What is school discipline for? Discipline in the classroom - cooperation or opposition

CHILDREN AND THE PROBLEM OF SCHOOL DISCIPLINE

To understand the specifics of discipline in the system of morality, it must be borne in mind that the same rule of conduct in one case acts as a requirement of discipline, in another - as a common moral norm. If, for example, a student is late for class, this is a violation of discipline, but if he is late for a meeting with a friend, this qualifies as a deviation from moral rules, as a manifestation of disrespect or lack of accuracy.

The fact that discipline as an ethical category is associated primarily with the implementation mandatory norms and rules of conduct dictated by official duties personality, are also evidenced by the features that it has in various public spheres. There is, for example, military discipline, labor discipline, and so on. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called "Rules of Conduct at School". In addition, the rules are part of the internal labor regulations. They are also included in the School Charter.

In this sense, the essence of the conscious discipline of students consists in their knowledge of the rules of conduct and the order established in the school, their understanding of their necessity and the entrenched, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into personal quality which is called discipline.

Discipline is the most important moral quality. It is necessary for every person. Whoever the schoolchildren become in the future, wherever it takes them life path everywhere they will have to meet the demands of discipline. It is needed in an educational institution and in production, in any institution and in Everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and authorities children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

School discipline is hard discipline. She demands mandatory implementation orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.

Violation of discipline at school complicates studies and hinders the preparation of schoolchildren to observe the rules of socialist community life. Undisciplined students often violate labor discipline even after graduation, take the path of hooliganism, offenses that are harmful to society. Therefore, in school years a large educational work aimed at preventing violations of discipline and order.

There is no legal norm in domestic legislation regarding the discipline of a student's labor yet. When considering problems of student compliance, discipline is based on local acts educational institution.

The responsibility of students for discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, fraud, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students.

It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter just qualify as offenses and are the subject of legal regulation. In accordance with the legislation on education, the legal responsibility of students occurs in the event of illegal actions, gross and repeated violations of the Charter of the institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Note that a number of disciplinary actions are manifested in the indiscipline of students. There are two types of indiscipline: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Indiscipline can be presented in such forms as rudeness, insolence, intemperance.

Federal legislation provides for only one penalty for a student's disciplinary offense: expulsion from educational institution for committing illegal acts. For offenders in this situation, the following procedure for expulsion applies: if the student has reached the age of 14, then expulsion for committing a disciplinary offense is carried out with the consent of the education authority to which the given educational institution. If the student has not reached the age of 14, then expulsion is possible only with the consent of his parents. The level of conscious discipline and general upbringing of the individual is reflected in the concept of a culture of behavior. As a specific term, this concept means a high degree perfection, polished actions and deeds of a person, the perfection of his activity in various fields life. The content of school discipline and the culture of student behavior includes following rules: do not be late and do not miss classes; conscientiously carry out study tasks and diligently acquire knowledge; take care of textbooks, notebooks and teaching aids; observe order and silence in the classroom; do not allow hints and cheating; protect school property and personal belongings; show courtesy in dealing with teachers, adults and comrades; take part in public useful work, labor and various extracurricular activities; avoid rudeness and offensive words; be demanding of yourself appearance; uphold the honor of one's class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit for students, become their internal need. Therefore, already in primary school great place occupies the practical teaching of schoolchildren to disciplined behavior. Especially a lot of effort and energy have to be spent on accustoming students to disciplined behavior at the beginning of the year. During summer holidays some students lose the skills of organized behavior. To restore them, you need time in the lesson, during changes.

Wide opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint social useful activity, work on general benefit. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately follow the orders of teachers and bodies of the student body, and learn to mutual responsibility and diligence. Therefore, the correct organization of the various activities of students is necessary condition educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process. labor activity, gives advice, shows how to act in a particular case. Gradually, the class asset is involved in monitoring the behavior of students. This allows students to overcome disobedience and accustom them to disciplined behavior. But modern education denies physical work students. And some parents protect their children from work in such a way, forgetting that it was work that turned the monkey into a man.

The design of the class, school, school site also helps to foster discipline. External order disciplines students. Essential from day one schooling to teach children to order and cleanliness in the classroom, to the careful handling of school property. Big role in solving these problems, pupils are on duty. The attendants monitor the order and cleanliness in the classroom, ensure that the classroom is ventilated during the break, so that all leftovers from food and papers are thrown into a special box. The attendants also monitor whether the children treat school property with care, whether they damage desks, walls and school equipment whether they take care of their things, whether their books are clean. So duty becomes an important means of accustoming to the observance of discipline and order in the school. It was. What now. Children are not allowed to sweep, dust, work. What helpers do we want to grow. What discipline of labor can we talk about.

We must not forget that compliance with the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly complies with the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and conscientious attitude to work, this creates the prerequisites for achieving high results in this activity and improving its quality, which is certainly important both for society and for the individual himself. At the same time, discipline and a culture of behavior have great educational potential. Here it should be said about school uniform. They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the education of conscious discipline a very essential task of the moral formation of the personality.

