer suitable, now we don’t know where to put this aquarium.

What is striking is that they are usually concerned about their children’s lack of interests.

parents are active, sparing no time and effort to compile a list of the best books, get an aquarium, or enroll their child in a hard-to-find club. Such

Parental hyperactivity, paradoxically, is often one of the main reasons for the lack of genuine interests in children.

Parents can help their teenager develop oral and written language. It is very good when from time to time a family acquires a spelling dictionary of the Russian language, a dictionary of foreign words, or some other dictionary or reference book, and children are taught to use them. A person needs these books all his life.

Students who in the 5th-7th grade get used to independently looking for answers to emerging questions, at an older age usually go to the library for additional literature without any pressure from adults. The speed of perception of educational information is largely determined by the pace of reading. Accelerated reading allows you to understand the text without feeling its sound symbolism; It also helps to highlight the main ideas in the text, since the almost simultaneous perception of a number of words makes it possible to quickly compare them and isolate the most important ones. For an 8th grade student, the reading norm is 120-140 words per minute. Parents can ensure that students perceive not individual letters, but entire words and phrases, develop their peripheral vision, the ability to see neighboring words, preparing for their rapid perception. The speed of perception of educational information largely depends on the speed of its written recording. Families can give children tasks to copy text with independent recording of the time spent, combine the development of the pace of reading and writing with the formation in students of the ability to fit into the norms allocated for completing homework

time.

There are many mental techniques by which a person produces

active mental processing of material. The parents' task is to

The student realized the very possibility of remembering material during its active processing. If he understands this and begins to look for such techniques on his own, then everything is in order, our main goal has been achieved. How to teach kids to producesemantic grouping? First of all, you need to start with the selection of fairly well grouped material. The task of “breaking the text into pieces” should be an independent task for the child for now; it should not be combined with the task of “learning.” Practice shows that many children who do not use semantic grouping when preparing lessons are able to cope with it when it is offered to them as an independent task. Such students only need regular training, and when an adult sees that semantic grouping is already carried out easily and quickly by them, it should be transferred to the preparation of lessons. If children are not able to cope with semantic grouping even as a separate task, then the adult in each selected text should show the child what general idea is contained in the phrases combined together, ensuring that he sees that although each of them says something different, but together they describe one phenomenon or develop one idea. By demonstrating this in well-structured texts and demanding that the child do all this himself next time, the adult gradually leads him to the ability to divide the text into separate semantic pieces.

The next method of active mental processing of the material is

is to consolidate the parts highlighted by semantic grouping. This can be achieved by coming up with names for them. It is necessary that the title be generalized in relation to the entire highlighted section. A good technique can be to use a hint. When the child has reached a dead end, you can offer him a choice of 2-3 titles, one of which does not satisfy the requirement to be generalizing to the entire selected section. Let the student think, compare them and decide for himself which is better. In the course of such work, the student gradually learns and makes correctly composed titles himself. The set of section titles allocated to the semantic grouping forms a plan for the material being studied. Making a plan is a necessary skill for a student. And if parents notice that a student has difficulty drawing up a plan or the plan is not used by him when reproducing the material, they should immediately pay attention to this.

An important skill that should be qualitatively improved along with changes in the student’s mental work methods is the ability to consciously regulate the learning process and fairly correctly evaluate its results. So, over time, retelling it out loud or silently becomes primarily a method of self-control and should help the student figure out whether he has learned the lesson or not, and as for the material itself, different types of active work on it are of decisive importance. Then full, detailed control begins to gradually decrease, and the student increasingly tests the strength of memorization, reproducing only the structural, supporting diagram of the material. If a student mentally imagines the answer pattern, it means he remembers the content of the educational material well. Now the need to ensure that self-assessment reflects the actual state of affairs and is, as far as possible, stable comes to the fore. In adolescence, deep self-doubt is very often combined in a bizarre way with a kind of arrogance, with an exorbitantly high assessment of one’s achievements. Control and self-esteem are the most convenient for any outside influences.

