Marina Vladimirovna Voronchikhina
Training for teachers of preschool educational institution "Learning to be tolerant"
training: " Learning to be tolerant".
Target:
Develop a concept of effective communication based on the ability to make joint decisions, develop a tolerant attitude towards other people's opinions.
Tasks training:
Development of the ability to self-knowledge (knowledge of one's strengths and weaknesses when interacting with other people);
Formation of reflective and non-reflective listening skills;
Development of social receptivity (ability to empathize and empathize).
Familiarization teachers using tolerant technique “I am the message”, “You are the statement”
Formation of team cohesion teachers.
Equipment: definitions tolerance on large sheets, 3 drawing paper, pencils, wax crayons, a memo for a “rainy day” for each participant.
Required time for training: 1-1.5 hours
Course of the training
1. Warm-up exercise “Let's say hello in different ways”
Target: creating an emotionally positive attitude towards the work of participants in a group.
Required time: 5-7 minutes.
Procedure: I invite the group members to say hello according to the customs of the peoples Volga region: in Russian (hug and 3rd kiss, in Chuvash (Laeh) etc.
2. Exercise "What is" tolerance"
Target: enable participants to formulate a “scientific concept” tolerance; show the multidimensionality of the concept “ tolerance".
materials: definitions tolerance written on large sheets of drawing paper, drawing paper for 3-4 groups of participants, pencils, wax crayons.
Training: write definitions tolerance on large sheets and attach them before the start of the lesson to the board or to the walls with the back to the audience.
Required time: 15-20 minutes
Procedure:
At the beginning of the exercise, it is necessary to give a little information about the concept of “ tolerance".(Appendix 1)
Next, the facilitator divides the participants into groups of 3-4 people. Each group will have to brainstorm their own definition. tolerance and create her logo. The definition should be short and concise. After discussion, a representative from each group introduces the developed definition to the rest of the participants.
By participating in discussions on “Should teacher to be tolerant?”, “What the teacher can be called tolerant? intolerant?”, “How does it help tolerance in the work of a teacher?” teachers get acquainted with these concepts, find out what role the presence of tolerant(intolerant) qualities at work teacher with children and for him in order to maintain psychological health.
3. Exercise “How are we similar”
Target: increasing the trust of group members to each other, the formation tolerant relationships.
Required time: 10 minutes.
Procedure: Group members sit in a circle. The facilitator invites one of the participants into the circle based on some real or imagined resemblance to himself. for example: “Sveta, please come out to me, because you and I have the same hair color (either we are similar in that we are inhabitants of the Earth, or we are of the same height, etc.)". Sveta enters the circle and invites one of the participants to leave in the same way. The game continues until all members of the group are in a circle.
4. Exercise "Language of acceptance" and "Language of rejection".
Target: shaping views teachers about tolerant interaction,
Required time:10 minutes.
Procedure: “Every person wants to be understood and accepted as he is. Ability teacher to the unconditional acceptance of children is, first of all, taking into account the individuality of the child. The need for love, that is, the need for another, is one of the fundamental human needs. Her satisfaction is a necessary condition for the normal development of the child.
Unconditional acceptance does not imply permissiveness and a complete lack of criticism. You can express your dissatisfaction only with individual, specific actions of the child, but with his personality as a whole. It is very important not to forbid the child to experience negative feelings, it will be much more productive to find out the cause of their occurrence and discuss the situation.
Compilation of a list of elements, discussion of verbal and non-verbal manifestations.
Language of acceptance Language of rejection
Smile Threat
Eye Contact Punishment
Encouragement Negative tone
Compliment Comparison not for the better
Evaluation of the act, not personal qualities Refusal to explain
Positive body contact Insult
Undoubtedly, the establishment of good and trusting relationships between adults and the child significantly reduces the level of misunderstanding and conflict.
5. Techniques “I am a message”, “You are a statement”.
Target: introduction teachers with actions in specific situations (communication with children, parents, using communication techniques.
The “I am a message” technique consists of three main parts:
- events (when, if.);
- reaction (I feel.);
- your preferred outcome (I would like to., I preferred., I would be glad).
The primary goal of “I am a message” is to communicate my opinion, my position, my feelings and needs; in this form, the other will hear and understand them much faster. The opposite of “I am the message” is “You are the statement”.
“You are a statement” often disrupt the process of interaction, as they cause the child to feel resentment and bitterness, create the impression that he is always right adult: “You always leave your things”, “You are incorrigible”
(Annex 2)
6. Exercise “Who will praise himself best of all or a reminder for a rainy day”
(This exercise can be used as homework for group members.)
Target: developing the skills of maintaining a positive internal dialogue about oneself; development of the capacity for introspection.
