One of the most important areas of modernization Russian education is to provide conditions for the development of the individuality of the child. To replace the authoritarian pedagogical activity comes the practice of humanistic personally oriented education and upbringing of children. The pedagogy of forced personality formation is replaced by the pedagogy of child support.

The technology of pedagogical support was developed under the guidance of the famous scientist O.S. Gazman.

Its implementation is possible if the foundations of the professional position of the educator are the following rules pedagogical interaction:

a / love for the child, unconditional acceptance of his personality, warmth, responsiveness, the ability to see and hear, empathize, mercy, tolerance and patience, the ability to forgive;

b / commitment to interactive forms of communication with children, the ability to speak in a comradely manner (without lisping and without familiarity), the ability to listen, hear and hear;

c/ respect for dignity and trust, faith in the mission. Each child, understanding his interests, expectations and aspirations;

d / expectation of success in solving the problem, readiness to provide assistance and direct assistance in solving the problem, refusal subjective assessments and conclusions;

e/ recognition of the child's right to freedom of action, choice, self-expression; recognition of the will of the child and his right to his own will (the right to “I want” and “I don’t want”);

e/ encouragement and approval of autonomy, independence and confidence in his strengths, stimulating introspection; recognition of the equality of the child in dialogue and solving one's own problem;

g/ the ability to be a comrade for the child, readiness and ability to be on the side of the child (acting as a symbolic defender and lawyer), readiness not to demand anything in return;

h / own introspection, constant self-control and the ability to change position and self-esteem.

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TECHNOLOGY OF PEDAGOGICAL SUPPORT. O.S. GAZMAN

One of the most important areas of modernization of Russian education is to provide conditions for the development of the child's individuality. The authoritarian nature of pedagogical activity is being replaced by the practice of humanistic personally oriented education and upbringing of children. The pedagogy of forced personality formation is replaced by the pedagogy of child support.

The technology of pedagogical support was developed under the guidance of the famous scientist O.S. Gazman.

Its implementation is possible if the foundations of the professional position of the educator are the following norms of pedagogical interaction:

A / love for the child, unconditional acceptance of his personality, warmth, responsiveness, the ability to see and hear, empathize, mercy, tolerance and patience, the ability to forgive;

B / commitment to interactive forms of communication with children, the ability to speak in a comradely way (without lisping and without familiarity), the ability to listen, hear and hear;

B / respect for dignity and trust, faith in the mission. Each child, understanding his interests, expectations and aspirations;

D / expectation of success in solving the problem, readiness to provide assistance and direct assistance in solving the problem, rejection of subjective assessments and conclusions;

D / recognition of the child's right to freedom of action, choice, self-expression; recognition of the will of the child and his right to his own will (the right to “I want” and “I don’t want”);

E / encouragement and approval of independence, independence and confidence in its strengths, stimulation of introspection; recognition of the equality of the child in dialogue and solving one's own problem;

G/ the ability to be a comrade for the child, readiness and ability to be on the side of the child (acting as a symbolic defender and lawyer), readiness not to demand anything in return;

C/ own introspection, constant self-control and the ability to change position and self-esteem.

The concept of "education".When developing the concept of pedagogical support, O.S. Gazman proceeded from the fact thatthe development of the child proceeds most successfully when there is a harmony of two essentially different processes - socialization and individualization.

First process contributes to the assimilation by the child of the values ​​accepted in society, norms and ways of behavior and activity (the formation in a growing person of a socially typical), and second development of his personality(development of the individually unique in a particular person).

Purpose and principles of education. O.S. Gazman believed that in education there should be two types of goals goal as an ideal and a real goal.

Target setting for the formation of a harmonious, comprehensive developed personality he regarded as the ideal target.

“Without an idea of ​​the ideal,” in his opinion, “it is impossible to build educational work even in conditions that are far from ideal.”

But the real goal education he formulated as follows:give every student basic education and culture and, on their basis, provide conditions for the development of those aspects of the personality for which there are the most favorable subjective conditions (the desire of the individual) and the objective possibilities of the family, school, community, state power in places.

O.S. Gazman believed that the educational interaction between the teacher and the child should be built on the basis ofhumanistic principles. He advised educators to observe the following rules in pedagogical activity.

1. The child cannot be a means to achieve pedagogical goals.
2. Self-realization of the teacher - in the creative self-realization of the child.
3. Always accept the child as he is, in his constant change.
4. Overcome all the difficulties of rejection moral means.
5. Do not humiliate the dignity of your personality and the personality of the child.
6. Children are the bearers of the coming culture. Measure your culture against that of the next generation. Education - Dialogue of cultures.
7. Do not compare anyone with anyone, you can compare the results of actions.
8. Trust - do not check!
9. Recognize the right to make a mistake and do not judge for it.
10. Dare to admit your mistake.
11. Protecting a child, teach him to defend himself.

The mechanism of education. The main postulate of this concept is the thesis thateducation is nothing more than helping the student in his self-development. "Education, - according to Oleg Semenovich's deep conviction, - it is impossible to improve oneself without the desire of the child himself." The teacher can and shouldto provide support to the child in solving his problems of health promotion, the formation of morality, the development of abilities - mental, labor, artistic, communicative, which, in turn, are the basis for the formation of the ability to self-determination, self-realization, self-organization and self-rehabilitation.

After the death of O.S. Gazman, his students developed and described the mechanism of the technology of pedagogical support for the child in solving vital problems. important issues. It is made up ofinterrelated actions of the student and the teacherperformed by them on the following five stages :

- Stage I (diagnostic) -diagnosis of the alleged problem, establishing contact with the child, verbalization of the problem statement;

- Stage II (exploratory)- organizing, together with the child, the search for the causes of the problem (difficulty), a look at the situation from the outside (reception "through the eyes of the child");

- Stage III (negotiable)- designing the actions of the teacher and the child, establishing contractual relations and concluding an agreement in any form;

- IV stage (activity)- the child himself acts and the teacher acts (approval of the child's actions, stimulation of his initiative and actions, coordination of the activities of specialists at school and beyond, immediate assistance to the student);

- Stage V (reflexive)- joint discussion with the child of the successes and failures of the previous stages of activity.

In our school, almost every teacher in the upbringing of children with disabilities partially uses the technology of pedagogical support, but they do not always know that when communicating with students, they use this particular technology.