From a conversation class teacher and the mother of one student:

"What are you, he couldn't. My son is a very calm boy. He is never rude to adults." Do parents know what their beloved children are capable of, deprived parental control? Why are the actions of children at school so unexpected for fathers and mothers? Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the “innocently accused”. Notes in the diary, calls to school ... The most common reason is violations of school discipline by children.

How is discipline in our school?

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone;

absenteeism;

Running up the stairs and along the corridor of the school;

Fights;

Damage to school property and equipment.

The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; "throwing" various objects (papers, buttons).

These facts produce an extremely unfavorable impression. It is noteworthy that the range of violations of discipline by schoolchildren is quite wide.

It should be noted that the most difficult situation is observed in the classrooms where adolescent children study ("they have a sharp change in mood and behavior").

An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new (young) teachers is widespread.

The reasons for violations of school discipline also included Negative influence television programs, the preaching of violence, crime topics.

Undoubtedly, in many cases there is a herd effect. Especially in adolescence, there is a strong desire to become "one's own" in certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group that has adopted certain norms of behavior.

school discipline

Education of conscious discipline, a sense of duty and responsibility. Life requires a person high discipline and performance clarity - hell, in our character are represented too weakly. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline - observance by students of the rules of conduct at school and beyond, a clear and organized performance of their duties, submission to public duty. indicators high level discipline is the understanding by students of the need to comply with it at school, in public places, in personal behavior; willingness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; the fight against violators of discipline in the school and beyond. Conscious discipline is manifested in the conscious strict, unswerving fulfillment public principles and norms of behavior and is based on the formation of such traits among students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Duty - conscious person a system of social and moral requirements dictated by social needs and specific goals and tasks of a certain historical stage development. Responsibility is a quality of a person, characterized by the desire and ability to evaluate one's behavior in terms of its expediency or damage to society, to measure one's actions with the requirements, norms, laws prevailing in society, to be guided by the interests of social progress. School discipline is a condition for the normal teaching and upbringing activities of the school. It is quite obvious that in the absence of discipline it is impossible to conduct either a lesson or a lesson at the proper level. educational event, nor any other case. It is also a means of educating students. Discipline helps to increase the educational efficiency of students, allows you to limit, slow down reckless actions and deeds. individual students. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding the assimilation by students of the rules of behavior at school. It is necessary to accustom them to the implementation of these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into basic and secondary, when one is responsible for the violation of some teachings, while the non-observance of others remains unnoticed. Appropriate work should also be carried out with the parents of students. After all, the rules cover the main duties of schoolchildren, the conscientious fulfillment of which testifies to their general upbringing. In order to help the school to develop in students the qualities provided for by these rules, parents must know them, master elementary pedagogical methods to develop these qualities. The upbringing of the habit of observing the rules of behavior, discipline begins from the first days of the student's stay at school.

Teacher primary school must clearly know what methods to achieve it, remembering that even the youngest first-grader is already a citizen, endowed with certain rights and duties. Unfortunately, elementary school teachers very often see only a child in him. Some of them influence schoolchildren only by severity, they strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or daring defiance. In the middle and senior grades, individual teachers often suppress the interests of schoolchildren by excessive severity, straightforwardness of judgment, and give rise to an unwillingness to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in the lesson when he answers questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult situation. life situation. A. Makarenko assigned a large role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and specific. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the scheduled events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its binding on all members school team. With regard to the teaching staff, this feature is manifested in the unity of requirements that teachers impose on pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, positive moral and legal qualities. important place in accustoming students to proper behavior at school and beyond, there is a clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not appear for classes without good reasons. Some schools keep special journals of student behavior, in which the director or his deputy for educational work regularly records all cases gross violation pupils order at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student team, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into inner world individual students and thus identify the shortcomings of the educational work of the school and improve it. Such a behavior log makes it possible to specify individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior register, a special file is kept for delinquent students. The attempts of individual teachers and parents to hide cases of violation of discipline, so as not to compromise the class, impede the education of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of upbringing the student begins to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dulled, impudence has developed. Given this, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

In disciplining students important role playing diary. The teacher should require them to keep a diary accurately. Assessing the behavior of a student for a week, one should also take into account his appearance and participation in cleaning the class, duty in the dining room, attitude towards comrades and adults. Systematic control over the behavior of students in and out of school accustoms them to daily discipline. Such control is especially needed for children who have formed negative habits. It creates conditions for the development of positive habits in them, blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control the students all the time, they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest misconduct, this does not contribute to their compliance with the rules of conduct, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as a person. External control of a certain degree is coercion to positive behavior. Together, internal control operates when certain norms of behavior are learned to such an extent that they become internal beliefs of a person, and she fulfills them, often without even thinking about why she does this and not otherwise. If from the fulfillment of requirements school regime can be evaded, control by teachers or a team of students can be avoided, it is difficult to hide from one's own conscience. Therefore, in education, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them to "Do the right thing when no one hears, sees, and no one recognizes."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student team is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, a feeling dignity each member of the team, the issues of educating students are easier to solve. Effective is the prevention of conflict relations and the prevention of negative actions. Violations of discipline and the requirements of the school regime are more likely to occur where the activities of students are not sufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time, to organize it in your own way, is not always wise. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not reveal the motives of their negative behavior, knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet is mistreated for lack of perspective, for indifference to his future, then all the work of the teacher is directed to the formation of his faith in this future, in the ability to achieve it on his own. The school loses a lot in the education of conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it was “the school that from the very first day should put firm, undeniable demands of society on the student, equip the child with norms of behavior so that she knows what is possible and what is possible, what is commendable and what will not be praised.” This regulation is determined by the rights and obligations of schoolchildren, provided for by the Charter of the educational institution. Students have all the conditions for studying and working at school, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in the conscious observance of the rules of conduct, discipline, the fight against violations of the requirements of the school regime, assistance teaching staff in the organization of the educational process. In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