The problem of the objectivity of school grades arises in cases where

a discrepancy is discovered between how the student evaluates his own knowledge, i.e., self-esteem, and how the teacher evaluates them, which, accordingly, is expressed in the grades he gives. It is important to emphasize that a student should not be suspected of systematic deception. As a rule, he is sincerely convinced that his grades are being lowered. Not reproaches, not punishment, but painstaking persuasion should be the ally of parents. First of all, you need to go to school, establish contact with the teacher (or teachers), with the class teacher. Do not forget about the need for particularly high tact when talking about this topic. One way to find out the true state of affairs is to talk to their school friends. Of course, with those comrades with whom you have fairly good contact. A sample check of the lessons can give you the known material for judging the subject. The reason for a student’s opinion that his grades are being lowered may be, first of all, his character traits: suspiciousness, a tendency to fixate on unpleasant events and phenomena. But sometimes the opinion about the systematic underestimation of grades arises among schoolchildren as a result of defects in the formation of educational activities. If your son or daughter claims that their grades are lowered at school, then, when trying to figure it out and help your children, be sure to ask yourself the question: “Isn’t this opinion the result of mistakes in upbringing?”, try to critically think about your own attitude towards the child . If, in the process of upbringing, a child internalizes the idea that he is good, and everything he does is also good, and if someone is dissatisfied with him, then this is just nagging at him and nothing more, in this case, begin to rebuild your relationship with the child and pay special attention to developing his control skills and correct self-esteem.

The conversation is based on what was previously conducted among children and parents

parallel survey.

Questionnaire for children.

Features of the teacher teaching the subject: speaks very quickly, little

clarity, repetition;

doing homework;

Poor development of certain personality qualities (for example, you cannot

persistently seek a solution to the problem - that is, will,

attention - you cannot listen with concentration to the teacher’s explanations, quickly

distracted);

Features of thinking (you find it difficult to compare phenomena, if necessary

draw conclusions), memory (it is difficult to remember what you read, you have to read more

twice).

Questionnaire for parents.

Does not have perseverance, persistence when completing a task, is in a hurry

ask for help;

Poor knowledge of educational skills (reading, writing, counting, sketching, working with

book, rational memorization, etc.);

Make sure that the student finds an error in the solution or point out to him

this error;

VII. What kind of help does your son (daughter) need from teachers to improve his academic performance?

Memo No. 1 How to prepare homework.

Write down all your homework assignments daily and carefully in your diary.

Train yourself to prepare your homework every day at the same time (if you study on the first shift,

then from 16-17 o'clock, and if in the second - then from 8-9 o'clock)

Always prepare your lessons in the same place

Organize your workspace correctly, remove all unnecessary items from the table, turn off the radio and TV.

Start preparing your lessons with subjects of average difficulty, then move on to more difficult ones.

difficult for you and in the end do easy subjects.

After 30-40 minutes of training, take a rest break for 10-15 minutes

While preparing lessons, do not be distracted and do not listen to conversations.

Use dictionaries and reference books.

After completing your written work, check it carefully. It’s better to use the draft first, and then rewrite it into a white paper.

If you come across a word you don’t understand or don’t understand the task, ask your parents, friends, or teacher about it.

Repeat the material from previous lessons every day, especially rules, formulas, theorems, laws.

After preparing your homework, relax, take a walk in the fresh air, and help with your homework.

Memo No. 2 Rules of mental work

1) Periods of study should alternate with periods of rest.

2) Do not study for more than 1.5-2 hours in a row.

3) Set aside the same time for studying every day, preferably during the daytime.

Avoid studying late in the evening or at night, or when

fatigue.

4) Set up your workplace correctly. Books, notebooks, textbooks, various

accessories - everything should have its place.

5) Clean air, moderate temperature, proper lighting are the key to good

performance.