If we analyze the work of our teachers, we can determine the stages, main directions and ways of providing pedagogical support to the child in solving a problem that is personally significant for him.

Many of us work in these areas.

I. Signal

1. The teacher fixes signals that the child has a significant problem for him:

Inadequate student behavior (aggressiveness, conflict, reactivity, isolation);

Appeal of parents to the teacher or administration

Anxious judgments about the student by classmates and teachers working in that class;

An attempt by the child to directly or indirectly show the teacher that he needs help.

2. Processing by the teacher of the information received and the formation of an assumption about the content and causes of the formation of the problem

3. Security psychological readiness the teacher to the perception of the problem of the child and, together with the students, the search for ways and means of solving it

4. Consultations of a teacher with specialists: a psychologist, medical worker and etc.

II. Contact-creative

1. Determination of the emotional and psychological state of the student, his readiness to communicate

2. Ensuring the emotionally positive mood of the child for the conversation, the elimination of psychological barriers

3. Finding and establishing initial contact with the student

III. Diagnostic

1. Organization of a confidential conversation with students

2. Diagnosis ("decoding") of the child's problem

3. Determination of the causes of the problem

IV. Project

1. The child, with the support of the teacher, determines the ways and means of solving the problem

2. Child and adult agree on an option for interaction in problem solving activities

V. Activity

1. Implementation by the child of the plan of planned actions to solve the problem

2. Pedagogical support for the efforts of the child

VI. Performance-analytical

1. Joint discussion with the child of successes and failures in the previous stages

Classroom teachers of the senior classes help teenagers to successfully master socially significant values, norms, culture of behavior, so that he himself can choose his own life path and realize it, comprehend and master external world to discover and develop your inner world, promote conscious choice further way learning based on their abilities, help (assist) students in solving actual tasks development, training, socialization: problems with choosing an educational and professional route, problems

self-determination and self-development, problems of relationships with peers, teachers, parents.

In conclusion, I would like to say that the technology of pedagogical support refers to the culture of education that grows on inner freedom, creativity, real democracy and humanism of the relationship between an adult and a child. The main rule of pedagogical support is to give an opportunity to overcome the next obstacle, while developing intellectual, moral, emotional, volitional potential and to make children with disabilities feel like a person capable of an act and an independent decision.

14.3.2. Pedagogical support technology

realizing educational process how holistic relationship education, training, socialization and self-determination of the individual, the teacher must recognize the child's right to build their own, individual social experience. AT pedagogical process this requires a special technology called "pedagogical support". Its author is a wonderful innovative teacher Oleg Semenovich Gazman (1936-1996).
Consideration theoretical concept of this technology, it is worth starting with a description of the main concept. The concept of "pedagogical support" is very ambiguous, and at the same time it accurately expresses the technological mechanism of this phenomenon. AT " explanatory dictionary alive Great Russian language"V. Dahl to support means" to serve as a support, stand, strengthen, prop up, prevent collapse and fall, keep in the same form "86. Extrapolation of this characteristic to the field of pedagogy allows us to notice that pedagogical support does not imply radical official intervention in the life of a child , but a careful study of that special, original, with which he is endowed by nature and what has developed in his individual experience.
The interpretation of V. Dahl's Dictionary also indicates that it is possible to support only what has already developed and gives positive results. Hence the second theoretical idea of ​​the technology of pedagogical support: in the process of upbringing and education, it is necessary to support the sociality of the child, his childish social life. In terms of content, the technology of pedagogical support is aimed at:
- health support and physical strength child: organization of a health-saving mode of life for children, introducing them to individually selected forms motor activity to activities that improve health; support for their desire to get rid of bad habits that destroy health;
- support intellectual development children: identifying and developing the cognitive interests of each child, creating conditions for him to succeed learning activities assistance in choosing an individual educational route, including those that go into the field of the future profession;
- support of the child in the field of communication: creation of conditions for humanistic interaction of children, assistance in conscious choice behavior, support for manifestation individual abilities children in leisure activities;
- support for the child's family: study family relations, interaction with the most authoritative family members for the child.
Pedagogical support organizes a special creative atmosphere and constantly cultivates situations of choice in the lives of children. Such situations require from pupils not only the application of knowledge and skills, but also the experience of reflection, independent decision-making, manifestation of will and character. As O. S. Gazman accurately noted, if pedagogy does not know how to work with the natural life situation child, with his initiative, self-determination, she will always experience a crisis in the technology of education.
The technology of pedagogical support radically changes the very organization of the pedagogical process. Education begins to be planned not from the tasks of society, social order, but "from the child", and not so much from his interests, leisure aspirations, but, and above all, from his life problems. The educator, who implements the technology of pedagogical support, acts on the basis of humanistic maxims, which were formulated by O. S. Gazman:
- the child cannot be a means to achieve pedagogical goals;
- self-realization of the teacher - in the creative self-realization of the child;
- always accept the child as he is, in his constant change;
- overcome all the difficulties of non-acceptance by moral means;
- do not humiliate the dignity of your personality and the personality of the child;
- children are carriers of the coming culture, measure your culture with the culture of the growing generation; education - dialogue of cultures;
- do not compare anyone with anyone, you can compare the results of actions;
- trust - do not check!
- recognize the right to make a mistake and do not judge for it;
- be able to admit your mistake;
- protect the child, teach him to defend himself.
The technology of pedagogical support significantly transforms the role and functions of traditional organizers of the pedagogical process - school teachers, class teachers. The teacher who implements this technology is called a "facilitator" (from the English to facilitate - facilitate, promote, promote, create favorable conditions). The term is borrowed from pedagogical concept K. Rogers. In his system, the teacher-facilitator acts as the initiator and stimulator of the meaningful and independent learning of children.
In the practice of our education, the technology of pedagogical support turned out to be more in demand in the field extracurricular activities and communication of schoolchildren, and its main organizer was the released class teacher (he is sometimes called on English manner- "tutor", but this concept does not quite accurately express the nature of pedagogical support).
The technological algorithm of pedagogical support is built around the specific problems of the child or children's community (maybe not yet become a team) and includes five stages.
1. Diagnostic stage
Pedagogical support is carried out only on the basis of knowledge of the individual characteristics of pupils. First stage This technology is the recognition and diagnosis of conflicts, difficult life problems of children, the identification of their emotional states. Each child has his own individual range of possibilities, they should open up not only to the educator, but also to the child himself, whom the teacher includes in self-examination of his personality.
2. Search stage
Together with the child, ways to overcome the problem are determined. The first independent choice the child must do in that area where he already has experience and some past success. At this stage, the educator creates situations in which children simply cannot but make their own choice.
3. Negotiation stage
Assistance to the child in the conscious choice of his behavior and activities is organized:
- "you are free in your choice, but do it not impulsively, but consciously, seriously consider the situation and make a decision";
- "free choice is your readiness to be responsible for your actions";
- "Do not be afraid to make a mistake: we all learn from mistakes, in addition, each of them signals the nearest problem to be solved."
4. Activity stage
At this stage, individual and group counseling, confidential communication "in a circle" are organized: active "listening to the other", manifestation of the ability to take the position of another, open self-expression.
It also needs organization. social practice children, "initiative events", exciting joint activities in the leisure sector. Individual interviews with the parents of schoolchildren, who should become allies of the educator, will not interfere.
5. Reflective stage
The teacher in the technology of pedagogical support works (in the words of O. S. Gazman) "with the child's question to himself." When children have meaningful, reflective questions "to themselves", this means that the teacher has reached the goal.
The center where all the technological efforts of the educator who provides pedagogical support converge is the child's reflective activity. It is built as a system of "seven steps" and works for all technological stages:
- "step one": the child, with the help of a teacher, must show his emotional condition, which will show that he has a problem;
- "step two": in a conversation, through a system of questions, the teacher helps the child to calm down and realize his problem;
- "step three": in a further conversation, the child determines his attitude to the problem: he is afraid of it or is ready to take on its solution;
- "step four": the child reflects on what exactly, when and with whom he will do to resolve the problem found;
- "fifth step": the child, together with the teacher, considers several ways to solve the problem, the choice of the most acceptable one is made;
- "step six": a project plan of their activities is developed and discussed with the teacher;
- "step seven": during the implementation of the project, the child and the teacher constantly discuss: what worked and what did not, whether it is worth doing it further or abandoning the plan.
Growing, maintaining individuality means teaching a child to understand the world and himself, what is happening to him. The technology of pedagogical support causes the natural actions of the child, similar to the interaction of people in real social practice.