MBOU "Purdoshanskaya secondary school"

Report on the teachers' council:"Discipline"

Prepared by Samsonkina T.N.

Discipline is the process of learning the rules and skills that allow the child to control himself; the teacher's action aimed at creating the necessary form of student behavior.

Reasons for lack of discipline in children:
Parenting is two extremes: parents are too soft on their children, or they don't care about them.
The teacher has no authority among the children.
General connivance: no one cares, no one has the desire to impose discipline.
Children do not have positive experience - how to behave in a disciplined manner.
Unfulfilled physical and mental needs.

How to maintain discipline:

1. Prevention is easier than cure:
External conditions- the premises must meet hygiene requirements (extraneous noise, distractions, wall painting, lighting, air, heating)
The teacher must be disciplined.
From the very beginning, the child should be familiar with the rules of conduct in the lesson.

2. Use of verbal and non-verbal means:
Pause.
Sight.
Approach the intruder.
physical contact(touch on the shoulder).
Ask about the reason for this behavior.
“Thank you for calming down now” - stay ahead of events.
Involve in the lesson, give an individual task.
Remove what caused the bad behavior.
Talk about your expectations about their behavior.

3. What not to use:
You should not demand from the child what, due to his age, he cannot fulfill.
Use of sarcasm, ridicule and shaming of the child - this is directed against the personality, not against the behavior - does not achieve results and severely undermines the relationship between the teacher and the student.
The punishment should be appropriate to the offense - not to use cruelty.
Showing who is the strongest here is a very short action and deprives the child of love for you.
Threat - what is not carried out never has an effect, and what is not carried out after the first time, also does not work the first time.
Shouting - the next time you don't shout, no one will pay attention to you - deprives the child of respect for you. Often, the student in the lesson is the object pedagogical impact and, therefore, a passive participant in the lesson. But the child has a desire to prove himself, often this manifestation is perceived by teachers as a violation of behavior and discipline. Today in our lesson we will look at this problem.

Questions of instilling conscious discipline in our school acquire exclusively importance because discipline is one of the most necessary and indispensable conditions for learning. Without discipline, without disciplining students, it is impossible to build the educational process correctly.

Let's compare your definitions with those found in the works of famous educators.

Discipline in the common sense is obedience, submission to orders.

Discipline is submission. The student must be disciplined. But for what? So that the teacher can teach, so that the class and each student individually work - learn and move forward. This means that the ultimate meaning of discipline is not in obedience, but in work, in the efficiency of the class and the student.

Discipline is not obedience, but ability to work, concentration on work.

A disciplined class is not the one where everyone sits, afraid to move for fear of being shouted or punished, but the one that works in the classroom. All work. Everyone is busy with business - listening to the teacher's explanations, discussing problems together or in groups, solving problems, conducting experiments. Everyone works with a certain amount of effort and is therefore productive. The discipline of a group is measured by the productivity of its work and nothing else.

The discipline of students in the lesson is a high business attitude when performing the teacher's educational tasks. The true discipline of disciples is characterized by their good emotional mood, internal concentration, but not stiffness. This is order, but not for the sake of order itself, but for the sake of creating conditions for fruitful educational work.

In preparation for the seminar, we conducted a survey among students in grades 6-11 and teachers. The study involved …… pupils out of 58 (…..% of respondents) and …… teachers.

Students were asked to answer only three questions:

Question 1: In what subjects do students in your class violate discipline?

Question 2: What, in your opinion, are the reasons for the violation of discipline in these subjects?

Question 3: How do teachers maintain discipline in these lessons?

These questions allowed us to find out what often happens behind behind closed doors classrooms during the learning process.

Teachers were also asked to answer three questions.

1 question: Do you have problems with discipline in the lesson (name the class)

Question 2: What are the reasons for the violation of discipline in your lessons?

Question 3: What methods do you use to establish discipline in the classroom?

