Conflict between parents and school teacher. Conflict at school: four questions for a lawyer
Physics and Technology does not understand philologists - they remain silent in silence.
the deaf and dumb need light.
R. Rozhdestvensky
Relationships with school parents in general and the class teacher in particular develop differently. The degree of mutual understanding and interaction and, ultimately, the effectiveness of the educational process, both at school and at home, depend on this. The position, strategy and tactics in the work of the class teacher with the parents of students depend on this.
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Municipal educational institution
"Secondary school No. 7"
Nizhnekamsk municipal district
Republic of Tatarstan
Article
Prepared
Ivanova Svetlana Hanifovna
Primary school teacher
Nizhnekamsk
2012
IF A SCHOOL-PARENTS CONFLICT ARISES
Physics and Technology does not understand philologists - they remain silent in silence.
These people don’t understand those people, but these people don’t understand them...For conversation
The deaf and mute need light.
R. Rozhdestvensky
Relationships with school parents in general and the class teacher in particular develop differently. The degree of mutual understanding and interaction and, ultimately, the effectiveness of the educational process, both at school and at home, depend on this. The position, strategy and tactics in the work of the class teacher with the parents of students depend on this.
If we look at the parent-school relationship as a first approximation, then three main types of relationships are clearly visible, and therefore three main interaction tactics.
1. A situation where parents completely, completely accept and understand the school. Such a favorable situation develops if the parents sought to enroll their child in this particular school (“they studied there themselves,” “a school of a selected profile,” “a school with innovative ideas in education and upbringing,” “the school in the district is reputed to be “good,” “kind”) ”, “the child will need this kind of training in the future”, “there are teachers I know”, “the school is well equipped, has a decent appearance”, etc.). In this situation, parents, as a rule, fully accept all requirements, encourage their children to fulfill them, and profess a friendly attitude towards school and teachers, which, naturally, is passed on to their children; They are happy to help (financially and morally) in organizing the educational process.
2. A situation where parents have a neutral, and sometimes even indifferent, attitude towards school, which is explained by various reasons, different positions of parents: “our school is good - I completely trust it with my child”, “I do my own thing, and the school does its own”, “teachers know better how to teach and educate”, “there is no need to interfere in the affairs of the school: if they call me, then I come”, “my child studies well, does not violate discipline - everything is going fine.” This group of families also includes parents who are not involved in raising children (according to various reasons). In this situation, most often parents accept everything that comes from the school, do not interfere in the course of the educational process, do not interfere with the school, but do not provide significant assistance. Process family education they build (or leave it to chance) at their own discretion, guided by their life and pedagogical position, their own methods and techniques. At the same time, such a balance cannot last long, because in the absence of mutual understanding and interaction between school and family, the child most often ends up in a kind of “pedagogical scissors”: the content and methods of education of the family and school enter into a contradiction, which worsens as the child grows up, becomes older. updating his life position, developing his criteria for assessing life phenomena, and, consequently, a critical attitude towards educators (parents and teachers).
3. A situation of hostile, conflictual, contradictory relations between parents and school, if initially or in the process of subsequent communication collisions arise such as: “teachers do not understand my child”, “the school is prejudiced against my son (daughter)”, “at this school there is nothing good...", "after that incident (...) my child hates his school, but how can I treat it well", "the pedagogy of the school is violence against the individual: I only tolerate it out of necessity" , “in other schools everything (...) is much better”, “the conflict with... determines my attitude towards the school”, “I don’t like the school, but it’s convenient that it’s close to home”, “the school is generally conservative”, “in general, only life’s losers or dropouts become teachers,” etc. in these and similar situations, varying degrees of misunderstanding, contradictory relationships, confrontation and even counteraction, “struggle” of two sides are possible: hidden and obvious conflicts, complaints to higher authorities, letters to newspapers, manifestations of protest in actions..., the object of which naturally becomes the child, individual groups of children, classes and the school as a whole. Of course, under these conditions the normal course of the educational process at school is disrupted, and raising children at home does not benefit either.