Literature for self-education

1. Abramenkova V.V. Social Psychology Childhood: The development of the child's relationship in the children's subculture. M.; Voronezh, 2000.
2. Amonashvili Sh. A. School of life. M., 1998.
3. Bozhovich L. I. Problems of personality formation: Selected works / Ed. D. I. Feldstein. M., 2001.
4. Valyavsky A. S. How to understand a child. SPb., 2004.
5. Gazman O. S. Non-classical education: From authoritarian pedagogy to the pedagogy of freedom / Ed. A. N. Tubelsky, A. O. Zverev. M., 2002.
6. Golovanova N. F. Socialization and education of the child. SPb., 2004.
7. Gumilyov LN Ethnosphere: History of people and history of nature. M., 2004.
8. Kon I. S. The child and society. M., 1988.
9. Mid M. Culture and the world of childhood / Per. from English. M., 1988.
10. Mudrik A. V. Human socialization. M., 2004.
11. Osorina M. V. secret world children in the world of adults. SPb., 2000.
12. Rean A. A., Kolominsky Ya. L. Social pedagogical psychology. SPb., 2000.
13. Subbotsky E. V. The child opens the world. M., 1991.
14. Furnham A., Haven P. Personality and social behavior/ Per. with him. SPb., 2001.
15. Fromm E. Art to love / Per. from English. SPb., 2004.
16. Shakurova M.V. social education at school. M., 2004.
17. Shmakov S. A. Games that develop the mental qualities of the personality of schoolchildren. M., 2003.
18. Erickson E. Childhood and society / Per. from English. SPb., 2000.
19. Yasnitskaya V. R. Social education in the classroom: Theory and methodology. M., 2004.

Tasks for self-control and reflection

1. How would you explain the following facts using what you have learned in this section on pedagogical foundations socialization:
- There is a well-known saying: "Children are the mirror of the family", and many people are convinced that children always imitate their parents, are very similar to them in their behavior and attitudes, sometimes almost repeat their fate. But why, then, in grown-up sons and daughters, parents often with despair discover people who are strangers to themselves, showing such qualities that they were not instilled in the family?
- People of the older generation often recall episodes of their pioneer childhood and Komsomol youth with nostalgia, although many of them do not deny that the pioneer and Komsomol organizations were openly ideological systems.
- Among successful entrepreneurs, there are many who did not excel in school and exemplary behavior. It turns out that the qualities that interfere at school may turn out to be the most important for later life?
2. It is known that in traditional culture there was a special social action of initiation into adulthood (initiation), after which young people were included in independent productive activities. Is it possible to agree with the opinion that school exams and acts of delivery of documents on secondary education perform the functions of rites of initiation?
3. What problems of the influence of the demographic factor of socialization are you personally aware of?
4. What is the name of the phenomenon described in the following definition: "... such an aspect of a person's behavior, activity, which is inorganic for him, is experienced as something external, unreal, different from his "true Self" ... pretend, play, realize artificiality of one's behavior" (I. S. Kon). How does it function in the child's social experience?
5. Ask younger children school age or younger teenagers to complete the sentence "When I grow up, I will..." Analyze the children's judgments about their life plans.
6. Is it possible to agree with the statement that children and adolescents fall into the negative "field" of society if the educators have not formed their attitude towards themselves as a value, that is, they simply do not know, do not love themselves and do not value their life? Justify your position on this issue in the thesis form.
7. The system of socialization of children in the United States actively encourages children to earn pocket money and for the needs of the school. What is your attitude towards this practice? Should the Russian school borrow this experience? Explain the arguments for and against.
8. Do you agree with the opinion that the idea "Childhood is preparation for future adulthood" is harmful pedagogical stereotype? Argument your point of view.
9. In life modern teenagers and youth appeared new game"flash mob" (from the English flash mob - instant crowd). Dozens, and sometimes hundreds of unfamiliar young people, having received information on the Internet, gather in certain place and carry out some kind of public action, emphatically absurd and at the same time innocent, but nevertheless shocking others. So, in Moscow, a crowd of young people with remote controls remote control imitated "changing" channels on a street billboard and chanted "Give us a movie". Ten minutes later, having performed the action, they quickly dispersed without even getting to know each other.
How from a position pedagogical theory socialization to evaluate this phenomenon (choose a point of view that seems more correct to you, or formulate your own opinion)?
- "Mobbers" are representatives of the best part of today's youth: as a rule, successful students, managers. They are so trying to show natural social activity, to experience a moment of unity with each other. They clearly lack the Komsomol, the construction team.
- These are just active netizens virtual space looking for their forms of interaction in real society.
- Flashmob is always organized according to a certain scenario. The question arises: who creates these scenarios, for what purpose? Most likely, we are dealing with a model of sophisticated purposeful socialization.
- At all times in youth environment there were lovers of "joking", just now with the help of the Internet it is easier for them to find themselves and unite.
- Flashmob is a prototype of the youth movement of the XXI century, where the main effect is the joint actions of strangers.
10. Do you agree with the statement of the famous teacher and publicist A. Lobok that "the main thing that a person must learn throughout his life is to present his experiences to the world. Not knowledge and skills, but the development of feelings and experiences - that's what really defines a person's education? Formulate theses in support of the thought of A. Lobok or try to object to him with reason.
11. Give your explanation for the fact that teachers ignore the social experience of children, which is quite common in school practice.
12. Consult online sources. Find material about the features of the socialization of children in the United States and Western Europe. Analyze the information and your impressions. Make up short theses on the topic " Typical characteristics successful child in modern Western society".