As a result of the analysis of student questionnaires, we got a sad picture. Violation of discipline in the classroom was noted by students of all classes. Let's look at the numbers:

In the 6th grade of such subjects -

In the 7th grade -

In the 8th grade -

In the 9th grade -

In 10th grade -

In the 11th grade -

Pupils quite specifically indicated that our teachers are experiencing problems with maintaining discipline in the classroom. Moreover, some subjects were repeated by students of each class. For example, Particularly worrisome is 7 (where teenage children study and they experience sudden changes in mood and behavior), and graduation classes (9,11),

What did the survey of teachers show? ..... school teachers admitted that they face disciplinary problems in the classroom, but only in one specific class. Based on the analysis of the answers of students and teachers to the first question, we can conclude that the discipline in the classroom, and in general at school, is not all right.

The most frequently repeated causes:

Not all students are busy in class

Spoiledness of some students

The students know that they are allowed to do everything in the lesson, they know that the teacher will forgive anyway

Weak control over discipline in the classroom by the teacher

There are ringleaders in the class

According to teachers, the violation of discipline in ... .. classes is due to adaptation period. Children get used to new teachers, new

The students also tried to show in their questionnaire the dependence of discipline in the lesson on the behavior of the teacher and students.

How do teachers deal with discipline? This question was answered by both students and teachers of the school.

When analyzing the questionnaires, students were struck by the abundance of methods used by teachers to maintain discipline. Often mentioned by students, regrettably, raising their voices, screaming. But this technique is highly appreciated by the guys. Apparently, noise effects prevail in our school. There are also cases of putting twos for behavior (this method, in our opinion, can be used only in case of helplessness). Most of the students wrote in the questionnaire that the teacher uses verbal threats in the lesson such as “I’ll put two now”, “I won’t put good mark for a quarter”, etc.

But this is far from the whole arsenal of methods used by school teachers. Teachers use the following methods:

Give independent work, forced to independently study the paragraphs of the textbook

Call the class teacher at the lesson

Make comments in oral

Give unsatisfactory grades

They are afraid that they will call the head teacher or director

They promise to talk to their parents, but they don't keep their word.

Asking to get up and leave the office

Open the door to the corridor

Promise to increase homework but they don't keep their word

Waiting for the students to calm down

They sit on a bench (in physical education)

Scolded and not allowed to work (at work)

Many "yell"

There are no cases of assault.

Let us turn to the methods of maintaining discipline in the classroom, named by the teachers themselves:

School teachers called, in our opinion, traditional methods. Basically, these are: conversations, persuasion, remarks in the diary, raising the voice, threatening, moralizing in the lesson.

After analyzing the questionnaires of students and teachers, we thought about the question: “Why do teachers in our school have problems with discipline?” And found several reasons for this.

First reason is that teachers are afraid to admit to themselves that they cannot manage the class

The second reason - the use of non-pedagogical techniques and techniques of the 50-60s to maintain discipline in the classroom. Over the past ten years, significant changes have taken place in education. The requirements for the education of schoolchildren and the requirements for the teacher are changing. Our work is judged by the results of the exam.

Third reason : shortcomings in the organization academic work at school. Firstly, in many teachers we often observe the lack of an elementary approach to the lesson, the lack of organization in the lesson, the lack of sufficient control over the work. This may be either from inexperience, or from a loss of taste for teaching.

Fourth reason : there is no system of education of discipline in the school. There is a sum of individual techniques, storming, but there is no such system that relies on the great pedagogical skills of the entire teaching staff.

It is important that we (educators) be a united front.

Dear colleagues! The organization of discipline at school is a sore point, and it should be started with the establishment certain requirements for students and teachers who must comply with all without exception.

In connection with the above, I propose following solutions teachers' council:

Such children constantly start quarrels with classmates, become troublemakers in the classroom, and during an exam test they can look into a neighbor's notebook. In such a situation, teachers are forced to apply disciplinary measures to schoolchildren. Schools tend to impose strict discipline requirements on their students - in most cases these requirements are set out in writing(for example, published in the school newspaper). It often seems to children and their parents that school discipline is a form of punishment for the guilty, but this point of view has nothing to do with reality. Discipline is good for the child, and observance certain rules and norms of behavior is a necessary condition for the effectiveness of the learning process.

Children should be clear about:

how they should behave at school;
what behavior is unacceptable, unacceptable within the walls of the school;
what punishment can they be subjected to if they violate established by the school rules and norms of behavior.

