The child behaves badly at school. How to talk to a teacher?

Recommendations for proper student behavior during recess:

1. During recess, only those on duty remain in the classroom. The rest go out into the corridor;
2. The attendants prepare the class for the next lesson: wipe the board, ventilate the room, carry out various instructions from the teacher;
3. During breaks, before and after classes, students should not be in classrooms, gyms, assembly halls or workshops without a teacher;
4. Be calm during recess. Maintain order, do not shout or push each other;
5. During recess, you can play various games, but choose not very active ones;
6. When going up or down the stairs, stay to the right;
7. Be careful when opening and closing doors; do not put your hands in doorways, do not play around and do not slam doors;
8. When meeting teachers, school staff, parents, and other adults, stop and say hello;
9. Do not overtake teachers or adults walking down the stairs or along the corridor, and if this is necessary, then ask permission to pass;
10. Any conflicts that arise between students should be resolved peacefully or with the help of the teacher;
11. In case of any accidents or injuries, you must immediately inform the nearest teacher, class teacher, head teacher, or school principal.

The break begins after the teacher says, “The lesson is over.” You can go out for recess not when the bell rings, but when the teacher allows it. Recess is not only a time to relax, but also an opportunity to prepare for the next lesson.

During recess, students are prohibited from:

1. push each other;
2. use obscene expressions and gestures;
3. fight and use physical force;
4. play dangerous games, perform actions that can lead to injury and damage to school property;
5. throw and use hard objects in games that can cause injury: stones, sticks, pieces of ice, etc.;
6. run through corridors and stairs, classrooms and any other school premises not intended for this purpose;
7. climb trees, roofs, fences, greenhouses and any other high-rise structures;
8. lean over the railing, slide down the railing, crowd on the stairs;
9. approach places that pose increased danger: holes, trenches, pits, nearby roads, etc.;
10. overtake teachers or adults walking down the stairs or along the corridor;
11. you should not play with electronic toys - you will tire your eyes and will not have time to fully relax;
12. It is forbidden to sit on the windowsill, especially when the window is open. Any careless movement can lead to dire consequences;
13. It is prohibited to bring dangerous objects or substances to school that can harm others: pyrotechnic or explosive devices, sharp, cutting objects, any type of small arms (including pneumatic ones);
14. in winter, it is forbidden to come close to the walls of the school to eliminate the risk of injury from falling snow or icicles;
15. It is prohibited to leave the school premises without the appropriate permission from the teacher
16. You cannot behave aggressively, provoke conflicts or take part in them.

Source: https://www.uchportal.ru/docs/pravila-povedeniya-uchashchihsya-na-peremene-10020

Rules of behavior during recess at school

School for a child is not just a place where he goes to gain knowledge. This is a special, small world, a smaller copy of the big one, where one day he will have to go. The child gets his first experience of existing in society here. Recess is not just a five-minute break between lessons.

This is a precious time for communicating with friends, for resolving internal conflicts, for fun and relaxation. It is very important that this pause is as useful and safe as possible for our children. Compliance with the rules of conduct during recess at school is a necessary measure for comfort and safety.

Change for the teacher?

The school system in Russia and in the countries of the post-Soviet space is organized with maximum benefit, both for students and for teachers. Each lesson, which lasts 45 minutes, is separated by a five-minute pause, which we cheerfully and habitually call “recess.”

There is also a big change - time for schoolchildren to eat. These intervals between classes are not just a break, they are a small life full of adventures, joys and sorrows. In five short minutes, sometimes important issues of children's society are resolved.

We were all children, and we all know how important this little pause is. Right?

But the main purpose of change, after all, is not social. The children need a break to prepare for the next lesson. Prepare books, notebooks (and middle and high school students need to move from office to office). Take a break, drink water, relax your brain, which still has work to do. Going to the toilet is a necessity that should not be forgotten.