6) Work calmly, without running to the phone, without playing with your cat or dog. Remove all noise interference (radio, TV, computer).

7) Follow the rule “less is more.” Do it thoroughly and completely

one lesson and only then take on another.

8) Alternate passive and active rest. You can also use “physiological

stimulants" (cold shower, exercise, sugar, candy, sweet tea, etc.

Memo No. 3 How to listen to the teacher in class

1) Look at the teacher and what he is showing. Using visual memory

90% of knowledge is absorbed. Information obtained using both vision and

hearing, are better remembered.

2) Learn to think with the teacher. Your own thought usually arises when

contact with the thoughts of other people. A schoolchild is able to think 4 times faster than

says the teacher.

3) No question or doubt should be left unanswered. Your questions indicate the activity of thinking. Don't be afraid to contact your teacher. You need to ask modestly and tactfully.

4) It is useful to write down the main points of the lesson and new words in a notebook. Whoever writes it down reads it twice, which means he remembers it better.

5) Homework must be written down accurately and legibly and precisely for that day, on

which it is given.

Memo No. 4 How to work with a book

When reading the text you need to solve 4 problems.

1) Familiarize yourself with the content. Understand what or who we are talking about.

2) Think through what you read, that is, divide the educational material into semantic parts,

find the main idea inside each such part.

3) Make the necessary extracts from the text for memory: find out the meaning of difficult

words and expressions, draw up a plan, theses, notes, understand the syntactic structure and logical structure of sentences.

4) Give yourself an account of what new things the article or book you read taught you. Did she report

Did you learn any new knowledge, did you teach me any new methods of work or activities? Did it arouse new thoughts, moods, desires?

QUESTIONNAIRE FOR STUDENTS OF ___ CLASS

WHY AM I STUDYING?

QUESTIONNAIRE FOR STUDENTS OF ___ CLASS

WHY AM I STUDYING?

Questionnaire for children.

I. In what subjects do you have difficulty studying? What exactly do you think makes learning difficult?

State of health, you get tired quickly in class;

You don’t have your own workplace at home, some benefits and supplies, none of your elders help you, your peers influence you negatively, etc.;

You have gaps in previously covered material, in theory, in solving problems;

Features of the teacher teaching the subject: speaks very quickly, little visualization, repetition;

There is no interest in studying these subjects;

Poor development of certain personality qualities (for example, you cannot long and persistently search for a solution to a problem - i.e. will, attention - you cannot listen with concentration to the teacher’s explanations, you are quickly distracted);

Features of thinking (you find it difficult to compare phenomena and, if necessary, draw conclusions), memory (it is difficult to remember what you read, you have to read more than twice).

Questionnaire for parents.

I. On what subjects does your son (daughter) most often turn to you for help and can you help him?

II. What is the nature of the difficulties he experiences when doing homework:

Has factual knowledge gaps on previous topics;

Does not concentrate on mastering the main goals of the topic and rules; knows the rules, but does not know how to apply them when solving problems;

Mechanically adjusts the solution to the answer or routinely applies the order of solving previous problems;

Does not have perseverance or perseverance when completing a task, and is in a hurry to seek help;

Poor knowledge of educational skills (reading, writing, counting, sketching, working with a book, rational memorization, etc.);

Don't know the homework requirements?

III. How much time a day does your son (daughter) spend doing homework?

IV. How do you help him complete tasks:

Increase your demands on him, check the quality of his work;

You focus on firmly memorizing the rules by repeating them many times;

Force you to repeat the content of the topic necessary to solve the problem;

In the most difficult places you suggest the order of solution;

You ensure that the student finds an error in the solution or you yourself point out this error to him;

Help you understand the meaning of the problem through comparisons, visual examples, etc.

V. Do you regularly have to force your son (daughter) to do homework or does he start doing it himself?

VI. How do you encourage successful studies?

VII. What kind of help from teachers needs to be provided to your son (daughter) to

improving his academic performance?