Required time: 20 minutes.
materials: forms with signs for each participant
Training. Draw on the board a large table depicted on the forms.
Conduct procedure. The participants sit in a circle. The host starts a conversation about the fact that each of the people has bouts of blues, a “sour” mood, when it seems that you are worth nothing in this life, nothing works out for you. At such moments, all one's own achievements, victories, abilities, joyful events are somehow forgotten. But each of us has something to be proud of. In psychological counseling, there is such a technique. The psychologist, together with the person who turned to him, draws up a memo in which the merits, achievements, abilities of this person are entered. During bouts of bad mood, reading the memo gives courage and allows you to evaluate yourself more adequately. The facilitator invites the participants to do a similar work. Participants are given forms with tables in which they must independently fill in the following columns.
“My best features”: In this column, participants should write down the traits or characteristics of their character that they like about themselves and constitute their strengths.
“My abilities and talents”: here are recorded abilities and talents in any field that a person can be proud of.
“My Achievements”: This column records the achievements of the participant in any area.
(Annex 3)
7. Exercise “My tolerant circle”.
Target: development of trust in each other, the formation of team cohesion teachers.
Required time: 5 minutes.
Procedure: the group members are invited to stand in a circle, with their eyes closed, to feel the warmth of each other, the unity of themselves with others.
- Assistance in the creation of conditions in a preschool institution for the formation of tolerant attitudes among teachers and children.
- To acquaint educators with the concept of tolerance as a fundamental social value.
- Consider the concepts of “tolerance”, “intolerance”, “tolerant personality”, “limits of tolerance”.
- To promote the development of social susceptibility, trust, the ability to listen to each other.
- Offer teachers games to increase self-esteem in children.
- Increase self-esteem through receiving positive feedback and support from the group.
In the scientific literature, tolerance is seen as respect and recognition of equality, rejection of dominance and violence, recognition of the diversity of cultures, norms, and beliefs of the human community. Tolerance implies a willingness to accept others as they are and to interact with them on the basis of consent.
Each link in the community contributes to the upbringing of children, during which, in any case, the transmission of values is carried out. A key role in the upbringing of children belongs to the family, kindergarten, school. Kindergarten is a place of socialization and the center of the community, a place of familiarization with social values. In order to become a place of relationships built on the values of tolerance, the kindergarten sets certain goals of education in the spirit of tolerance. Teachers need to master the appropriate methods for the formation of tolerant relations in the children's environment, to know how to effectively interact with children in the spirit of tolerance and trust.
1. Exercise “We are similar!”.
Target b:
creating a relaxed, friendly atmosphere in the group;
increasing intra-group trust and cohesion of group members.
Procedure: Group members sit in a circle. The facilitator invites one of the participants into the circle based on some real or imagined resemblance to himself. For example: “Come, please, to me, those who have the same hair color as me (or we are similar in that we are inhabitants of the Earth, or we are of the same height, etc.)”. The game continues until all the members of the group are in the circle.
2. Exercise “Tolerant personality”.
to acquaint participants with the main features of a tolerant personality;
enable teachers to assess the degree of their tolerance.
Materials: Questionnaire forms for each participant (see appendix).
Procedure: Participants receive questionnaire forms. The facilitator explains that the 15 characteristics listed in the questionnaire are characteristic of a tolerant person.
Instructions: First, in column A, put:
“+” opposite those three features that, in your opinion, are most pronounced in you;
Then in the column AT put:
“+” opposite those three features that, in your opinion, are most characteristic of a tolerant personality;
This form will remain with you and no one will know about the results, so you can answer honestly, without looking back at anyone.
You have 3-5 minutes to complete the questionnaire.
Then the facilitator fills out a pre-prepared questionnaire, attached to the board. To do this, he asks to raise the hands of those who marked in the column AT first quality. The number of respondents is counted and entered in a column of the form. In the same way, the number of responses for each quality is counted. Those three qualities that scored the most points are the core of a tolerant personality (from the point of view of this group).
Participants get the opportunity to:
- Compare the idea of a tolerant personality of each member of the group with the general group idea.
- Compare self-image (“+” in column “A”) with the portrait of a tolerant person created by the group.
3. Exercise "Magic bag".
- development of imagination, creative thinking.
work with the concept of “tolerance” using the associative series;
Materials: a basket or bag with small items (for example, Kinder Surprise toys, badges, etc.). The number of items must exceed the number of group members.
Procedure: The facilitator walks in a circle with a “magic” bag containing various small items. Participants, without looking into the bag, take one item. When everyone is ready, the facilitator invites everyone to find some connection between this subject and the concept of tolerance. The story begins with the participant who first received the toy. For example: “I got the ball. It reminds me of the globe. I think that tolerance should be spread all over the world.”