An important point is ventilation of the room. In a classroom where 20-30 people breathe, the air becomes heavy, and during periods of viral infections, harmful to health. Five-minute ventilation of an empty open classroom is not a whim, but a sanitary standard applicable in all educational institutions. Consultations for parents about child safety on the road and at home

The teacher also needs a change. The one who gets tired during the lesson is really the most tired. The teacher also needs to prepare the class for the next lesson, take a breath, and just be silent for 5 minutes. How important this is!

In European schools, a lesson lasts 1 hour, and there are no breaks between lessons. The exception is a 20 minute break for a snack. Such rules apply to all classes of primary, secondary and high schools.

Rules of conduct during recess

In order to avoid injuries, falls and other unpleasant incidents (accidents, fights, nervous breakdowns) during recess, it is very important to follow simple but strict rules of behavior for children at school.

How to behave in class and during breaks at school - rules of behavior 2020

Maintaining discipline is one of the most important rules of conduct in an educational institution. Parents and kindergarten teachers teach children how to behave at school from a very early age.

Why do we need special rules of behavior at school? This question is very often asked by young children of preschool age to their parents and teachers in kindergartens, who in advance try to psychologically prepare children for the difficulties of school life.

When crossing the threshold of an educational institution, a child should not feel uncomfortable, but at the same time he must clearly understand that he is in a place where they gain knowledge and not have fun.

So that lessons do not turn into a farce, and recess does not resemble the invasions of Mamai, so that there is no circus in the dining room, and a massacre in the gym, in every educational institution, starting from the elementary grades, they explain what is prohibited to do at school.

Rules on how to behave in class at school

There are rules of behavior in the classroom that are common to everyone, by observing which the student will not only save the teacher’s nerves, but will also provide himself with the necessary conditions for effectively acquiring knowledge and mastering the educational material. It should be remembered that a student’s performance largely depends on his behavior in class and attentiveness.

These same rules will help answer the student’s most important question, which has been tormenting him since the first days of his alma mater: “what should I do at school?” As the leader of the proletariat said: “Study! And study again!”

So:

1. School supplies must be prepared a few minutes before the start of the lesson.
2. After a break, you should enter the classroom not with the bell ringing or after it, but 2-3 minutes in advance, so that during this time you can calm down and mentally prepare for the upcoming lesson.
3. When the bell rings and the teacher enters the classroom, the students should stand up, thereby greeting their teacher and showing him respect. The same must be done when other teachers or the director enter the classroom during a lesson.
4. Silence must be maintained throughout the lesson. If there is a need to ask something, you need to raise your hand and wait until the teacher is ready to listen to the question or request.
5. You cannot engage in extraneous activities: play on the phone, draw, correspond with classmates.
6. Discipline should be strictly observed: do not walk around the class, do not get up from your seat, do not laugh or shout.
7. After the bell rings, you should not immediately jump up from your desk. Remember: it rings for the teacher. You need to wait for homework and the moment when the teacher announces the end of the lesson.

We will not dwell on what the rules of conduct in a lesson at school for primary grades are, just because they are completely identical to the above rules, developed for all students, regardless of age.

Preventive conversation with teachers: “In harmony with yourself”

Belan Olga Viktorovna

MBUDO "House of Children's Creativity" of the village of Yaroslavskaya Municipal Formation Mostovsky District

Additional education teacher, educational psychologist

Preventive conversation with teachers: “In harmony with yourself”

Good afternoon, dear colleagues! Please think about how the process of communicating with each other affects your emotional state? I believe everyone will come to the conclusion that words are very important, they are information. Everything we say is either positive or negative. That is, if communication is negative, it destroys us and leads to stressful situations. If it is positive in nature, it can help us cope with stress, thereby having a beneficial effect. Therefore, today we will learn how to relieve stress from work, communicate positively and get a boost of energy for future life. Here are some useful recommendations for your attention.