Meshcheryakova I.A. - Associate Professor of the Department of Educational Psychology

Human life is a constant encounter with many problems. Each psychological age can be characterized not only by leading activities, mental new formations, but also by those typical problems that people face and which they try to solve in one period or another of life. In this context, a “problem” is understood as a life situation that affects the interests of the individual and is perceived by him as unsatisfactory and requiring resolution.

The subject of our interest was not the problem field of the high school student itself, but its perception by the teacher. This interest is not only academic, but also practical. A necessary aspect of effective communication (pedagogical communication is no exception) is adequate social perception, and, in particular, an understanding of what constitutes happiness and unhappiness for a partner. Naturally, this understanding is influenced by numerous factors, and not least, one’s own experience and existing ideas about a person.

The study was conducted in two groups of teachers. The work of each group was divided into three stages, with the first two involving individual completion of tasks, and the last - group discussion and collective decision-making. At the first stage, teachers were asked to answer the question what problems high school students are experiencing, what makes them suffer and worry. After each of them recorded their opinion in writing, it was proposed to rank the indicated problems according to the degree of severity. Thus, we were able to isolate teachers’ ideas about the most important areas of high school students’ experiences.

25 teachers of Moscow schools were interviewed, mostly women, aged from 24 to 66 years (average age was 42 years), with teaching experience from 1 month to 47 years (average teaching experience was 19 years).

The majority of teachers surveyed believe that high school students experience two problems most acutely. Firstly, this is everything related to communication, in particular, with peers of the same and opposite sex at school and outside it (friendship, love, unrequited sympathy); with parents (they scold them for poor studies, not understanding that no matter how hard they try, the child is not able to study better; they do not understand the problems of children); with teachers (treats poorly; gives grades unfairly, etc.)

The second area of ​​painful experiences is associated with various educational problems - bad grades, level of knowledge, attitude towards academic disciplines (what is useful, what is not); the need to attend school, reluctance to study; how and where to write off; how to get a good grade; How to mislead a teacher. Let us note that experiences on educational and communicative topics, according to teachers, occupy clear leading positions and share first and second (less often third) places in the problem field of high school students: if the respondent indicates an educational problem as the “most important” one, then it is very likely that that he puts communication in second place, and vice versa.

Somewhat less often, a third area of ​​experience is identified, which can be described as “searching for one’s place in life - in the future and present” (future profession; choosing subjects for admission to a university; ways of obtaining further education; passing exams, entering a university).

Rare, “single” responses are also of interest. Thus, some teachers believe that what makes high school students worry the most is thinking about the reasons for their loneliness; lack of time (conflict between study and communication), as well as one’s own disorganization, inability to choose the main thing and concentrate on it. Rare opinions include highlighting concerns about fatigue (“lack of sleep”), family financial security and pocket money; leisure (how to spend your free time). A category of “very rare” opinions can also be distinguished. We included four responses to it - worries about appearance (1 person); worries about lack of self-control (1 person); the problem of the mirror self - how I look; won't I be a black sheep; don't I seem funny? suddenly they don’t understand me (1 person) and worries about “why do I need this” (1 person). Particularly noteworthy are the answers of three respondents who interpreted the question about “problems with high school students” as “problems with high school students” and offered moralizing and accusatory options (cannot navigate the environment; permissiveness, disorganization; lack of standards of behavior, etc.). So, we must admit that not all of the teachers surveyed were able to cope with the first task.

At the second stage, respondents were asked to “transport their thoughts and feelings” to their school youth and remember the problems that in those years made them suffer and worry. Respondents were asked to record pleasant and unpleasant experiences of that time. We were interested in the extent to which ideas about students’ problems and memories of their own problems coincided. In addition, I wanted to know whether updating past experiences could help the process of social perception. To this end, after recording their memories, group members were given the opportunity to make adjustments to the answers to the question about what problems and difficulties high school students face.