- Exercise “Emblem of Tolerance”.
continuation of work with definitions of tolerance;
development of fantasy, expressive ways of self-expression.
Materials: paper, colored pencils or felt-tip pens, scissors, adhesive tape.
Procedure: Participants will create an emblem of tolerance.
Everyone will try to draw such an emblem on their own, which could be printed on dust jackets, national flags ... The drawing process takes 5-7 minutes. After completing the work, the participants examine each other's drawings (you can walk around the room for this). After seeing the creations of others, the participants should be divided into subgroups based on the similarities between the drawings. It is important that each participant independently decides on joining a particular group. Each of the resulting subgroups should explain what their drawings have in common and put forward a slogan that would reflect the essence of their emblems (discussion - 3-5 min.). The final stage of the exercise is the presentation of the emblems of each subgroup.
For the successful formation of tolerant attitudes at the individual level, it is important to know what are the main differences between tolerant and intolerant personalities. Psychologists believe that an intolerant personality is characterized by the idea of one's own exclusivity, the desire to transfer responsibility to the environment, high anxiety, the need for strict order, and the desire for strong power. A tolerant person is a person who knows himself well and recognizes others. The manifestation of sympathy, compassion is the most important value of a tolerant society and a feature of a tolerant person.
5. Group discussion “Tolerant personality. intolerant personality. Limits of Tolerance”.
What manifestations of tolerance - intolerance have you encountered in your life? (from participants' experience)
What manifestations of tolerance - intolerance in the history of mankind have you encountered?
Where are the boundaries of tolerance?
It is advisable to start dealing with the problem of tolerance from the senior preschool age, since it is then that the value foundations of the worldview are laid, this age is sensitive for the education of morality.
- Formation of the child's ideas about himself as a unique, self-valuable, inimitable personality.
- The development of ideas about other people based on comparing oneself with them, highlighting similarities and differences.
- Communication of knowledge about the world around in accordance with the basic program (peculiarities of culture, way of life, way of life, family life ...)
- Formation of internal and external legal culture so that the main moral qualities (fairness, respect, compassion, self-esteem, goodwill) become an integral part of the life of preschoolers.
In order for the work on the education of tolerance among preschoolers to be fruitful, it is necessary to involve a wide range of activities and different types of activities for preschoolers. This is a huge daily work of teachers.
The foundations of tolerance are laid in preschoolers in the process of working in the classroom, during leisure activities, in everyday life, in play activities.
In the formation of tolerance among preschoolers, it is necessary to use game methods, since the game is the main activity of preschool children.
I offer several games that can be played with preschool children to increase self-esteem, foster goodwill, and respect for each other.
6. Exercise “Magic glasses” (for children)
Purpose: Overcoming an alienated position in relation to peers.
Procedure: The facilitator announces: “I want to show you magic glasses. The one who puts them on sees only the good in others, even what a person hides from everyone. Now I’ll try on these glasses ... How beautiful, funny, smart you all are.” Approaching each child, an adult names some of his good qualities. “Now I want you to take turns trying on these glasses and take a good look at your neighbor. Maybe you'll notice something you didn't notice before."
7. Exercise "That's great!" (for kids)
Goal: Increase self-esteem, get support from the group.
Procedure: Group members stand in a circle.
Instruction: Now one of us will come out in a circle and say about his favorite quality, skill or talent (for example, “I love to dance”, “I can jump over puddles”). In response to each such statement, all those who stand in a circle should respond in unison, “That's great!” and raise your thumb at the same time.
Participants take turns in the circle.
8. Exercise "Applause" (for children).
Procedure: Participants sit in a circle. The facilitator asks all those who have a certain skill or quality to stand up (for example: “Stand up all those who can embroider, ski, like to watch TV shows, dream of learning to play tennis”, etc.). The rest of the group applaud those who stood up.
- Exercise “Compliments” (for children).
Goal: Increase mood and self-esteem, activate group members.
Procedure: Participants sit in a circle. The leader throws the ball to the one who wants to compliment (for example: “You are kind”, etc.). Then the compliment is said by the participant who had the ball.
The game continues until all members of the group have given a compliment.
How to become tolerant? First of all, you need to be yourself, having a sense of humor, see your mistakes and your shortcomings.
If we show tolerance towards ourselves, then we become tolerant towards others, and then it is easier for us to accept people as they are.
10. Exercise “Flower of my tolerance”.
Purpose: Increasing self-esteem, developing trust in the group.
What helps me to be tolerant?
On a sheet, draw a flower with petals according to the number of people. The name is written in the center. On one of the petals, a person writes for himself the quality that, in his opinion, helps him to be tolerant.
11. Feedback from group members:
What did you like today, what was difficult, what would you like to say?