1

. Defining short-term and long-term goals. The former not only provides feedback that a person is on the right path, but also increases long-term motivation. Achieving short-term goals is a success that increases the degree of self-education. By the end of another working year, it is very important to include goals that bring pleasure.

2

. Communication. When people analyze their feelings and sensations and share them with others, the likelihood of emotional problems is significantly reduced. Therefore, it is recommended that employees share their feelings with colleagues and seek social support from them. If you share your negative emotions with your colleagues, they can help you find a reasonable solution to your problem.

3.

Use of "time outs". To ensure mental and physical well-being, “time-outs”, i.e. rest from work and other stresses, are very important. Workers in any field have vacations and rest during holidays and on weekends.

4.

Mastering skills and abilities of self-regulation. Mastering psychological skills such as relaxation, goal setting, and positive self-talk helps reduce stress.

5.

Maintaining a positive outlook. Find people who will provide social support and therefore help you maintain a positive outlook towards your actions.

6.

Controlling emotions that arise after completing the intended work. When solving professional problems, it is important to be able to control feelings of anxiety and tension. But finishing a job does not always eliminate strong psychological feelings, especially if the work did not bring the desired results.

Rights and responsibilities of a schoolchild (rules of behavior for students at school)

During learning, discipline and order are of great importance for the most effective assimilation of new knowledge. When this fact is neglected, classes turn into a farce, and the teacher spends precious time not on explaining new material, but on trying to calm the students. Therefore, it is so important that the rules of behavior at school are followed by everyone without exception.

Some parents believe that raising children should fall entirely on the shoulders of teachers. However, this is a wrong point of view, since education first of all begins at home.

While still preschoolers and preparing to go to first grade, children should be familiar with at least the basic rules of etiquette, for example, that you need to greet adults (specifically at school - with teachers).

Starting from the first day of school, children will face certain requirements every day, and as they get used to the educational process, the rules of behavior for students at school will only become stricter. To make it easier for schoolchildren to remember how to behave at school and adhere to the rules, they need to be told not only about their responsibilities, but also about their rights.

Student rights

When a person knows his rights, he is more willing to fulfill his responsibilities. The same goes for children. Therefore, before obliging a child to comply with school rules, he should be told what rights he has.

Source: https://www.rastut-goda.ru/questions-of-pedagogy/6244-pravila-povedenija-v-shkole-kak-nauchit-mladshih-shkolnikov-sobljudat-pravila-povedenija-v-shkole.html

Communication between teacher and parents

PLAN

1. Psychological and pedagogical basis for establishing contacts with the student’s family.
2. Conducting a conversation with parents at the initiative of the teacher.
3. Conducting a conversation with a teacher at the initiative of parents.
4. Psychological basis for holding a parent meeting.

1. Psychological and pedagogical foundations for establishing contacts with the student’s family.

Typical communication between a teacher and parents is characterized by misunderstanding and mutual claims.

Most often, this is a teacher’s monologue, consisting of complaints about the child or scolding the parent behind her. The parent’s negative feelings arising from such “communication” do not contribute to the desire to cooperate with the school in the education and upbringing of his own child.

Contact between teacher and parents is possible when both realize that they have a common goal - the good upbringing and education of children, which can only be achieved through joint efforts.

To do this, the teacher needs to show parents that he loves children as they are, with all the pros and cons, and is also concerned about their fate, just like the parents.

The main means of establishing contact with parents for a teacher is himself, or rather, his pedagogical image, which includes professional knowledge, the ability to present it and love for children.

Therefore, the teacher must be guided by the following rules of interaction and ways of establishing contacts with the family.

First rule. The work of the class teacher with the family should be based on actions and activities aimed at strengthening and increasing the authority of parents; a moralizing, edifying, categorical tone is intolerable in the work of the class teacher, as this can be a source of resentment, irritation, and awkwardness. The need for parents to consult after categorical “shoulds” and “obligations” disappears. The only correct norm for the relationship between teachers and parents is mutual respect. Then the exchange of experience, advice and joint discussion, a single solution that satisfies both parties, becomes a form of control. The value of such relationships is that they develop both teachers and parents a sense of responsibility, exactingness, and civic duty.