The purpose of the master class: development and subsequent active application of the technology of pedagogical support in the practical activities of the teacher-educator

Members: class teachers, deputy directors for educational work, parents of students

Time spending: February 25 (if desired, it will be possible to continue the discussion of issues of interest in the blog "Analysis educational work")

It is assumed that in the process of discussing and posting answers to questions (at the end of each section there is a question that can be answered in the blog by clicking on the link "Analysis of educational work"), the participants of the master class will be able to get acquainted (refresh their memory) with the technology of pedagogical support, exchange experience, ask your questions to each other and the facilitator, analyze the child's problem with the help of O.S. Gazman. The product of the master class can be considered the analysis of the problem performed using the technology of O.S. Gazman (you can select a problem for analysis from the list or propose and analyze your own problem).

Dear participants of the master class, please add yourself to the list:

• Semenova Raisa Mikhailovna
• Levinson Louise Ildusovna

Relevance of the topic

One of essential elements system of education of schoolchildren, focused on the development of the individuality of students, is the activity of a teacher to help the child in solving a problem that is significant for him. The extent to which the teacher-educator has the ability to notice in time, correctly understand and correctly contribute to the solution of the problem situation in which the student is located, largely depends on the success of the pedagogical influence on the development of the student's personality, on the formation and manifestation of his individuality.

Background

Main conceptual provisions on pedagogical support were developed by a corresponding member Russian Academy education by Oleg Semenovich Gazman and presented by him in October 1995 at the All-Russian scientific and practical conference in the report “Losses and gains in education after ten years of perestroika”. The development of the concept was continued by his students and colleagues T.V. Anokhin, V.P. Bederkhanova, N.B. Krylova, N.N. Mikhailova, S.D. Polyakov, S.M. Yusfin, who, together with the staff of the Pedagogical Search Center ( CEO V.M. Lizinsky) prepared a special issue of the magazine “Class Teacher” (2000, No. 3) on the pedagogical support of the child in education.

Technology Definition

Under the pedagogical support of O.S. Gazman understood preventive and prompt assistance to children in solving their problems. individual problems associated with the physical and mental health, social and economic situation, successful progress in learning, in the adoption of school rules; with efficient business and interpersonal communication; with life, professional, ethical choice (self-determination).

Continuing the development of theoretical and technological foundations pedagogical support, students and colleagues of this famous scientist made some conceptual adjustments.

First, in recent works pedagogical support is not opposed to education. For example, N.B. Krylova writes: “... In general, adhering to the position of O.S. Gazman, I still consider support in a broader sociocultural context as an element of any cooperation and interaction, since it is a manifestation of a positive attitude towards human activity and a willingness to contribute to his undertakings and self-realization.

Secondly, it is proposed to consider pedagogical support as essential principle personality-oriented (humanistic) education system. This principle distinguishes the Pedagogy of freedom from the Pedagogy of necessity (forced formation).

Thirdly, pedagogical support is often understood as soft pedagogical technology aimed at promoting the processes of self-determination, self-building and self-expression of the child's personality, the development of his unique individuality.

Revealing the essence of the phenomenon of “pedagogical support”, the developers of the concept emphasize that the semantic and pedagogical meaning of support is as follows: you can support only that, you can help only what is already available, but at an insufficient level, quantity, quality. The main subjects of support for teachers are subjectivity (“selfhood”, independence) and individuality, i.e. a unique combination in a person of common, special and single features that distinguishes him from other individuals.

parenting management

Phenomenon "Problem"

The teacher's actions to support children in a problem situation can become effective when the teacher has a clear idea of ​​what the problem is, what conditions contribute to its resolution, how to provide pedagogical assistance to their pupils. Therefore, we propose to reflect on the following: the authors " Psychological Dictionary” define the concept of “problem” in this way: “Problem is the subject’s awareness of the impossibility of resolving the difficulties and contradictions that have arisen in a given situation by means of available knowledge and experience”.

• Answer the following blog questions:
  • Task 2. Based on this definition, formulate important for teaching practice conclusions about the child's problem and write them down in a blog.
  • Task 3. Remember and write down on the blog page some of the most complex and topical problems of teenagers studying in a modern school.

parenting management

Technology for the implementation of pedagogical support

The teacher can and should support the child in solving his problems of health promotion, the formation of morality, the development of abilities - mental, labor, artistic, communicative, which in turn are the basis for the formation of the ability to self-determination, self-realization, self-organization and self-rehabilitation. Students of O.S. Gazman developed and described the mechanism of pedagogical support for the child in solving vital problems. It consists of interrelated actions of the student and the teacher, performed by them at the following five stages:

Stage I (diagnostic)- fixing a fact, a signal of problematicity, diagnosing a supposed problem, establishing contact with the child, verbalizing the problem statement (pronouncing it by the student himself), jointly assessing the problem in terms of its significance for the child;

Stage II (exploratory)- organizing, together with the child, the search for the causes of the problem (difficulty), a look at the situation from the outside (reception “through the eyes of the child”);

Stage III (negotiable)- designing the actions of a teacher and a child (separation of functions and responsibilities for solving a problem), establishing contractual relations and concluding an agreement in any form;

IV stage (activity)- the child himself acts and the teacher acts (approval of the child's actions, stimulation of his initiative and actions, coordination of the activities of specialists at school and beyond, immediate assistance to the student);

Stage V (reflexive)- joint discussion with the child of the successes and failures of the previous stages of activity, a statement of the fact of the solvability of the problem or reformulation of the difficulty, understanding by the child and the teacher of a new experience of life.