Literature
- Soldatova G.U., Shaigerova L.A., Sharova O.D. “To live in peace with oneself and others” - M: “Genesis”, 2001.
- Fopel K. How to teach children to cooperate? - M .: "Genesis", in 4 volumes, 2003-2004.
Municipal educational institution
Pervomaiskaya secondary school
"Tolerance as one of the main competencies of a teacher"
social studies teacher
Y.V. Tereshkina
Pervomaisk
Terms:
Tolerance
In English - readiness to be tolerant; in French, an attitude when a person thinks and acts differently than you yourself; in Chinese - to be great in relation to others; in Arabic - mercy, patience, compassion; in Russian - the ability to accept others for who they are.
Competence is a set of certain knowledge, skills, personal qualities in a certain field of activity.
Professional competence - the ability to successfully act on the basis of practical experience, skills and knowledge in solving professional problems.
The new realities of education increase the complexity of professional and pedagogical activity associated with intellectual and emotional stress, overcoming psychological difficulties. Changes in the field of education are accompanied by the expansion of the professional functions of the teacher, whose “repertoire” of behavior is supplemented by the performance of the functions of a consultant, designer, researcher, and others. The study of pedagogical and psychological literature revealed that most of the teacher's working day (66.2%) takes place in a tense environment, and the situations of communication between the teacher and students are the most tense, so now the most significant problem is the development of tolerance as a professional value of a modern teacher.
The development of tolerance is one of the most important aspects of the professional training of a teacher, as it contributes to the establishment of harmonious relations with colleagues, students, people around and the whole world, creates conditions for increasing emotional stability, good psychological well-being.
The teacher's tolerance is manifested in the attitude towards the child as a person who has both good and bad traits, accepting him as he is. Hence the teacher's task is to build his activity, developing his best features in the child and weakening, limiting his negative ones. Tolerance is impossible in an authoritarian style of communication. Therefore, one of the conditions for the education of tolerance not only among students, but also among teachers, is the development by the teacher of the humanistic principles of communication with children and their parents in the organization of the educational process.
The activity of the teacher in the formation of tolerant relations lies in the readiness and ability to enter into a dialogue, together with others to seek the truth and report the results of their search in a form understandable to everyone who needs this truth.
The teacher is the soul of the educational process. As the soul gives the body the necessary vital energy, so the teacher gives the students the energy to assimilate values and understand the essence of relationships. Teaching peace and tolerance depends on the presence of an atmosphere of cooperation in the classroom, school. And such an atmosphere is created by tolerant and peaceful teachers. Therefore, tolerance is one of the main competencies of a teacher. If the teacher is tolerant, confident, open, non-directive, benevolent, acts in relation to the student as a mentor, assistant, he will have a positive impact on others. Let's rephrase the well-known saying "Children love with reflected love" into something relevant for us: "Children behave the way we behave."
The manifestation of a tolerant or intolerant attitude towards children is determined by how the teacher resolves the contradiction between the requirements that he, in accordance with accepted standards, imposes on children, and the measure of their real implementation on the part of children. An intolerant attitude towards children on the part of teachers most often occurs when a child, for one reason or another, does not meet the requirements, causing irritation and aggression. In turn, a tolerant teacher is able to overcome his irritation, understand the true motives of the child’s behavior that cause a negative reaction, and, ultimately, showing patience, accept the child, understand the fact that the process of upbringing and education does not give a one-time effect, and the results can appear after many years. At the same time, almost any teacher understands the importance and significance of patience and tolerance in the pedagogical process, however, not everyone really knows how to acquire this property. T tolerant teacher:
realizes that he is perceived as a role model;
learns and uses relevant skills to promote dialogue and peaceful conflict resolution;
encourages creative approaches to problem solving;
promotes the involvement of students and parents in decision-making and the development of programs for joint activities;
teaches to think critically and knows how to appreciate the positions of others;
values cultural diversity and creates conditions for the recognition of cultural differences and their manifestation in life.
Never humiliate or suppress a student's personality. To force children to do by force what seems good to us is to instill in them an aversion to what seems good to us.
It is unacceptable to divide children into smart and stupid, rich and poor, good and bad. It is necessary to avoid unambiguous, categorical assessments and incorrect comparisons of children with each other.
You can evaluate actions, views, but not the children themselves.
You can compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him over a given period of time.
Get rid of pedagogical authoritarianism and despotism, the illusion of one's own infallibility and guaranteed rightness. Salvation from pernicious lust for power - in reflection, constant self-control.
Smile more often! Be friendly! There is nothing more unpleasant in school than a gloomy, angry face of a teacher.
A real teacher constantly develops originality in himself, struggles with formalism and indifference with all his might, shows initiative and creativity.