Second rule. Trust in the educational capabilities of parents. Increasing the levels of their pedagogical culture and activity in education.

Psychologically, parents are ready to support all the demands, affairs and undertakings of the educational institution. Even those parents who do not have pedagogical training or higher education treat their children’s upbringing with deep understanding and responsibility.

Third rule. Pedagogical tact, inadmissibility of careless interference in family life. The class teacher is an official person. But due to the nature of his activity, he must touch intimate aspects of family life; he often becomes a voluntary or involuntary witness to relationships hidden from strangers. A good class teacher is no stranger to the family. In search of help, parents trust him with their secrets and consult. Whatever the family, whatever the parents are, the teacher must always be tactful and friendly. He must turn all knowledge about the family into affirming goodness and helping parents in their upbringing.

Fourth rule . A life-affirming attitude in solving problems of upbringing, reliance on the positive qualities of the child, on the strengths of family upbringing. Focus on successful personal development. The formation of a student's character is not without difficulties, contradictions and surprises. They must be perceived as a manifestation of developmental patterns, then difficulties, contradictions, and unexpected results will not cause negative emotions and confusion for the teacher.

Individual communication.

When communicating with parents, the teacher must structure the conversation in such a way that the parents are convinced that they are dealing with a professional who loves and knows how to teach and raise children.

Therefore, when preparing for a conversation with parents, the teacher should think carefully about:

1. target;
2. content of the conversation;
3. manners of behavior, style of speech, clothing, hairstyle.

Every detail should help create the image of a real specialist.

There may be two options for such communication:

1. on the initiative of the teacher;
2. at the initiative of parents.

2. Conducting a conversation with parents at the initiative of the teacher.

1. Setting a psychological goal.

What do I want from my parents? Take your irritation out on your child? Punish a child with the hands of parents? Show parents their pedagogical failure.

With all of the above options, you should not call parents, because such psychological goals indicate the professional helplessness of the teacher and will negatively affect the communication between the teacher and the family.

It is worth calling parents if the teacher wants to get to know the child better, understand the reasons for his behavior, choose an individual approach to him, share positive facts about the child, etc., i.e., the psychological goal should be an incentive for further communication with parents.

1. Organizing the start of a dialogue.

I Welcome ceremony.

When greeting parents, you need to leave what you are doing, stand up to meet them, smile, say greetings in a friendly manner, introduce yourself (if you are meeting for the first time), address them by first name and patronymic.

1. Establishing consent for contact means that the teacher must discuss the time of dialogue, especially if he sees that the parent is in a hurry, it is necessary to clarify how much time he has. It is better to postpone the conversation than to have it in a hurry, because it will not be learned anyway.
2. Creating an environment for dialogue involves the teacher thinking through where and how the dialogue will take place. It is unacceptable for the teacher to sit and the parent to stand, or for the teacher to sit at his desk and the parent at the student’s.

You need to make sure that there is no one in the class, no one interferes in the conversation. Having sat the parent down, you need to ask if he is comfortable, pay attention to his and your gestures and postures.

The teacher’s gestures and postures should demonstrate openness and goodwill (arms crossed on the chest, hands on the belt “hands on hips”, head thrown back, etc. are unacceptable).

To relieve the parent’s stress and move on to the problem, the purpose of the call should be correctly and specifically communicated, for example: “I wanted to get to know (child’s name) better in order to find an approach to him,” “We need to get to know you better in order to act together,” “I I don’t know him very well yet, I am a child, I see both positive and not so positive traits in him, I need your help to understand him better,” etc.

When calling a parent for a conversation, the teacher should not forget that a conversation implies dialogue, therefore, he needs to think through not only his message, but also what he wants to hear from the parent, so he needs to formulate his questions to the student’s parents and give them the opportunity to speak .