The most common answers about pleasant experiences were “friendship,” “love,” “first love,” and “relationships with peers.” Second place in retrospectives is occupied by pleasant memories of one’s own success - successes in studies, sports, art, social and Komsomol work are noted. Another positive area is related to leisure time - teachers recall their experiences about holidays with family and friends, labor and recreation camps, extracurricular activities, trips, hikes, school evenings, clubs in the House of Pioneers, etc. Some people categorize their relationship with their parents as a pleasant experience; and even all school years in general; active lifestyle; desire to learn about the security system; graduation. At this stage, defense options were also recorded - one person did not answer this question at all; one teacher wrote that she had pleasant experiences, and another indicated that she had seven such experiences, but did not identify them.

Among the common remembered problems (negative experiences), two stand out. The first is a complex of experiences associated with a lack of mutual understanding with the teacher; attitude to the academic subject; disappointment in adults (teachers); boredom, melancholy in some lessons. The second set of problems is related to intimate and personal communication. I still remember with pain the grievances against friends and relatives; lies, betrayal, lack of reciprocity; misunderstanding, etc. Some noted that they experienced bitter feelings in connection with love, two people wrote that love and falling in love remained in the memory as experiences of happiness and suffering. In addition, I remember unpleasant experiences due to lack of time (for homework and hobbies), headaches; poverty, loss of loved ones, very cruel treatment of the mother. The severity of the experience is evidenced by numerous defensive reactions. Of the 23 respondents, three people noted the very fact of unpleasant experiences without naming them; one person answered “I don’t remember” and another left the question unanswered.

For a third of the participants, recalling their experiences served as a catalyst for understanding the students' problems: many additions were made to the answers to the corresponding question.

Note that the resulting “problem sheet” does not reflect spiritual, ethical, worldview quests (which, according to S. Büller, M. M. Rubinstein, V. V. Zenkovsky, I. S. Kon and many other authors, were considered specific for this age), Another feature is the very weak representation of experiences accompanying self-knowledge.

At the final stage of the study, a collective construction of the high school student’s problem field was carried out. All problems were recorded on separate cards and then combined, generalized and structured in accordance with the self-concept scheme into such blocks as physical self (health, appearance, clothes), mental self (abilities, habits), social self, spiritual self, real self , I am the future, etc. During the group discussion, drawing on their ideas and exchanging their memories, the participants came to deepen and enrich their vision of the high school student’s problem field.

The proposed methodology can be used for both research and practical purposes. In the first case, a departure from traditional methods of questioning and testing facilitates the work of a psychologist with teachers. In the second case, the results of collective and individual searches are useful in analyzing the relationship between teacher and student, as well as in designing an individual educational space for a high school student.

Bibliography

Which young people experience when communicating with their parents and those adults on whom they depend to some extent. So, summarizing the main provisions on the problem of studying the achievement needs of high school students - bilinguals, we can draw the following conclusions: 1. Bilingualism is defined as the ability to speak two or more languages. There are natural (everyday) and artificial (educational) ...

Behaviorally, they know their subject and teaching methods perfectly, and have a high moral character). The authority of the teacher-educator also depends on the style of interaction between the teacher and students. Thus, it characterizes the democratic style of pedagogical interaction; it can be emphasized that it is most acceptable in the implementation of the educational process. Teacher, ...

The child becomes a subject of educational activity from the moment he enters school. Readiness for schooling (see 3.4) determines how a primary school student will master this type of activity. It is the readiness for full-fledged educational activity, its formation and emergence as a leader that characterizes the junior schoolchild. For him, comprehensive readiness for school means treating it as entering a new world, the joy of discovery, readiness for new responsibilities, and responsibility to the school, teacher and class. The educational motivation of a primary school student is based on interest in new information.