Teacher, see the world through the eyes of a child.
A true teacher loves the school, not himself at school. He values the kind attitude of colleagues, children, parents and is ready to help, without waiting until he is asked about it.
For the teacher, the personality of the child is the goal, object and result of pedagogical activity, the child himself is an equal subject of interaction.
Remember that the most important questions are not asked to people, but to yourself, but the answers to them should be sought together. Self-knowledge, self-management is the concern of every teacher.
If others do not share your points of view, this is not an indicator of their failure.
Do not suffer from the fact that not everything is ordered, strictly, correctly in the surrounding reality and people. Accept the world around you the way it is.
Be tolerant of human shortcomings and weaknesses. Know how to admit when you are wrong and, if necessary, apologize.
Be interested in productive communication with people, turn to the positive that they have, turn people to your good side.
Positive influence - a smile, a nod, an eyebrow raised, an attentive look, open arms, a handshake, applause;
Negative influence - frown, look from under half-closed eyelids, hostile look, intent, mockery, arms crossed on the chest, “arms to hips” posture, gaze directed to the side during the student’s answer.
A teacher's behavior tells students a lot about how the teacher really feels about them. You need to constantly monitor your communication style with students. The professional competence and individual abilities of the teacher determine the success of any event in the educational process.
Education of a culture of tolerance should be carried out according to the formula: "parents + children + teacher." The activities that parents participate in are a good example of the interaction between the two most important factors in a child's life - the school and the family, joining forces in an educational process aimed at fostering an open, non-judgmental attitude towards human diversity. The path to tolerance is a serious emotional, intellectual work and mental stress, because it is possible only on the basis of changing oneself, one's stereotypes, one's consciousness.
Do not show your superiority over a person, even if it is your student, we must say. Let's see something good in every child. Tolerance should be such that we can accept as useful even views that are opposite to us, given that thanks to them we realize, re-evaluate our views.
Workshop
What meaning do students put in the concept of "tolerant teacher"?
Poll results:
“A tolerant teacher is a tolerant person first of all. The same applies to all students. Does not divide them into rich and poor, bad and good. Courageous in communicating with students who are different from others "
And now let's try to make a group portrait of a tolerant person.
We conduct a survey, while explaining the meaning of concepts, summing up.
Questionnaire
“Traits of a tolerant personality”
|
Tolerant personality traits |
Column A |
Column B |
|
disposition towards others | ||
|
condescension | ||
|
patience | ||
|
sense of humor | ||
|
sensitivity | ||
|
confidence | ||
|
altruism | ||
|
tolerance for differences | ||
|
self-control | ||
|
benevolence | ||
|
the ability to not judge others | ||
|
humanism | ||
|
listening skills | ||
|
curiosity | ||
|
empathy |
Instructions: First, in column A, put: “+” in front of those three features that, in your opinion, are most pronounced in you; “0” next to the three traits that you have the least expressed. Then in column B put: “+” in front of those three features that, in your opinion, are most characteristic of a tolerant person. This form will remain with you and no one will know about the results, so you can answer honestly, without looking back at anyone.
Tolerant personality traits:
Disposition towards others implies a good attitude, sympathy for others.
A person with this quality always remains simple and open.
Condescension- this is a tolerant attitude towards someone's weaknesses, shortcomings, the absence of excessive demands.
Patience- this is a character trait that helps to endure physical, mental or emotional stress, the ability to strive for a goal for a long time, even without getting a result at first, or getting an insignificant result.
Sense of humor- the ability of a person to relate to what is happening with ease, to make humorous comments, to behave funny in some situations.
Sensitivity it is a respectful attitude and care for people, attention to their needs and requests.
Confidence- it is a psychological state by virtue of which we rely on someone, on an opinion that seems authoritative to us.
Altruism- the ability to disinterestedly sacrifice one's own interests in favor of the interests of another.
Tolerance for differences position of openness and respect for differences between people (national, religious…)
Self-mastery means to be the master of your mind, your emotions,
the ability to discipline yourself.
Goodwill- a constant positive attitude towards the environment.
Ability to not judge others the ability to understand another, to put oneself in his place.
Humanism- humanity in relation to people.
Listening skills- one of the ways to show respect for a person, to establish deep contact with him, to understand the essence of what was said.
Curiosity- active interest in the world around, phenomena, people.
The ability to empathize the ability to sympathize with another, to experience with him his state of mind.
Love each other and learn to forgive!
Thank you for your attention!
Literature:
1. Baibakov A.M. Introduction to the pedagogy of tolerance: For teachers and high school students, M., 2002.
2. Declaration of the principles of tolerance. Approved by resolution 5.61 of the General Conference of UNESCO of November 16, 1995.