The American Academy of Pediatrics takes the following view. Children who violate the rules and norms of behavior established by the school, of course, should be subjected to appropriate punishment, but teachers should take into account individual characteristics each child (temperament, cognitive abilities, mental properties). For example, a child with Attention Deficit Hyperactivity Disorder (ADHD) finds it difficult to sit in one place for hours at a time. Teachers should take this circumstance into account and not make too severe demands on discipline for such a child.
In any situation, the teacher must show respect for the child. Even if he has to be punished, the measure of punishment for the offender should always be chosen taking into account the individual characteristics of his personality. If a child has realized his mistake, if he sincerely strives to improve, do not punish him too severely. As punishment, you can give a child additional task mathematics. In no case, under no circumstances should measures be taken against children physical impact. And one more inviolable rule: you can not humiliate a child in the presence of peers.
If your child is having discipline problems, you should find out the cause of these problems as soon as possible and correct his behavior accordingly. Your child should be clear about what the school demands of him in terms of discipline.
Sometimes the requirements of the school administration regarding discipline seem to parents not quite justified. In such a situation, you should talk to the teachers or the principal of the school. In the presence of the child, refrain from any critical remarks about the school and its administration. The child tends to imitate his parents in literally everything, so if you show disrespect for the school and its teachers, your child will probably do the same.
If, for example, your child was left in the classroom during a break as a punishment for some misconduct, you may have some bewilderment about this form of punishment - after all, during the break, the child needs to be in the fresh air, play with peers, throw out the excess of accumulated energy . Refrain from any comments - in the presence of the child, you should not discuss the policy of the school administration. Talk to the teacher, suggest that he use other forms of punishment, taking into account the individual characteristics of your child. Parents and educators must come to some common denominator: both at home and at school, the child must comply with certain, once and for all, established norms and rules of behavior.
If the child has not completed one or another task of the teacher, he should not be detained in the classroom during the break. Depriving the child of the opportunity to play with peers, the teacher will form in him negative attitude to the subject and to learning in general. In addition, during the break, the child, as a rule, is completely absorbed in the events that occur on playground, so he cannot concentrate, his attention is scattered. At breaks, the child needs to be in the fresh air, move, play with peers.
Ask teachers and the school principal to immediately inform you of any misconduct by your child. In most cases, *school principals call parents immediately if their child has committed any sufficiently serious misconduct. Some directors, however, believe that junior schoolchildren they can already be fully responsible for their actions, so they try to help the child solve the problem on their own, without the participation of parents.
Thus, if your child has committed some small offense that is not more than a normal childish prank, the teachers may not inform you about it. If your child tells you that he or she was called to see the principal today, call the principal immediately and find out what's wrong. In most cases, teachers and school administration will be able to solve the problem themselves, without your participation, and there is no need to punish the child twice for the same offense.
And finally, one last note: inappropriate behavior a child in school is often a wake-up call for parents. Think about it: maybe your child is under stress or he just lacks you, your attention, care, affection? Therefore, first of all, try to find out what lies behind main reason your child's problems. By eliminating it, you will help him cope with all the difficulties that have arisen in his path.

Is corporal punishment used in school?

You probably still have memories of your school years in your memory. Probably, you still remember about the slaps on the back of the head that the director of your school handed out to overly naughty students? Or maybe in your school the guilty were beaten with a ruler?
Unfortunately, corporal punishment is still practiced in many schools (in 23 states, corporal punishment of children is legal). According to statistics, during 1993/1994 school year at least 470,000 schoolchildren were subjected to corporal punishment.
Studies conducted by educators and psychologists clearly show that corporal punishment does not bring any tangible benefit to the child. The American Academy of Pediatrics believes that corporal punishment robs a child of self-respect and is detrimental to their academic performance. Punishment in this case loses its educational value: a child subjected to corporal punishment becomes cruel, aggressive. In contrast, children who have never been subjected to corporal punishment are not prone to antisocial, antisocial behavior.
The school principal and teachers may apply measures of physical coercion to schoolchildren only in the most extreme cases. exceptional cases(for example, if a situation has arisen that threatens the life and health of the child). The American Academy of Pediatrics advocates total abolition corporal punishment in schools in every state without exception. We believe that educators will be able to find other, much more effective ways manage the child's behavior. We appeal to legislators at all levels (including school boards) with a request to support our initiative.

DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.

I think the topic of discipline is very close to the topic of authority. final decision of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, such a view is correct only with a narrow understanding of the term "discipline". If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.

Discipline is essentially organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.

SCHOOL DISCIPLINE

With regard to school discipline, which serves to solve internal tasks schools. In school, however, there is external and internal coercion, the presence external coercion children at school gives reason to raise the issue of school discipline, because discipline has always been considered the basic rule internal device schools.

School discipline is a certain order of behavior of schoolchildren, due to the need for a successful organization of the educational process. Usually there is a distinction between external and internal discipline.

External discipline I mean obedience, obedience and submission, which are based on external positive and negative sanctions- encouragement and punishment.

Internal discipline is the ability of a student to inhibit unwanted impulses, to independently control his behavior. It is based on the assimilation of rules and norms, which acts as an internal need.

The main condition that ensures the disciplinary behavior of schoolchildren in the classroom is a carefully designed lesson. When the lesson is well built, all its moments are clearly planned, if all the children are busy with their work, they will not violate discipline. The child regulates his behavior unconsciously: he is attracted to a situation of interest. Therefore, as soon as the lesson becomes uninteresting, disciplined behavior disappears.

But the teacher can not make every lesson interesting, and the secrets pedagogical excellence are not recognized immediately. Discipline is needed at every lesson, from the very first day the child is in school. Is there a way out?

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between the teacher and the children.

The main criterion of the type is the position that the teacher takes in relation to the class, organizing and regulating the disciplined behavior of students in the classroom.

In a democratic style, the teacher organizes joint activities with the children to manage their behavior, he is “inside the class”

With a liberal-permissive style of relationship, the teacher does not control the behavior of children, is away from them. Does not set goals for children.