Conducting a dialogue. The beginning of the conversation should contain positive information about the child, and these are not value judgments: “You have a good boy, but.” (then there is negative information for 10 minutes), and a message about specific facts that characterize the child from the positive side. This beginning indicates that the teacher is observant and friendly, i.e., a professional.

The fact about the student’s behavior or performance, which causes concern to the teacher, must be presented very correctly, without value judgments that begin with “not”: “He is disobedient, disorganized, ill-mannered, etc.”

Also, after positive information about the student, you should not continue the story about negative facts through the conjunction “but”: “Your son is neat, tidy, organized.”

It is best to move on to hard-hitting facts in the form of asking for advice: “I don’t know Peno very well yet, could you help me figure it out (the following is a description of the fact)” or “I can’t understand.”, “It worries me.”, "I want to understand what's behind it."

When reporting negative facts, it is recommended to focus not on them, but on the way to overcome undesirable manifestations.

The teacher must constantly emphasize the common goal of him and the parents regarding the future child, therefore one should not use the expression “Your son,” i.e., contrast oneself and the parents.

It is recommended to say “we”, “together” more often, and address the parent by name and patronymic as often as possible.

The most important thing in a conversation is the parent’s statement, since it is this that makes the conversation a conversation, a dialogue.

The teacher is required to have the ability to listen. After the teacher ends his message with a question to the parent regarding the issue, he can use active listening techniques to learn many important and necessary things about the student and his family. To do this, the teacher needs to show with all his appearance that he is listening attentively to the parent.

The teacher can express his participation in the dialogue through the reflection of feelings, but about the parent’s story: “I’m glad that we have the same views.”, “I was surprised.”, “I’m upset.” etc. Fulfilling this condition prevents the emergence of conflict when there is a difference of opinion, and promotes mutual understanding of disputes.

Specific advice should only be given by a teacher if a parent asks for advice.

They will be effective when they are specific in content, accessible to implement, and simple in presentation.

Ending the dialogue. The teacher is recommended to summarize the conversation based on the technique of reflective listening - “summarizing”: “If I now summarize what you said, then.” and outline ways for further cooperation, agree on the purpose of the place and time of the future meeting.

The conversation with parents should end with a farewell ceremony.

When saying goodbye to the parent, the teacher should, addressing him by name and patronymic, thank him for the conversation, express his satisfaction with it, see the parent off and say the words of farewell kindly and with a smile.

3. Conducting a conversation teach gel on the initiative of parents.

/. Establishing consent to contact. (Participants in the dialogue discuss the time it will take place.)

Imagine the situation: Your mother’s visit was unexpected for you. You don't have time to talk to her. What will you do?

Having shown maximum attention and consideration to the mother, the teacher, instead of avoiding dialogue, should inform her that he did not know about her arrival and has planned a very important matter that cannot be postponed, and has only minutes. If mom is happy with this, then we can talk, if not, then he will listen to her at any time convenient for her.

In this way, the teacher makes it clear that he wants dialogue, despite unfavorable circumstances.

1. Listen to the parent. Allow the parent to let off steam. Remember that in fact, aggression is not directed at you, but at the image that your parents have. You should mentally separate yourself from this image and, observing the conversation as if from the outside, try to understand what lies behind the aggression, what worries the parent? It is important not to respond to aggression with aggression, because otherwise the situation may become uncontrollable.

Watch your posture!

The teacher’s expression of sympathy and understanding of the parents’ experiences: “I see that you are concerned about (child’s name)’s performance, “I’ll try to understand you.”, “Let’s figure it out together” - will give the conversation a constructive character, which will help to find out the true reason for contacting the teacher.

The teacher should not miss the fact that the parent comes with certain facts. The teacher's task is to determine • the degree of validity of these facts.