3. Kleptsova E.Yu. The teacher's tolerance for children is the basis for the prevention of maladjustment in educational institutions//Problems of social adaptation of children.
4. Concise Philosophical Encyclopedia M., Progress. Encyclopedia, 1994
The municipal stage of the XVI All-Russian contest of children's and youth creativity on fire safety "The Burning Bush" has ended. Our pupils also took part in this competition. Many became prize-winners and winners, received memorable prizes and diplomas.
Young talents at the Magic Lantern Theater
In the days of the theater, the City Theater Center "Magic Lantern" again opened its doors to the X anniversary city festival of puppet theaters of kindergartens "Doll, I know you!" Our pupils, together with teachers, prepared a musical fairy tale in a modern interpretation "The Cat, the Rooster and the Fox". There are no losers in this festival. Young theater-goers were awarded memorable prizes and a diploma in the nomination "Original Performance Solution"
Maslenitsa week
Together with Skomorokhs, a Russian beauty and, of course, the sun, Maslenitsa entertainments took place on the eve of the holiday. Fervent songs, folk games and fun with felt boots, tug of war, relay race with frying pans and funny jokes were very popular with children and adults!
Congratulations to mothers and grandmothers on International Women's Day
On the eve of this wonderful spring holiday, matinees for mothers and grandmothers were held in the kindergarten. The children sang, danced, recited poems and gave touching handmade gifts to their beloved mothers.
Unusual congratulations on the Day of March 8
The boys from group No. 12 (teacher Rizo Olga Anatolyevna) prepared an unusual congratulation for their girls. A bouquet of flowers appeared directly from the water!
In the world of traffic light sciences
On February 27, a real traffic police inspector came to visit the preschoolers! She told the children about the main road signs, together with the inspector the children played various games, repeated the rules of the road and watched an educational cartoon.
Worthy final of the competition "Teacher of the Year - 2019"
On February 26, the final of the city competition of professional skills "Educator of the Year 2019" was held. Our teacher is a psychologist Novik Oksana Yurievna adequately coped with competitive tasks and became WINNER! We congratulate our colleague and wish you further professional success!
Water relay race in honor of Defender of the Fatherland Day
On the eve of the Defender of the Fatherland Day holiday, the boys from group No. 12 (teacher of the rizo Olga Anatolyevna) took part in the water relay race. Irina Vladimirovna, the sports director of Krasnykh, commanded the parade, and on the shore, a support group “cheered” for the guys. The boys showed all their skills, showed dexterity and ingenuity, swimming speed, strength in tug of war and proved that they are the real future defenders of our Motherland.
World day of painting the sun in the snow
January 31st is World Day of Drawing the Sun in the Snow. Our preschool children also decided to support this wonderful action and gathered in a cheerful round dance. Funny chants, songs and round dances with the Sun and Petrushka remained in the memory of the children for a long time, and then everyone began to paint the sun on the snow with paints, colored water and even spatulas!
"Interaction of teachers and parents in the education of tolerance"
In Russian society, attempts have been repeatedly made to solve the problem of the socialization of children with disabilities, for example, through the creation of special rehabilitation centers. However, their main feature was that healthy teachers communicated with disabled children. In the case of inclusive education, healthy children communicate with children with disabilities. Particular attention is paid to the process of entry of disabled children into the general educational process and extracurricular activities, their perception by ordinary children, their parents, teachers, tolerant attitude towards disabled children.
Modern civil society is impossible without the active involvement of all its members in various activities, respect for the rights and freedoms of each individual, providing the necessary guarantees of security, freedom and equality.
This issue is especially relevant in the activities to involve people with certain physical disabilities (we would even say - rather features) in our social environment. The concept of a disabled person is inherently flawed, we attribute to these people an inferiority complex, in which they themselves begin to believe. Many opportunities in study, development, and sports are closed to them. The attitude of ordinary people towards the disabled is characterized by prejudice and prejudice. Moreover, in our society, this attitude is cultivated from childhood.
One of the options for solving this problem is the development of an institution of inclusive education in Russia, aimed at:
involvement of children with disabilities in the educational process;
socialization of children with disabilities in modern society;
creation of an active behavioral attitude in children with disabilities to confidently position themselves in modern society;
the ability to turn your shortcomings into virtues;
changing the attitude of modern society towards people with disabilities through the above-mentioned involvement of children with disabilities in our society.
The system of inclusive education includes educational institutions of secondary, vocational and higher education. Its goal is to create a barrier-free environment in the education and training of people with disabilities. This set of measures implies both the technical equipment of educational institutions and the development of special training courses for teachers and other students aimed at their work and the development of interaction with people with disabilities, the development of tolerance and changing attitudes. In addition, special programs are needed to facilitate the process of adaptation of children with disabilities in a general education institution.