The position of the teacher is expressed, first of all, in what methods of behavior control the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

The method of persuasion brings the norms and rules of behavior to the consciousness of schoolchildren. The child must feel and realize the value and significance of discipline for himself and others.

Look, when you are not distracted and the letters turn out beautiful, and when you turn around and the letters jump.

If anyone wants to ask something, please raise your hand. You can not shout from a place and interfere with comrades. They are busy with work, they think.

The requirement to comply with the rules of conduct in the classroom is usually expressed in categorical forms:

orders: “Everyone sat down!”, “Hands on the desks!”;

prohibitions: “Do not leaf through textbooks”, “Do not dangle your legs”;

orders: “Touched the backs of the desks”, “We work in silence!” "Absolute silence in the classroom."

A benevolent suggestion can accept confidential instruction “Sasha, you are talking and disturbing us”, “Seryozha, I am afraid that because of you we will not be able to solve the problem”, “Kolya, you will spin, you will not understand anything”.

I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. With this style, everything is subordinated to work, the teacher convinces students that discipline is a guarantee successful study. Disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developing.

Education of conscious discipline, a sense of duty and responsibility. Life requires high discipline and performance clarity from a person - hell, our character is represented too weakly. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline - observance by students of the rules of conduct at school and beyond, a clear and organized performance of their duties, submission to public duty. Indicators of a high level of discipline are students' understanding of the need to comply with it at school, public places, in personal behavior; willingness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; the fight against violators of discipline in the school and beyond. Conscious discipline is manifested in the conscious strict, steady implementation of social principles and norms of behavior and is based on the formation of such traits in students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Duty is a system of social and moral requirements realized by the individual, dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of a person, characterized by the desire and ability to evaluate one's behavior in terms of its expediency or damage to society, to measure one's actions with the requirements, norms, laws prevailing in society, to be guided by the interests of social progress. School discipline is a condition for the normal teaching and upbringing activities of the school. It is quite obvious that in the absence of discipline it is impossible to carry out at the proper level either a lesson, or an educational event, or any other business. It is also a means of educating students. Discipline helps to increase the educational efficiency of students' activities, allows you to limit, slow down the reckless actions and deeds of individual students. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding the assimilation by students of the rules of behavior at school. It is necessary to accustom them to the implementation of these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into basic and secondary, when one is responsible for the violation of some teachings, while the non-observance of others remains unnoticed. Appropriate work should also be carried out with the parents of students. After all, the rules cover the main duties of schoolchildren, the conscientious fulfillment of which testifies to their general upbringing. In order to help the school to develop in students the qualities provided for by these rules, parents must know them, master elementary pedagogical techniques for the formation of these qualities. The upbringing of the habit of observing the rules of behavior, discipline begins from the first days of the student's stay at school.

The primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader is already a citizen, endowed with certain rights and duties. Unfortunately, elementary school teachers very often see only a child in him. Some of them influence schoolchildren only by severity, they strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or daring defiance. In the middle and senior grades, individual teachers often suppress the interests of schoolchildren by excessive severity, straightforwardness of judgment, and give rise to an unwillingness to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in the lesson when he answers questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation. A. Makarenko assigned a large role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and specific. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the scheduled events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school team. With regard to the teaching staff, this feature is manifested in the unity of requirements that teachers impose on pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in accustoming students to proper behavior at school and beyond belongs to a clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not appear for classes without good reason. Some schools keep special journals of student behavior, in which the director or his deputy for educational work regularly records all cases of gross violations of order by students at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student team, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify the shortcomings of the educational work of the school and improve her. Such a behavior log makes it possible to specify individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior register, a special file is kept for delinquent students. The attempts of individual teachers and parents to hide cases of violation of discipline, so as not to compromise the class, impede the education of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of upbringing a student begins to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dull, impudence has developed. Given this, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

Diary plays an important role in disciplining students. The teacher should require them to keep a diary accurately. Assessing the behavior of a student for a week, one should also take into account his appearance and participation in cleaning the class, duty in the dining room, attitude towards comrades and adults. Systematic control over the behavior of students in and out of school accustoms them to daily discipline. Such control is especially needed for children who have formed negative habits. It creates conditions for the development of positive habits in them, blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control the students all the time, they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest misconduct, this does not contribute to their compliance with the rules of conduct, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as a person. External control to a certain extent is a coercion to positive behavior. Together, internal control operates when certain norms of behavior are learned to such an extent that they become internal beliefs of a person, and she fulfills them, often without even thinking about why she does this and not otherwise. If the fulfillment of the requirements of the school regime can be evaded, control by teachers or a team of students can be avoided, then it is difficult to hide from one's own conscience. Therefore, in education, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them to "Do the right thing when no one hears, sees, and no one recognizes."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student team is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, self-esteem of each member of the team, it is easier to solve the issues of educating students. Effective is the prevention of conflict relations and the prevention of negative actions. Violations of discipline and the requirements of the school regime are more likely to occur where the activities of students are not sufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, which is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not reveal the motives of their negative behavior, knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet is mistreated for lack of perspective, for indifference to his future, then all the work of the teacher is directed to the formation of his faith in this future, in the ability to achieve it on his own. The school loses a lot in the education of conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it was “from the very first day the school should put firm, undeniable demands of society on the student, arm the child with norms of behavior so that she knows what is possible and what is possible, what is commendable and what will not be praised for.” This regulation is determined by the rights and obligations of schoolchildren, provided for by the Law of Ukraine "On Education". Students have all the conditions for studying and working at school, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in the conscious observance of the rules of conduct, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