The class teacher, whose attention and interests are the relationship with the parents of the class, is not indifferent to the atmosphere in the system of relations “parents - school”: whether we want it or not, it is invariably the background on which the class teacher’s own relations with the class and the team of parents are built. And therefore, at the very first meeting with parents, the class teacher feels either unconditional and quick acceptance of everything he offers, or a neutral-indifferent attitude, or hidden or obvious wariness, opposition and even hostility. As recommendations and wishes, the novice (young) class teacher should be advised to immediately, at the very first communication with parents and children, “remove” the obvious or emerging confrontation that has been transferred from a school-wide scale and prevent possible opposition. How? Firstly, through the formation of children’s attitude towards their personality: the first interesting and useful lessons and extracurricular activities, the manifestation of attention to class affairs and the personality of each student, a culture of communication, tempting prospects for common affairs, expressiveness of a moral and aesthetic position, broad erudition and outlook... Secondly, it is necessary to immediately establish certain relationships with parents: at the very first meeting of acquaintance with parents, reveal your life and pedagogical position, show the attractiveness of your personality (tactfully, unobtrusively, modestly), if possible, “remove” obvious general school contradictions in the relationship “children - school”, “parents - school”, show parents “what good I saw when I met your children”, reveal prospects for teaching and educational work with the class that satisfy parents, bring up the most acute classroom problems for discussion problems to develop a general strategy and tactics of education (both school and family), be sure to invite parents (each!) at the end of the first meeting, in writing or orally, to express their opinions on what they heard, comments, questions, suggestions, additions, considerations, recommendations, requests... It is imperative to provide the opportunity now, immediately, and in the future to have individual meetings and consultations with the class teacher. And one more thing: at the very first contacts, the tone of the relationship is very important: goodwill, psychological and pedagogical culture, speech culture, positive emotionality (and a counterweight to indifferent administrative indifference), expression positive attitude on children and parents, major and optimistic about the problems existing with the class and individual students, display of generosity, readiness for positive relationships with parents, expressing a tactful attitude towards one’s predecessor (“good” or “bad”, accepted- unaccepted by parents and students, kind or angry...)...
Such a beginning will allow the class teacher to build a system of his own positive relationships with parents. And this does not mean that these relationships will be smooth, exclusively positive, and conflict-free. This cannot be, because at the heart of these relationships is life with all its joys and sorrows, ups and downs, smooth flow and collisions. Life of students, adults - teachers and parents; life taking place outside the family and school, invariably invading the educational process.
Conflict in pedagogy and psychology is interpreted as a discrepancy, dissimilarity in views, points of view, beliefs, criteria for assessing life phenomena, worldview, attitudes towards objects of the surrounding world. Conflict is a contradiction; in a dialectical approach to phenomena (including pedagogical ones) it is the source of all development. A resolved conflict contributes to the positive development and progress of the student, relationships in the classroom and with parents, and the teacher himself." Unresolved conflict worsens hostile relationships, disrupts the normal educational process, destroys the emerging contacts between teacher and students, parents and children, and negates positive phenomena in the classroom and in the family... That is why the class teacher must master the theory of dialectical contradiction and conflict (the available philosophical, pedagogical and psychological literature will help him with this) and constantly analyze and “lead” the resolution of conflict in the teacher-student relationship ", "teacher - parents" in terms of their positive development.
To this end, it is necessary to disclose here the types of possible conflicts in the relationship between the class teacher and parents, their main causes, methods of resolution and conditions under which conflict resolution is possible.
So, let's begin our analysis with a list of reasons that can give rise to conflicts of varying degrees of complexity and depth between the class teacher and parents.
The first group is objective reasons:
Differences in the level of education and culture, worldview, value orientations (political, economic, moral, aesthetic, environmental, gender role...), beliefs...;
Differences in the level of psychological, pedagogical, ethical, aesthetic... preparedness for raising and teaching children;
Age and gender differences between teachers and parents;
Differences in the type of relationship towards the child, explained by their purpose and educational functions: the parent’s attitude is based on a feeling of love and family ties, the teacher’s attitude is based on social and universal requirements;
One-sided, one-sided awareness of the child (for parents - from observations at home, for a teacher - in the system of public relations various types activities, some of which are absent from home);
Presentation of inflated demands by parents on teachers, and by teachers on parents;
The difference in conditions, material and spiritual, for the implementation of the tasks of raising and developing children (intellectual, physical, aesthetic, moral...”) - the availability of premises, equipment, benefits, technical means, specialists, etc.
In each specific case, it is necessary to take into account subjective reasons hidden in the personal characteristics of the class teacher and parents:
Personal qualities: features of the course of mental processes (sensation, attention, memory, thinking, speech...), personality orientation (needs, motives, inclinations, interests, beliefs, worldview), abilities (general and special), temperament, extroversion-introversion, character traits...;
History of life and upbringing, events of the family and immediate environment that influenced the life and pedagogical position;
The existing stereotype in the understanding of upbringing: upbringing - as stimulating the development of a child, as an intuitive process, “how we were raised”, “how... to punish, threaten, intimidate...”, as endless moralizing, as bookish and scientific (which is often found in families with a high level of education, in pedagogical families);
Previous small and large, short and protracted conflicts;
The child’s attitude towards the educational process at school;
Disadvantages and deviations in the psyche, the presence of mental illness (nervousness, hysteria, neurasthenia...);
Bad habits (alcoholism, smoking, drug addiction;
Analyzing the causes and conditions for the emergence of conflict in relations with parents, the class teacher, as a rule, identifies several points that form the so-called complex cumulative cause. Knowing it allows you to correctly recognize, prevent and overcome existing or emerging conflicts.