Pedagogical situations

Task 4. Based on one of pedagogical situations try to analyze the problem and propose a solution using the technology of pedagogical support O.S. Gazman.

Situation 1.

Seventh-grader Ivan refuses to do his homework in literature and attend classes in this subject.

Situation 2.

Fifth grader Oleg shows aggression towards weak classmates. He calls names, spoils the personal belongings of children. Once he pushed a girl hard, who fell and broke her arm. The boy insisted that this was an accident and he did not want to harm her.

Situation 3.

Sixth-grader Ira left home and lives with her grandmother. Parents asked for help class teacher after they were unable to persuade the girl to return home.

Situation 4.

Yulia, a ninth-grader, started dating a guy who used to date her friend and classmate Anya. Anya always seeks to harm Yulia, she cannot forgive her for this, even when the relationship between Yulia and the guy stopped. The girls' classmates were divided into two warring camps. The friendly atmosphere in the team was under threat.

Situation 5.

A child often cannot and does not know how to properly protect himself from offenders. Can an adult help a child in solving this problem and how?

parenting management

Parenting management Vkontakte December 5 from 14.00 to 15.00 as part of the web presentation "Theory, methods and practice of studying the effectiveness of a personalized system of raising a child", an online consultation was held on the preparation of a description of existing models of personalized systems of raising children. The consultation was held by Stepanov Evgeny Nikolaevich, Doctor of Pedagogical Sciences, Professor, Head of the Department of Theory and Methods of Education of POIPKRO. You can view the recording of the online consultation by clicking on the link

Conditions for the implementation of pedagogical support

The teacher can provide real support to the student in deciding personally significant problem only when a "helping relationship" is established between them (the term was introduced by Carl Rogers, one of the founders of humanistic psychology and pedagogy). “By these words,” wrote K. Rogers, “I mean such relations in which, according to at least, one of the parties seeks to encourage the other, to personal growth, development, maturation, improvement of life and cooperation. Helping relationships are those relationships in which one of the participants seeks to ensure that one or both parties undergo changes towards a more subtle understanding of themselves, towards strengthening the expression and use of all their potential internal resources. " Of particular interest is the point of view this scientist about the possibilities and conditions for the formation of helping relationships.He names five main conditions. effective assistance a child in a problem situation, the teacher needs to take care of the creation and observance of five conditions:

1. the child's perception of himself as a person who knows how and wants to solve his own problems;
2. congruence of the personality and behavior of the teacher in interaction with his pupils;
3. undoubtedly positive attitude teacher to the child;
4. empathic understanding of the child by the educator;
5. pupils' feeling of congruence, acceptance and empathy of the teacher.

Principles of pedagogical interaction

The success of the formation of these circumstances largely depends on the prevailing pedagogical credo educator, the foundation of which are the fundamental ideas-principles of building educational relationships with children.

Providing pedagogical support for the student, according to T.V. Anokhina, is possible when the educator chooses the following as the principles of pedagogical interaction:

• consent of the child to help and support;
• reliance on the available forces and potentialities of the student's personality;
• faith in these possibilities;
• focus on the child's ability to independently overcome obstacles;
• jointness, cooperation, assistance;
• confidentiality;
• benevolence and non-judgmental;
• safety, protection of health, rights, human dignity;
• implementation of the principle "do no harm";
• reflexive-analytical approach to the process and result.

The presence of theoretical ideas about the conditions and principles of pedagogical support allows the teacher-educator to more reasonably, accurately and correctly carry out practical actions to help a child in a difficult situation.

Techniques and methods for organizing pedagogical support activities

• pedagogical supervision;

• reflections in pairs and small groups;

• "You-statement" and "I-statement";

• active listening(non-verbal emotional support, "Paraphrase", "Edition");

pronunciation

Task 5. Go to the blog and, please, supplement this list with other techniques and methods.