behavior education student lesson

Children and the problem of school discipline

The fact that discipline as an ethical category is associated primarily with the implementation of mandatory norms and rules of conduct dictated by the official duties of the individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, and so on. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called "Rules of Conduct at School". In addition, the rules are part of the internal labor regulations. They are also included in the School Charter.

Discipline is the most important moral quality. It is necessary for every person. Whatever schoolchildren become in the future, wherever their life path leads, everywhere they will have to meet the requirements of discipline. It is needed in an educational institution and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

School discipline is hard discipline. It requires the mandatory implementation of the orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.

Violation of discipline at school complicates studies and hinders the preparation of schoolchildren to observe the rules of socialist community life. Undisciplined students often violate labor discipline even after graduation, take the path of hooliganism, offenses that are harmful to society. Therefore, during the school years, a lot of educational work is carried out, aimed at preventing violations of discipline and order.

There is no legal norm in domestic legislation regarding the discipline of a student's labor yet. When considering the problems of observance by students of discipline, they are based on local acts of the educational institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Federal legislation provides for only one penalty for a student's disciplinary offense: expulsion from an educational institution for committing unlawful acts. For offenders in this situation, the following expulsion procedure applies: if the student has reached the age of 14, then expulsion for committing a disciplinary offense is carried out with the consent of the education authority to which this educational institution is subordinate. If the student has not reached the age of 14, then expulsion is possible only with the consent of his parents. The level of conscious discipline and general upbringing of the individual is reflected in the concept of a culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activity in various spheres of life. The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously carry out training tasks and diligently acquire knowledge; take care of textbooks, notebooks and teaching aids; observe order and silence in the classroom; do not allow hints and cheating; protect school property and personal belongings; show courtesy in dealing with teachers, adults and comrades; take part in socially useful work, work and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; uphold the honor of one's class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the primary grades, a large place is occupied by the practical accustoming of schoolchildren to disciplined behavior. Especially a lot of effort and energy have to be spent on accustoming students to disciplined behavior at the beginning of the year. During the summer holidays, some students lose the skills of organized behavior. To restore them, you need time in the lesson, during changes.

Ample opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint socially useful activities, work for the common good. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately follow the orders of teachers and bodies of the student body, and learn to mutual responsibility and diligence. Therefore, the correct organization of the various activities of students is a necessary condition for educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process of work, gives advice, shows how to act in this or that case. Gradually, the class asset is involved in monitoring the behavior of students. This allows students to overcome disobedience and accustom them to disciplined behavior. But modern education denies the physical labor of students. And some parents protect their children from work in such a way, forgetting that it was work that turned the monkey into a man.

The design of the class, school, school site also helps to foster discipline. External order disciplines students. It is necessary from the first days of schooling to teach children to order and cleanliness in the classroom, to careful handling of school property. Students' duties play an important role in solving these problems. The attendants monitor the order and cleanliness in the classroom, ensure that the classroom is ventilated during the break, so that all leftovers from food and papers are thrown into a special box. The attendants also monitor whether the children treat school property with care, whether they damage desks, walls and school equipment, whether they take care of their belongings, whether their books are clean. So duty becomes an important means of accustoming to the observance of discipline and order in the school. It was. What now. Children are not allowed to sweep, dust, work. What helpers do we want to grow. What discipline of labor can we talk about.

We must not forget that compliance with the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly complies with the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and conscientious attitude to work, this creates the prerequisites for achieving high results in this activity and improving its quality, which is certainly important both for society and for the individual himself. At the same time, discipline and a culture of behavior have great educational potential. The same should be said about the school uniform. They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the education of conscious discipline a very essential task of the moral formation of the personality.

From a conversation between the class teacher and the mother of one student:

"What are you, he couldn't. My son is a very calm boy. He never is rude to adults." Do parents know what their beloved children are capable of, deprived of parental control? Why are the actions of children at school so unexpected for fathers and mothers "Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the "innocently accused". Remarks in the diary, calls to school ... The most common reason is violations of school discipline by children. How are things with discipline in general in our school?

As the study of this issue showed, mainly the following forms violations of school discipline.

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone; Also mentioned:

absenteeism;

Damage to school property and equipment;

The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; "throwing" various objects (papers, buttons). These facts produce an extremely unfavorable impression. It is noteworthy that the range of violations of discipline by schoolchildren is quite wide. It should be noted that the most difficult situation is observed in the classrooms where adolescent children study ("they have a sharp change in mood and behavior"). An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new teachers is widespread. The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the topic of crime. This is what often happens behind closed doors of the school. How is it that polite and calm children at home do such things?