In elementary school, the child develops the basic elements of educational activity: educational motivation, necessary educational skills, self-control and self-assessment. Theoretical thinking develops, ensuring the assimilation of scientific concepts. As part of educational activities, a student, under the guidance of a teacher, masters the content of developed forms of social consciousness: scientific concepts, artistic images, moral values, legal norms. Under the influence of educational activities, the main mental new formations of primary school age are formed: reflection, the ability to act in the mind and plan one’s activities. The younger student accepts the authority of the teacher and masters various forms of educational cooperation. In his educational activities, private types of activities are formed: reading, writing, visual and other creative activities, working on a computer.

The younger schoolchild, as a subject of educational activity, himself develops and is formed within its framework, mastering new methods of mental actions and operations: analysis, synthesis, generalization, classification, etc. It is in educational activity that the main relationships of the younger schoolchild with society are realized and in it the main qualities are formed his personality (self-awareness and self-esteem, motivation to achieve success, hard work, independence, ideas about morality, creative and other abilities) and cognitive processes (voluntariness, productivity), as well as his attitude towards himself, the world, society, and people around him. This general attitude is manifested through the child’s attitude towards learning, the teacher, his friends, and the school as a whole. For a younger schoolchild, the hierarchy of authority changes: along with parents, the teacher becomes a significant figure, and in most cases his authority turns out to be even higher, since he organizes the educational activities leading for younger schoolchildren and is the source of the knowledge gained. Therefore, in disputes between a junior schoolchild and his parents, one of the main arguments on his part is a reference to the teacher’s point of view (“But the teacher said so!”).

A junior schoolchild, having a new position in life, faces a number of difficulties. At the very beginning of schooling, for most children, the main difficulty is the need for volitional self-regulation of behavior: it is very difficult for them to sit through the entire lesson in one place and listen carefully to the teacher all the time, and comply with all disciplinary requirements. In addition, the daily routine is undergoing significant changes: the child now has to get up early, and upon returning home, set aside time to do homework. It is necessary to adapt children to work at school and at home as quickly as possible, to teach them how to use their energy rationally. The task of parents is to organize a new daily routine for the child, and the curriculum should be designed in such a way as to constantly maintain the child’s interest in learning and engage his involuntary attention more than his voluntary one. Younger schoolchildren do not yet know how to rationally organize their work; in this they need the help of adults. Over time, other difficulties arise: the initial joy of getting to know the school can give way to apathy and indifference. This is usually the result of the child's repeated failure to overcome the challenges of the curriculum. During this period, it is especially important for the teacher not to lose every student’s attention.

By the end of elementary school, the student begins to show himself not only as a subject of learning. He enters into active interpersonal interaction, he develops his own opinions and points of view that differ from the position of significant adults. These are internal indicators of his transition into adolescence, and the external criterion is the transition from primary to secondary school.

A teenager as a subject of educational activity is characterized by the fact that for him it ceases to be the leading one, although it remains the main one, occupying most of his time.

For a teenager, social activity becomes the leading one, carried out within the framework of other types of activity: organizational, cultural, sports, labor, informal communication. In all these types of activities, a teenager strives to establish himself as an individual and become a socially significant person. He takes on different social roles, learns to build communication in different groups, taking into account the norms of relationships accepted in them. Educational activity becomes for a teenager one of the types of activities carried out that can ensure his self-affirmation and individualization. The teenager expresses himself in his studies, chooses some means and methods of its implementation and rejects others, prefers some academic subjects and ignores others, behaves in a certain way at school, trying to attract the attention primarily of his peers, achieves a more equal position in relations with teachers . In this way, he asserts himself, his subjective exclusivity and individuality, trying to stand out in some way.

A teenager’s educational motivation already represents a unity of cognitive motives and motives for achieving success. Educational activity is included in his general activity aimed at entering society, mastering norms, values ​​and ways of behavior. Therefore, the content of educational material for teenagers must necessarily reflect the general context of our time: world culture, socio-economic and everyday relations. If a teenager does not feel the connection between the taught subject and real life, he will most likely doubt its necessity for himself personally and will not make any noticeable efforts to master it.