parenting management

Education Management VKontakteThe web presentation was traditionally held in December. Its duration was 8 days - from December 3 to December 10, 2018. It was attended by 225 teachers from 12 regions of the Russian Federation and the Republic of Belarus (for comparison: last year 240 participated, and in 2016 - 225 people). Among the participants are 3 doctors and 18 candidates of sciences. Our web forum was attended by the moderator Researcher Russian Academy of Education Doctor of Pedagogical Sciences Shustova I.Yu. 58 developments were presented at the presentation, of which 41 were selected for collective discussion by the organizing committee. The presented materials were systematized. They made up 7 sections of the web presentation:1. Actual problems research on personalized parenting.2. Theoretical and methodological foundations for studying the effectiveness of a personalized system of raising a child.3. The use of coaching technologies in modeling, building and studying the effectiveness of a personalized system of raising a child.4. Methods (techniques) and techniques of psychological and pedagogical diagnostics in personalized education.5. Reflection by the child of the process and results of self-development.6. Models of personalized systems of education of children.7. Professional development of teachers on issues of personalized education and the study of its effectiveness. The results of the analysis and evaluation of the discussed materials were the comments of the participants of the web presentation. 407 comments were published (in 2017 - 421, in 2016 - 375). Comments were left for each development - from 4 to 21. The following developments were most often commented on: - an individual self-observation diary (Zubovich T.N., school No. 1, Sharkovshchina, Vitebsk region) - 21 times; - a model of a personalized system education “The world in which I live is called a dream” (a team of authors, school No. 7, Ostrov, Pskov region) - 18 times; Pskov region) - 16 times; - article "On understanding the person - key concept personalized approach "(Stepanov E.N., Pskov regional IPKRO) - 16 times; - methodological development "Techniques for reflection by a child of the process and results of his activities for self-development" (Mikhailova S.A., school number 18, Pskov) - 15 times; - methodological development "Fish Skeleton", or Meeting methodological council school on the issue of studying the effectiveness of a personalized system of raising a child "(G.I. Vasilyeva, Pushkinogorsk boarding school, Pskov region) - 14 times; - methodological development" I will definitely fly! (Working with children with limited opportunities health, using coaching technologies") (N. Zarembo, lyceum No. 21, Pskov) - 14 times; - the game "Customs of cognitive activity" (team of authors, Tyamshanskaya gymnasium and POIPKRO, Pskov region) - 14 times; - workshop “I look at you like in a mirror” (team of authors, Tyamshanskaya gymnasium and POIPKRO, Pskov region) - 14 times. Legkostupova O.A. made the most comments. (Vitebsk region), Zevakova N.S. (Smolensk region), Baranova E.I., Vasilyeva G.I., Voronkova E.N., Petrash E.A., Sapogov V.M. and Sidorova T.V. (Pskov region) The analysis of the presented developments indicates that most of the authors not only successfully mastered the theoretical and methodological foundations of the personalized approach, but also were able to contribute to the development of ideas about this methodological orientation. Of particular importance for enriching the theory of personification of education are works on understanding the person as a key concept of a personified approach, systemic factors PSV, fundamental ideas, criteria and indicators for studying and evaluating its effectiveness (Kochergina G.D., Petrash E.A., Sidorova T.V., Stepanov E.N.). Of undoubted interest are the development of problems of modeling and development of PSV (Kovalev A.P., Kurishkina L.A., Legkostupova O.A., Mukhametova O.A., teachers of school No. 7 in Ostrov, school No. 5 in Nevel. Houses children's creativity in Desnogorsk and the Center for children's creativity in Yartsevo, Smolensk region). The technological component of studying the effectiveness of PSV and the development of the child's reflexive abilities has been significantly replenished (Golovchenko L.Yu., Zarembo N.I., Zubovich T.N., Mikhailova S.A., Pegov V.A., Sapogov V.M., Redey G.V., teachers of the Tyamshanskaya gymnasium, etc.). The proposed forms of advanced training for educators (G.I. Vasilyeva, M.V. Ryabushko, teachers of the Vitebsk region) are of interest. workers. For example: 1. Kochergina G.D., Candidate of Pedagogical Sciences, Head of the Department of Education and Socialization of Children and Youth of Smolensky regional institute development of education: “The Smolensk regional research team thanks the organizers of the web presentation for the opportunity to participate in a joint creative work. The materials presented for discussion and the guided discussion not only contributed to immersion in theoretical basis personalized education, but, what is especially important, they help the teacher to decide on the current directions and content of their own research, to compare own positions with the opinions of experienced researchers. Such work gives a good impetus to new ideas and new developments. Absolutely all the developments of this presentation are interesting, each of them has its own zest. This is an invaluable experience!”2. Stepanova L.M., educator of the Pushkinogorsk boarding school: “In my work, the material presented on the PSV model, its five main components, and especially the errors in modeling ideas about PSV and tips for describing each component, will be useful to me. I got more deeply acquainted with the concept of inclusive or included education, this will help me in my work. Thank you!” The web presentation was watched not only from Russia and Belarus, but also from such countries as Great Britain, Germany, Kazakhstan, Kenya, Kyrgyzstan, China, Colombia, Moldova, the Netherlands, Nigeria, UAE, Poland, Romania, USA , Ukraine, France, Czech Republic. There were 6722 page views of the web presentation (in 2017 - 7109, in 2016 - 5560). The organizers of the web forum thank the leaders and members of regional research teams for their active and creative participation in the work of this scientific and methodological event and hope that its results will help to achieve targets this school year and successful completion scientific and methodological developments problems of studying the effectiveness of a personalized system of raising a child. Please do not forget about the comments, remarks and advice made in the comments! We wish you a fruitful and successful New Year! In 2019 (until January 15) we look forward to a description of the models of existing personalized child-rearing systems!

Questions for discussion during the day

Dear colleagues!

Congratulations on the upcoming 2019!

Dear colleagues! We are glad that the master class took place! Thanks to everyone, everyone, everyone for being actively involved in the discussion of the problem of pedagogical support and for offering interesting answers to the questions posed. The list of techniques and methods of pedagogical support has been significantly expanded. I would also like to see solutions to the proposed pedagogical situations with the help of O.S. Gazman, more questions to the participants and presenters of the master class. It is still too early to draw final conclusions. Some participants expressed their desire to continue work tomorrow. We will be glad to meet you! We wish you support always and in everything! --Volodina Elena 14:45, February 25, 2009 (UTC)

Consultation for teachers

Supporting the child in the process of individual communication

Prepared by: Aseeva O.N.