Undoubtedly, in many cases there is a herd effect. Especially in adolescence, there is a strong desire to become "one's own" in a certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group that has adopted certain norms of behavior.

Ways to solve the problem of discipline

I believe that discipline is not a means of education, but the result of education. To think that discipline can be achieved with the help of some special methods aimed at creating discipline - a mistake. Discipline is the product of the total amount of educational influence, including here and educational process, and the process of character organization, and the process of collision, conflict, and conflict resolution in the team, in the process of friendship, and trust. To expect that discipline can be created with only one sermon, with one explanation, is to count on an extremely weak result.

Just in the area of reasoning, I had to deal with very stubborn opponents of discipline among the pupils, and if you prove to them the need for discipline verbally, you can meet the same bright words and objections. Thus, the cultivation of discipline by means of reasoning and persuasion can only turn into endless disputes. How can this conscious discipline be achieved? There is no moral theory in our school, there is no such subject. And the task next year will consist in the development, search for such a program.

The primary conditions for good D. students are healthy lifestyle family and school life. Correct Mode day, normal conditions study, nutrition and rest, the absence of conflicts with parents and teachers create the necessary basis for a healthy mood, balanced mental state students, and hence even behavior. The starting point for the formation of D. is the conviction of the pupils in its necessity and for ensuring the success of common work, for the physical and moral security of everyone. The behavioral attitudes of students should be based on the norms of universal morality based on respect for another person. It is from these principles that feelings of dignity, conscience, honor and duty grow, such volitional qualities like self-control, restraint, organization.

Explaining the rules of conduct as the best way to achieve common goals, using clear examples from works of art, ethical conversations and debates, discussion with students of the consequences of certain incidents from the life of the class, acting out and analyzing situations that represent an opportunity moral choice- all this helps pupils to master socially approved norms of behavior, to be convinced of their reasonableness, justice and necessity. An important means The formation of D. is a moral and legal assessment of actions (by a teacher, parents, group of peers), which also stimulates self-esteem. The validity of an assessment depends on the credibility of its source. The teacher, educator work on the formation of habits and behavioral skills, relying on the student's family and the student team.

An indispensable condition for the emergence of individual and social self-discipline is the joint collective development of a code of rules, the laws of the life of the class, school and the conclusion of a kind of society, an agreement between students and teachers for their implementation. "Discipline cannot be prescribed, it can only be worked out by the entire school society, i.e. the teacher and students; otherwise it will be incomprehensible to students, quite inexpensive for them and morally optional." The routine and norms of life of an educational institution are established not only by the state, but also public organizations: school councils, etc., student self-government bodies. They take upon themselves the development of rules for students and the organization of the life of the school in accordance with them. Collective introspection of the life of the team, the actions of its members, the development of societies, opinions about events that destroy the contractual order, help to consolidate the positive experience of relations, to understand the causes of disciplinary violations.

What exactly is school discipline? First of all, it requires students to carefully visit training sessions, conscientious completion of homework, observance of order in the classroom and during breaks, the precise implementation of all educational assignments. School discipline also provides for conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as expressing requirements for himself.

middle School of General education

Essay on the topic: School discipline

10-A student

Ablyakimova Elmara

leader: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about Discipline

DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.

I think the topic of discipline is very close to the topic of authority. The final solution of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, such a view is correct only with a narrow understanding of the term discipline. If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.

SCHOOL DISCIPLINE

As for the school discipline, which serves to solve the internal problems of the school. At school, however, there is external and internal coercion; the presence of external coercion of children in school gives rise to the question of school discipline, since discipline has always been considered the basic rule of the internal structure of the school.

External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.

But not every lesson can be made interesting by a teacher, and the secrets of pedagogical skill are not learned immediately. Discipline is needed at every lesson, from the very first day the child is in school. Is there a way out?

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between the teacher and the children.

The main criterion of the type is the position that the teacher takes in relation to the class, organizing and regulating the disciplined behavior of students in the classroom.

In a democratic style, the teacher organizes joint activities with the children to manage their behavior, he is inside the class

With a liberal-permissive style of relationship, the teacher does not control the behavior of children, is away from them. Does not set goals for children.

The position of the teacher is expressed, first of all, in what methods of behavior control the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

Look, when you are not distracted and the letters turn out beautiful, and when you turn around and the letters jump.

If anyone wants to ask something, please raise your hand. You can not shout from a place and interfere with comrades. They are busy with work, they think.

The requirement to comply with the rules of conduct in the classroom is usually expressed in categorical forms:

orders: Everyone sat down!, Hands on the desks!;

prohibitions: Do not flip through textbooks, Do not dangle your feet;

orders: Touched the backs of the desks, We work in silence! Absolute silence in the classroom.

A benevolent suggestion can accept confidential instruction Sasha, you are talking and disturbing us, Seryozha, I am afraid that because of you we will not be able to solve the problem, Kolya, you will spin around, you will not understand anything.

I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. With this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful study. Disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developing.

Portal for the student. Self-training

Is corporal punishment used in school?

RELATED ARTICLES