The teenager’s attitude to the grades he receives and to his academic performance in general also changes: if in elementary school academic performance was the main criterion for the success of a peer and the value of his personality, then in middle school students are already able to evaluate each other’s personal qualities and their own, regardless of academic performance. Academic performance itself may decline in both “favorite” and “unloved” subjects, not only due to a change in the emotional attitude towards grades and a decrease in their subjective significance, but also because teenagers have many new hobbies that compete with their studies and leave them unsatisfied. she has less and less time.

A teenager’s attitude towards adult authority also changes. The position of an adult as a teacher in itself now does not at all mean unconditional acceptance of his authority. A teenager's authority must be earned, although the authority of adults remains a real factor in his life for a long time, because he remains a schoolchild dependent on his parents, and his personal qualities are not yet sufficiently developed to allow him to live and act independently.

Already in the middle of middle school age, most teenagers are faced with the problem of making a decision on the form of continuing their education, since the profile specialization of classes these days begins, as a rule, in the eighth grade. Therefore, by this age, teenagers need to decide on their preference for academic subjects of one cycle or another (physics and mathematics, natural sciences or humanities). This implies a sufficiently formed system of stable interests and preferences by the age of 13. In addition to educational interests, adolescents already differ markedly from each other in value orientations. They can be more focused on the values ​​of learning, work, public employment, interpersonal relationships, material well-being, spiritual development, etc. These orientations determine the teenager’s decisions about the further form of his education. When focusing primarily on the values ​​of learning, a teenager moves to the status of a senior school student.

A high school student as a subject of educational activity is specific in that he has already made a certain choice to continue his studies. His social situation of development is characterized not only by a new team that arises during the transition to high school or a secondary specialized educational institution, but also mainly by a focus on the future: on the choice of a profession, a future way of life. Accordingly, in high school, the most important activity for a student becomes the search for value orientations associated with the desire for autonomy, the right to be oneself, a person different from those around him, even those closest to him.

A high school student consciously thinks about choosing a profession and, as a rule, strives to make a decision about it himself. This life circumstance to the greatest extent determines the nature of his educational activity: it becomes educational and professional. This is manifested in the choice of educational institution, classes with in-depth training in the necessary subjects, preference and ignorance of educational subjects of one cycle or another. The latter is no longer determined by whether the subject is “liked” or not, as in adolescence, but by whether it is “needed” or “not needed.” First of all, high school students pay attention to those subjects in which they will have to take exams upon admission to the chosen university. Their educational motivation changes, since the educational activity itself at school is no longer important in itself, but as a means of realizing life plans for the future.

The main internal motive of educational activity for most high school students becomes result-oriented - obtaining specific necessary knowledge; The focus of learning on mastering knowledge in general, regardless of its necessity, characterizes very few people at this age. Accordingly, the attitude towards academic performance is changing again: it also acts as such a means. For a high school student, the grade received in the “needed” subject is an indicator of the level of knowledge he has and can play a role in further admission to a university, so high school students again begin to pay special attention to the grades they receive.

The main subjects of educational activity of high school students are the organization and systematization of their individual experience by expanding it, supplementing it, introducing new information, as well as developing independence and a creative approach to solving educational problems. In general, we can say that a high school student studies not for the sake of learning itself, but for something more significant, only expected in the future.

The authority of a teacher for a high school student acquires slightly different properties than for a teenager: a high school student may believe that he is already an adult, has “outgrown” the school and its requirements, and the school’s authority may generally drop to a minimum. But this does not determine for him the level of authority of each subject teacher as a specialist and individual. Any teacher can turn out to be an authoritative person for a high school student, whose opinion is valuable to him.

Based on the high school student’s desire for independence, a complete structure of self-awareness is formed, personal reflection develops, life prospects are realized, and the level of aspirations is formed. The correct organization of educational and professional activities largely determines the formation of a school graduate as a subject of future work activity.