Now we present a list of types of possible conflicts in the relationship “class teacher (teacher) - parents” in increasing degrees of depth and complexity:
Disagreement, discrepancy of opinions and assessments regarding life phenomena: a book, a movie, a play, a hike, a piece of music... (this kind of contradiction does not affect any of the parties);
Disagreement, discrepancy of opinions and assessments regarding the child (pupil), his individual actions and behavior (this contradiction already affects the emotional sphere of the parties);
A dispute, an unproductive discussion about the personal characteristics of a child, his life position, the attitude of his parents towards him, the content and methodology of the educational process at school... (this contradiction already affects the life and pedagogical position of both);
A quarrel, interruption of relationships for a short or longer period can lead to more persistent conflicts, even opposition (failure to attend parent-teacher meetings, pointedly ignoring requirements, complaints from the school administration and other public education authorities...);
A rupture is a conflict brought to an extreme point; a confrontation has formed in the relationship, making further cooperation in raising a child impossible; Most often in this case, parents or the class teacher raise the question of transferring the child to another class or to another school.
After analyzing the degree of conflict in his relationship with his parents, the class teacher chooses adequate ways to resolve the conflict:
Reducing minor, unimportant problems in relationships to a joke;
Compromise (actions based on mutual concessions);
Shifting attention to other, more pleasant, significant, important... objects of relationships (in order to return to unresolved problems on a wave of goodwill, calmness, pedagogical tact...);
Calm and business-like analysis of the current situation;
Expression (emphasized) of trust, caring, disposition, love... for the child and parents;
Temporary waiver of your claim;
Involvement of other persons (school director, head teacher, subject teachers, professional specialists, other family members...) as an “arbiter”;
Clarification of acute problems and issues in other circumstances (at another time, in a different territory, in new, unusual forms):
at home with a cup of tea, in the library, in the park..., delayed in time...;
Demonstration of advanced trust, respect, hope, faith (for parents of dysfunctional families);
Constructive dialogue (inclining parents to their side in a thoughtful and logically calculated dialogue with specially selected content, convincing arguments, evidentiary facts, etc.;
The ability to put oneself in the place of the opposite party, evaluate everything “through her eyes and mind” and, based on this, choose the right decision and build a logic of action;
Using the “parallel action” method by A.S. Makarenko: skillfully giving an example from literature, history, life, similar to the current situation, so that parents, by analogy, choose the right position;
A personal example of a teacher in the ability to use all of the listed ways to resolve a conflict in order to rationally organize the development of the child and the class team.
When organizing the resolution of conflict situations, it is very important for the class teacher to take into account the necessary conditions. And if they are absent, you should think about the possibility of creating them.
The main ones are:
The conviction of both parties in the need to resolve the conflict;
Psychological and pedagogical literacy, at least at the elementary level;
Ethical education, knowledge of cultural norms of conduct, adherence to the rules of etiquette;
Psychological health of the parties (otherwise, the participation of a neuropsychiatrist, neurologist, psychiatrist is appropriate);
Concealment of conflicting relationships between the class teacher and parents from students.
Thus, analysis of the reasons for the emergence of conflict relationships, their types, ways to resolve conflicts, taking into account specific necessary conditions, helps the class teacher manage the situation of the emergence, development and resolution of conflict, making it a source of development of relationships with parents, and, consequently, a means of increasing the effectiveness of of the entire educational process.
Literature
- Arnautova E.P., Ivanova V.M. Communication with parents: why? How? M., 1993.
- Arkhipova I.A. Preparing a child for school: A book for parents of a future first-grader. – Ekaterinburg: U – Factory, 2004. – 224 p.
- Gatalskaya G.V., Krylenko A.V. to school - with joy. Practical psychology for teachers. – Mn.: Amalthea, 1998. – 240 p.
- Dusavitsky A.K. Personality development in educational activities. – M.: House of Pedagogy, 1996.
- Kan-Kalik V.A. To the teacher about pedagogical communication - M., 1987.
- Cool watch. 2nd class / comp. G.P. Popova. – Volgograd: Teacher, 2010. – 271 p.
- Leontyev A.A. Pedagogical communication. M., 1976. Helping parents in raising children. Per. from English Ed. Pilipovsky VL. M., 1992.