caregiver

Understanding the educational process as an integral relationship between upbringing, education, socialization and self-determination of the individual, the teacher must recognize the child's right to build his own, individual social experience. In the pedagogical process, this requires a special technology called "pedagogical support". Its author is a wonderful innovative teacher Oleg Semenovich Gazman (1936-1996).
Consideration of the theoretical concept of this technology should begin with a description of the main concept. The concept of "pedagogical support" is very ambiguous, and at the same time it accurately expresses the technological mechanism of this phenomenon. In the "Explanatory Dictionary of the Living Great Russian Language" by V. Dahl, to support means "to serve as a support, stand, strengthen, prop up, prevent collapse and fall, keep in the same form"86. Extrapolation of this characteristic to the field of pedagogy allows us to notice that pedagogical support does not imply a radical official intervention in the life of a child, but a careful study of that special, original thing that he is endowed with by nature and what has developed in his individual experience.
The interpretation of V. Dahl's Dictionary also indicates that it is possible to support only what has already developed and gives positive results. Hence the second theoretical idea of ​​the technology of pedagogical support: in the process of upbringing and education, it is necessary to support the child's sociality, his children's social life. In terms of content, the technology of pedagogical support is aimed at:
- support for the health and physical strength of the child: organization of a health-saving mode of life for children, introducing them to individually selected forms of physical activity, to activities that improve health; support for their desire to get rid of bad habits that destroy health;
- support for the intellectual development of children: identifying and developing the cognitive interests of each child, creating conditions for successful educational activities, assistance in choosing an individual educational route, including one that goes into the field of a future profession;
- support of the child in the field of communication: creation of conditions for humanistic interaction of children, assistance in the conscious choice of behavior, support for the manifestation of the individual abilities of children in leisure activities;
- support for the child's family: the study of family relations, interaction with the most authoritative family members for the child.
Pedagogical support organizes a special creative atmosphere and constantly cultivates situations of choice in the lives of children. Such situations require from pupils not only the application of knowledge and skills, but also the experience of reflection, independent decision-making, manifestation of will and character. As O. S. Gazman accurately noted, if pedagogy does not know how to work with the child’s natural life situation, with his initiative, self-determination, she will always experiencea crisis in education technology.
The technology of pedagogical support radically changes the very organization of the pedagogical process. Education begins to be planned not from the tasks of society, social order, but "from the child", and not so much from his interests, leisure aspirations, but, above all, from his life problems. The educator, who implements the technology of pedagogical support, acts on the basis of humanistic maxims, which were formulated by O. S. Gazman:
- the child cannot be a means to achieve pedagogical goals;
- self-realization of the teacher - in the creative self-realization of the child;
- always accept the child as he is, in his constant change;
- overcome all the difficulties of non-acceptance by moral means;
- do not humiliate the dignity of your personality and the personality of the child;
- children are carriers of the coming culture, measure your culture with the culture of the growing generation; education - dialogue of cultures;
- do not compare anyone with anyone, you can compare the results of actions;
- trust - do not check!
- recognize the right to make a mistake and do not judge for it;
- be able to admit your mistake;
- protect the child, teach him to defend himself.
The technology of pedagogical support essentially transforms the role and functions of traditional organizers of the pedagogical process. The teacher who implements this technology is called a "facilitator" (from the English to facilitate - to facilitate, facilitate, promote, create favorable conditions).
Growing, maintaining individuality means teaching a child to understand the world and himself, what is happening to him. The technology of pedagogical support causes the natural actions of the child, similar to the interaction of people in real social practice.

Main pledge The success of any teacher in raising children is the style of communication with children, which can be fundamentally different from the habitual and reproductive way of education and upbringing, which reduces to an elementary transmission of knowledge, norms, ways of thinking.

To understand in which direction the communication style is changing, let's turn to the concept interpersonal relationships American psychologist Eric Bern. In his opinion, in the personality of every person there is what is called "I". This "I" consists of three components: "Child", "Parent", "Adult". Behavior, intonation, style of communication depend on the state of "I" of the communicating person.

The child is usually in the "Child" state, characterized by the following type of behavior: naivety, avoidance of problems, pranks and pampering, games, curiosity, capriciousness or submissiveness, helplessness, etc. in the course of education, the “Adult” component grows, strengthens, dominates - common sense, the ability to decide something, to do business, objectively, carefully listening to the interlocutor, expressing one's point of view (in my opinion, I think, from my point of view).

Teachers often exaggerate the “Parent” component in themselves, the components of which are teaching, instruction, instruction, demand, praise and censure, prohibition, instruction or care, sympathy, advice, help, patronage.

Communication between children and teachers in kindergarten usually takes the form "Parent-Child". When this connection becomes dominant, children begin to be infantile. They get lost in new ones non-standard situations, do not believe in themselves, do not try to find a way to resolve the problems that have arisen. Psychologists believe that multi-level relationships of the “Parent-Child” type are always less strong, they easily disagree, and lead to conflicts.

The most reliable and natural connection- "Adult - Adult". She is the embodiment of a democratic style of communication, so important for the full development of the child, the development of his creativity. The child and the teacher communicate as equals. It can be difficult for a child who is accustomed to constantly being in the “Child” state to enter the “Adult” state, so there may be a mismatch of connections. For example, a teacher addresses a child as an "Adult", and he, embarrassed, answers as "Child" ("I don't know", "I don't remember", etc.) "Parent-Child").

The auxiliary character of the lesson or game (small - Fantik, Luntik, Dunno) helps the child to acquire the state of "Adult" in communication, and the younger one can pass on his experience and from that feel his significance. This strengthens the position of the "Adult" in the child, and he gradually gets used to thinking, reasoning, finding solutions to problems together with the teacher on an equal footing. This contributes to the formation of independence of thinking, the ability to openly express

Bold ideas and hypotheses, defending and argumentatively defending personal opinion, the ability to see shortcomings in one's own judgments and assessments, to accept criticism without resentment. It is important for the teacher to give up the habit of “telling children”, you need to learn talk to them.

Psychologists note that a child very early develops a need for awareness of his significance, recognition, self-affirmation, which the child can realize in a game situation.

It is in the game that the need of a preschooler to act independently, actively, like an adult, is realized. The game motive allows you to make sure that children complete tasks, solve problem situations became meaningful and at the same time interesting, fascinating. Sometimes, in order to solve problems, they need to turn into wizards, artists, tailors, designers, etc. children are happy to join game situation when help is needed for their close friend, to whom they have become attached, have fallen in love. The child acts in the position of an assistant, a protector, and when solving mental problems, he feels quick-witted, smart.

Important for preschoolers isthe need to communicate with adults. Children try to get approval, praise, a positive assessment by an adult. The communication process should be accompanied only positive emotions: the joy of new knowledge, the joy of discovery, the joy of creativity, the satisfaction of praise. Wherein negative emotions unacceptable: comments, boredom, envy about the success of another. Negative ratings are forbidden, so only goodwill and support are used.

Psychologists note that children have a pronounced need for repeated living in a situation. Moreover, children often come up with twists in storylines on their own, it is only important to pick up the idea in time and help implement it. In this case, it is very importantpedagogical improvisation- the ability of the teacher to quickly and correctly assess the situation, to accept a different turn of events.

In the course of classes, conversations, a lot of unplanned situations arise that go beyond the previously thought-out course. The "framework" serves only the purpose of the lessons, and the methods and logic of reasoning are regulated by the teacher, without violating the logic of reasoning of children.

The main task of the educator is to develop in children exactingness towards each other, an attentive, but critical attitude towards peers. And only if the children themselves cannot cope with those who break the rules, the teacher should come to the rescue. Be attentive to the complaints of children, do not regard them as snitching. Realize that in this situation the child wants to be moral and wants others to do the same. Only with the independence of children, control and support from the educator, moral requirements, expressed in the rules of the game, can become the norm of behavior.