The inconsistency of these facts can be proven only with the help of convincing arguments. A teacher's ability to use objective, well-founded arguments increases his competence in the eyes of parents.

All parent questions must be answered. This helps to transfer the conversation to a business level of communication and clarify all the other “pain points” of the parent in the area of ​​​​education of his child.

The conversation should also be ended at the teacher’s initiative.

4. Psychological basis for holding a parent meeting.

Almost always, the purpose of a parent-teacher meeting is to inform parents. Consequently, the teacher acts as an informant at the meeting.

It would seem that the role for a teacher is familiar. But this is only at first glance. Teaching and informing tasks are completely different and require the use of different methods.

Very often, the teacher, without noticing it, makes a substitution: instead of transmitting information to adults in the form in which it would be convenient for them to perceive it, he begins to influence with the help of information, that is, to teach parents. Few adults like this.

As a result, information is not only not accepted and not comprehended, but also generates, regardless of its content, resistance from listeners.

How to make yourself heard? A few tips.

Starting a conversation.

1. The main requirement is that the beginning of the conversation should be brief, effective and clear in content.
2. Think carefully and write down the first 2-3 sentences of your speech on a piece of paper. They should sound as calm and clear as possible, even against the background of your understandable excitement.
3. If this is your first meeting, introduce yourself correctly. Briefly, but emphasizing those aspects of your status and role in relation to children that will form the basis of your authority and significance in the eyes of your parents.
4. Never start with an apology, even if the start of the meeting was delayed, discrepancies or some misunderstandings arose. We can simply state that the meeting did not start somewhat as planned. *

Why shouldn't you apologize? An apology will immediately put you at the bottom and reduce the subjective value of your information in the eyes of your listeners.

1. It is important to start the conversation in silence. Find a way to get attention. It is advisable to do this so that the method you choose does not resemble a lesson.
2. Start the conversation by outlining the very logic of the meeting, its main stages: “First, you and I.”, “Then we will consider.”, “At the end of the conversation, you and I will.”.
3. Designate the place for questions and remarks from parents during the meeting. For example, you can say that it is better to ask questions right away, as the information is being presented. Or, conversely, ask your parents to listen to you fully first and then ask questions.

You can say that to all the questions that I will! asked during your monologue, you will answer later, but for now you will record them for yourself on a board or piece of paper.

Presentation of information. How and where to stand during your monologue?

1. If the class is small or there are few students, it is better to sit in a general circle or to the side of your own table.

Under no circumstances at the table! what a treacherous place it is - the teacher's desk! He instantly revives very specific associations and behavioral stereotypes in the teacher himself and his listeners (all of whom are former students).

1. If the class is large, you will have to stand. Again - next to the table, moving slightly from time to time. The space around the board allows you to control the attention of listeners.
2. If you are saying very important things, move a little forward, right up to the sledge or rows of chairs.
3. When summing up, let the listeners think and comprehend a little, go to the board.
4. Match your voice to the size of the room.
5. You need to use the rhetoric skills you use in class:

• repeating the last words
• modulating accents using the voice.

1. Watch for pauses: there should be some!

Remember that you are not dealing with hyperactive children who are afraid to let go into free communication for two seconds, but with adults. They know how to think.

1. Keep track of nonverbal information that you voluntarily or involuntarily broadcast through your gestures, posture and facial expressions.

When nervous, it is difficult to control facial expressions, and yet they must correspond to the content of the information being transmitted and change in time with it.

It is advisable to use mostly open, friendly postures and gestures: hand movements when gesturing away from you, and not towards yourself, and much more that you know well.

1. Don’t forget to return to the beginning at the end of the conversation and summarize!
2. Don't allow yourself to get distracted by details or get sidetracked during the conversation.
3. Clearly define a topic and stick to it.

• And one last thing. Parents must make sure that such meetings make sense: they take place promptly and end with a certain result, so information should be presented in doses, consistently and clearly.