Interaction of teachers and parents in the education of tolerance.
Parents are the first and main educators of children, and it is impossible to form tolerance in a child, like any other quality, if they are not allies of teachers in solving this problem.
The family gives the child an important experience of interacting with people, in it he learns to communicate, masters communication techniques, learns to listen and respect the opinions of others, to be patient and careful with his loved ones. In mastering the experience of tolerant behavior, the personal example of parents and relatives is of great importance. First of all, the atmosphere of relations in the family, the style of interaction between parents, between relatives, children significantly influence the formation of tolerance in a child.
The problem of tolerance is common for teachers and parents. The family can help the school in many ways. However, very often it is the parents who sow the seeds of enmity, hostility, without even noticing it. Children absorb the assessments of their parents, perceive their negative attitude towards other people, not like everyone else. Events have shown that children are also infected with the hostility of adults.
In this regard, purposeful work must be carried out with the parents of students, explaining to them the importance of educating a culture of communication in children. It is important to organize a joint discussion of these problems with students and parents; the personal example of adults instills in students a sense of respect for other people, tolerance for other views. It is very difficult to form tolerance in children if parents do not possess this quality.
It is unlikely that a teacher will be able to re-educate parents, but it is possible to influence the nature of the relationship between parents and children, to correct their actions in relation to the child and other people during special work. This interaction should be based on the idea of humanism, which implies:
identifying and taking into account the interests, needs of the participants in the interaction in the organization of joint activities and communication;
reliance on the positive aspects of parents and children;
trust in the child and parents;
accepting parents as their allies, like-minded people in raising a child;
approach with an optimistic hypothesis to the family, parents, child, to solving emerging problems;
interest in the fate of the child, family problems, protection of the interests of the child and the family, assistance in solving problems;
promoting the formation of humane, benevolent, respectful relations between parents and children;
care for the health of the child, for a healthy lifestyle of the family;
creating situations of manifestation of mutual attention, care for the family, children, parents.
One of the tasks of teachers is to regulate the relationship between parents and children, which contributes to the formation of tolerance among the interacting parties, which means:
studying the state, tracking the results of interaction between parents and children;
identification of difficulties, problems of interaction in the family and selection of pedagogical means of its regulation;
organizing the study and generalization of best practices of interaction between parents and children;
promotion of the best achievements of interaction between parents and children;
teaching students and parents to work together and communicate;
creation of a favorable atmosphere, environment for establishing contacts between parents and children in the organization of joint activities.
The interaction between teachers and parents is based on the principles of mutual trust and respect, mutual support and assistance, patience and tolerance towards each other.
The work of teachers with parents on the formation of tolerance in children is carried out taking into account the characteristics of the family, parents and, above all, family relationships.
In order to understand a personality, it is very important to know the immediate social environment in which it is brought up. So at home, in the family, the child is in other, compared with the school, conditions of education, so the task of the school teacher is to help the student's parents continue the line of education begun at school. And the teacher himself copes with his tasks more successfully if he finds assistants in the person of his parents.
The teacher can get acquainted with the family of a schoolchild in various forms, he can start with a small questionnaire for parents. It can be used to obtain data on the social and living conditions in which the student's family lives, and on the parents' understanding of the tasks, goals of family education and their efforts in this direction. The questionnaire will make the parents themselves think about their attitude towards the child and identify miscalculations in family upbringing. Based on the results of the questionnaire, the main questions for a conversation with the student's parents will be determined.
An essay competition for parents "My child" can be held at the school.
The participation of parents in this competition indicates an interest in their child, and the content of the essays will show how parents perceive and see their children, which is significant for them.
It is useful to compare the results of the survey of parents with the opinions and answers to similar questions of children. For elementary school children, you can offer to make drawings or write an essay on the topic "My family" or "A day off in our family."
The relationship between parents and children can be studied in specially created situations.
The best way to study the relationship between parents and children, the formation of tolerance and what needs to be developed, purposefully educated in children, is to conduct family competitions, organize joint activities of parents and children.
Identification of problems in the upbringing of children, family relations, and the behavior of parents will allow organizing special education of parents, teaching them the skills of tolerant communication.
The organization of psychological and pedagogical education of parents on the problems of fostering tolerance in children provides for:
taking into account the age and individual characteristics of children;
interrelation, conformity of programs, forms of education of tolerance in children and subjects of education of parents;
identifying problems in the education of tolerance in children and taking them into account when determining the topics of education of parents.
the essence of the concept of "tolerance", its main characteristics and manifestations;
types of tolerance;
factors influencing the formation of tolerance in children;
relationships in the family as a factor in the education of tolerance in children;
methods of education of tolerance in children;
an example of parents in the education of tolerance in children;
features of education of tolerance in students of different ages.