This, in essence, is a direct act of self-determination. The formation of the child's experience as a subject of social activity necessarily requires awareness of changes in his personality, his achievements. A new idea of ​​one's capabilities should arise, that is, a new “image of oneself”.

The technology of social self-determination fully realizes the idea: education is what the child does himself.

14.3.2. Pedagogical support technology

Understanding the educational process as an integral relationship between upbringing, education, socialization and self-determination of the individual, the teacher must recognize the child's right to build his own, individual social experience. In the pedagogical process, this requires a special technology called "pedagogical support". Its author is a wonderful innovative teacher Oleg Semenovich Gazman (1936-1996).

Support for the health and physical strength of the child: organization of a health-saving mode of life for children, introducing them to individually selected forms of physical activity, to activities that improve health; support for their desire to get rid of bad habits that destroy health;

Support for the intellectual development of children: identifying and developing the identification interests of each child, creating conditions for successful educational activities, assistance in choosing an individual educational route, including one that goes into the area of ​​\u200b\u200bthe future profession;

Support for the child in the field of communication: creating conditions for the humanistic interaction of children, assistance in a conscious choice of behavior, support for the manifestation of the individual abilities of children in leisure activities;

Support for the child's family: the study of family relations, interaction with the most authoritative family members for the child.

The educator, who implements the technology of pedagogical support, acts on the basis of humanistic maxims, which were formulated by O. S. Gazman:

The child cannot be a means to achieve pedagogical goals;

Self-realization of the teacher - in the creative self-realization of the child;

Always accept the child as he is, in his constant change;

Overcome all the difficulties of non-acceptance by moral means;

Do not humiliate the dignity of your personality and the personality of the child;

Children are the bearers of the coming culture, measure your culture with the culture of the growing generation; education - dialogue of cultures;

Do not compare anyone with anyone, you can compare the results of actions;

Trust - don't check!

Recognize the right to make a mistake and do not judge for it;

Be able to admit your mistake;

Protect the child, teach him to defend himself.

The technological algorithm of pedagogical support is built around the specific problems of the child or children's community (maybe not yet become a team) and includes five stages.

1. Diagnostic stage

Pedagogical support is carried out only on the basis of knowledge of the individual characteristics of pupils. The initial stage of this technology is the recognition and diagnosis of conflicts, difficult life problems of children, the identification of their emotional states. Each child has his own individual range of possibilities, they should open up not only to the educator, but also to the child himself, whom the teacher includes in self-examination of his personality.

2. Search stage

Together with the child, ways to overcome the problem are determined. The child must make the first independent choice in the area where he already has experience and some past success. At this stage, the educator creates situations in which children simply cannot but make their own choice.

3. Negotiation stage

Assistance to the child in the conscious choice of his behavior and activities is organized:

- “You are free in your choice, but do it not impulsively, but consciously, seriously consider the situation and make a decision”;

- “free choice is your willingness to be responsible for your actions”;

- "Do not be afraid to make a mistake: we all learn from mistakes, in addition, each of them signal the nearest problem to be solved."

4. Activity stage

At this stage, individual and group counseling is organized, confidential communication “in a circle”: active “listening to the other”, manifestation of the ability to take the position of another, open self-expression.

Here we also need the organization of the social practice of children, "initiative events", exciting joint activities in the leisure sector. Individual interviews with the parents of schoolchildren, who should become allies of the educator, will not interfere.

5. Reflective stage

The teacher in the technology of pedagogical support works (in the words of O. S. Gazman) "with the child's question to himself." When children have meaningful, reflective questions “to themselves”, this means that the teacher has reached the goal.

Lunacharsky A.V. On upbringing and education. M., 1976. S. 354.

Gershunsky B.S. Philosophy of education for the XXI century. M, 2002; Zapesotsky A. C. Education: Philosophy, cultural studies, politics. M., 2003; Dobrenkoe V. I., Nechaev V. Ya. Society and education. M., 2003.

Kuhn T. Structure scientific revolutions. M., 1977. S. 11

Kamensky Ya. A. Great didactics. Selected pedagogical works. In 2 vols. T. 1. M., 1982. S. 337.

Dewey J. Democracy and education. M., 2000. S. 334.

Rousseau F-F Pedagogical essays. In 2 vols. T. 1.M., 1981. S. 94.

Marx K., Engels F. About upbringing and education. In 2 vols. T. 1. M., 1978. S. 335-336.

Letters of Helena Roerich // New in the world of science and technology. Series "Philosophy and Life". 1991. No. 7. S. 45.

Maslow A. Motivation and personality / Per. from English. SPb., 2001.

Disterweg A. Guide to the education of German teachers // Reader on the history of foreign pedagogy / Comp. A. I. Piskunov. M., 1981. S. 402.

Bondarevskaya EV Theory and practice of personality-oriented education. Rostov n/D, 2000, p. 87.

The "Convention on the Rights of the Child", adopted by the UN in 1989, declares in Article 1: "A child is a human being under the age of 18". Since education is concentrated mainly in this period of a person’s life, in our presentation the concepts of “pupil” and “child” will be used as synonyms.

Burns R. Development of self-concept and education. M., 1986. S. 62-63.

Frankl V. Man in search of meaning. M., 1990.

Kon I. S. Friendship. M „ 1980.

Pedagogy. 2003. No. 10. P. 10.

According to legend, this is the exclamation of Archimedes, who discovered the basic law of hydrostatics.

Mudrik A. V. Social pedagogy. M, 1999. S. 10-11.

Ushinsky K. D. Pedagogical compositions. In 6 vols. T. 1. M, 1988. S. 198.

Gumilyov LN Ethnogenesis and biosphere of the Earth. L., 1990. S. 305.

Khomentauskas G. T. Family through the eyes of a child. M., 2003.

Korchak Ya. Selected pedagogical works. M., 1979. S. 91.

Antsyferova L. I. To the psychology of personality as developing system// Psychology of personality formation and development / Ed. ed. L. I. Antsyferova. M., 1981. S. 4.

Feldshtein D. I. Psychology of personality development in ontogenesis. M., 1989. Ch. 111.

Bern E. Games that people play. People who play games / Per. from English. M., 1988.

Shevandrin N. I. Social psychology in education. M., 1995. S. 205.