Approximate topics of classes and conversations with parents:
The role of communication in a child's life.
Causes of conflict in children.
How to teach children to communicate?
How to teach a child to understand other people?
Education in children sensitivity and attentiveness.
Ethics of family communication in children.
Cultivating a tolerant attitude towards people.
Sample questions for discussion (possible joint participation of parents and children by mutual agreement):
What does it mean to be tolerant in dealing with people?
Is there a limit to tolerance? What (where) is she?
Do you need to be yourself?
Do you need to control yourself?
Is it possible to live without conflicts?
Possible situations for discussion:
Your child says that his friend's parents buy him everything he wants. What will you answer?
Your child hit a classmate who:
a) called him insultingly; b) humiliated, insulted the girl; c) constantly mocks classmates who are weaker than him, etc. Your actions.
It is better to take situations for discussion from the life of the class team, school, without indicating names.
To form mutual respect, sensitivity and attentiveness between children and parents, to create a favorable atmosphere in the family, it is advisable for the class teacher to carry out the following work.
1. Creating situations for nurturing a respectful attitude of children towards their parents:
organization of congratulations on holidays, birthdays (preparation of gifts, surprises for parents);
conducting essays, the topics of which are related to the story of their loved ones, family ("My family", "How my parents work", "My genealogy", etc.);
creative meetings with parents who talk about their profession, hobbies, views on the current problem;
organization of exhibitions of the results of the work of parents.
2. Work with parents to create a favorable atmosphere in the family:
familiarization of parents with the traditions that develop relationships in the family (holding family holidays, preparing surprises for each other, congratulations on important events for each family member, distribution of responsibilities between parents and children);
promotion of the experience of forming positive relationships in the family, the approval of parents who provide a favorable atmosphere for the child in the family.
3. Organization of joint activities of parents and children:
Holding a "feast of the family".
Conducting joint classes, workshops for parents and children, for example, on communication issues, relationships between parents and children, choosing a profession and others (taking into account the suggestions of parents and children).
Creation of joint associations of interest, club type.
It is best to study and regulate the relationship between children and parents when organizing joint activities of teachers, students and parents.
organization of family competitions at school and class - "Sports family", "Friendly family", "Reading family", competition of family newspapers, etc.;
presentation of the results of joint creativity of parents and children, a story about hobbies in the family ("The World of Our Hobbies", organization of exhibitions of creative family works);
conducting joint affairs (hiking trips, labor affairs, office decoration, general cleaning, excursions, etc.);
performance of creative family tasks in the preparation of events (decoration of visibility, performance, presentation of the project, etc.);
performing family tasks in academic subjects (make calculations; describe observations; conduct experiments; determine an order for the manufacture of a household item for the home, develop a project for its manufacture, implement this project and present the results of joint work; prepare a message on the issue, etc.).
Carrying out targeted work with parents and children on the formation of tolerance can give results if the teacher himself is an example of a tolerant and respectful attitude towards parents and children, shows a positive example of humane interaction with the family.
Some ideas to help you get started. Below are some specific suggestions.
1.Teach your students about the dangers of condescension and how and why it can humiliate children with special needs. Help them realize that treating people in a way that is responsive to their needs is simple justice, not charity on your part. You must have sources of information (people, videos, books, magazines) that will help you in this endeavor.
2. Consider ways in which you can respond to the needs of all students in an impartial manner. For example, if one of them gets sick, call him or write to him using regular or e-mail. When one of the students is having a hard time with work, be flexible, even if it is one of the brightest or, conversely, the most difficult students.
3. Encourage all children, even those with special needs, to help each other. Some students may be able to do things that will help others. Someone may need, for example, that someone just hold his jacket. The very fact of help is important, and it does not matter whether it is big or small.
4. Tell students about people who work with others and help them without thinking that they will later be praised or thanked. Examples include police officers, doctors, firefighters, social workers, lawyers, and even teachers and parents. A helping culture should be part of the class culture.
5. Show rejection of unwanted behavior while maintaining an attitude of acceptance of each student as an individual. Some children may not need constant attention. Others, on the contrary, need attention because they feel insecure. You know the kind of unwanted behavior that children and some adults can have. It must be judged against the rules of the class, whether the student has special needs or not. However, as mentioned above, it is no secret to anyone that the behavior of a particular student may more often not correspond to the norms due to his special condition. The same applies to students who are not feeling well, who do not have the opportunity to have a good breakfast, or those who grow up in an unfavorable atmosphere. You may have to come to terms with expecting less from one student than another if you are to accept the individual needs of each. You will find that children are fine with you giving them different tasks and expecting different results from them if you explain to them why you are doing it. Nothing quells backlash quite like openness and honesty.