- Parent meetings. 2nd grade. Steps to wisdom / author.-comp. V.N. Maksimochkina. - Volgograd: Teacher, 2008. – 168 p.
- Rybakova M.M. Conflict and interaction in the pedagogical process. M., 1991.
- Stepanova O.A. Prevention of school difficulties in children: Methodological manual. – M.: TC Sfera, 2003. – 128 p.
- Freud A. Psychology of the “I” and defense mechanisms. M., 1993
- Tsukerman G.A. How do primary schoolchildren learn to study? – Moscow – Riga, Human Rights Center “Experiment”, 2000. – 224 p.
- Tsukerman G.A. Types of communication in teaching. – Tomsk: Peleng, 1993.
- Tsukerman G.A., Polivanova E.V. Introduction to school life. – Tomsk, 1993.
- Shurkova N.E. Pedagogical technology. (Pedagogical influence in the process of educating a schoolchild). M., 1992.
- Shurkova N.E. You have become a great leader. M., 1986.
School, class, first teacher, educational process is an important, new, difficult and serious period in a child’s life. IN junior school, from the first grade and the first teacher, the child’s attitude towards learning in general, school and the class as a team, self-esteem and motivation are formed. Often the problems that a child has to face at the very beginning of the educational process can become subjectively insurmountable and a serious obstacle to the child’s personal development and successful studies.
In order for the child to successfully adapt, make progress and enjoy the educational process, the joint efforts of the class teacher, school psychologist and parents are directed. This is ideal. In practice it is often different.
It is extremely important for children serious attitude parents to school, study, respect for the teacher and his work. If parents forget to take an interest in their child’s successes or help when difficulties arise, or speak unauthoritatively about the teacher, there is no reason to expect or demand a serious and responsible attitude of the child to the educational process, interest in the eyes, desire to learn and go to school in general. So, unknowingly, parents, out of their busyness or ignorance, can provoke conflict between child and school.
School is a real school of life. In addition to secondary education, it is within the school walls that we gain an understanding of ourselves and others, develop teamwork skills, develop an understanding of unwritten laws and behavior in society, make mistakes, learn to understand and correct them. It is useful for children to face difficulties in order to successfully overcome them and become more confident in their abilities and become stronger. But still there are situations that are very complex and ambiguous, and sometimes simply neglected. It is in them that elders are called upon to help the child understand and learn a useful lesson.
If such situations arise in primary school, then it is much more difficult for the child to find the most effective method their permission, then the participation of parents is simply necessary and cannot be replaced by anything else.
Early development schools: when and why Schools early development now more popular than ever. Should I send my child to an early development school? What should you choose?
Sometimes the teacher does not delve into or simply does not have time to understand the essence of the children’s conflict and establish justice between the children. Often situations are simply “smoothed out”: “we are all friends”, “change is only given in the store”, “come on, repeat: make peace, make peace and don’t fight anymore.” And at this time, it is important for children to get an assessment of who is right and who is wrong, so that justice will prevail. After all, in their children's team, new children's laws and rules are constantly being developed, changing, and emerging, on the basis of which the children build relationships with classmates. Which will carry over into adulthood.
If the child is unable to stand up for himself, they start making fun of him, they don’t want to sit at the same desk with him, etc. This hurts the child’s soul very painfully and can cause serious psychological trauma. That is why the teacher is required to timely correct these unwritten laws and have a wise pedagogical approach.
Sometimes a conflict arises between teacher and student. And even if a child tries to defend his point of view or position, the teacher still has more resources to insist on his own. Because of this, the child’s internal state is very disharmonious, which can affect his academic performance, behavior with classmates, parents, the formation of closed, aggressive or, on the contrary, passive and indifferent behavior patterns.
It happens that a conversation with a teacher cannot resolve the conflict that has arisen, and often parents are simply afraid of harming their child and decide to remain silent. Be sure to discuss the problem with your child, how he sees this situation and what would be better for him. In this case, parents should think about changing schools or classes for their child, no matter how much additional trouble this may cause.
If such a situation nevertheless arises, it is better to “take the child out” of the unconstructive conflict, protect him, transfer him to another school - a little time will pass and he will be able to solve this problem. It is very important that the baby maintains a positive attitude towards himself and faith in the love and support of his parents. Remember that your child is most important to you! No one is immune from mistakes and wrong actions, especially children. In such cases, parents need to very seriously analyze what happened and help the child. It is very important for the baby to be understood and, no matter what happens, to receive the support of his family, and for parents to fairly assess the situation and help their baby.
Often, even for adults, changing a place of work or residence is difficult, mentally frightening and exhausting. For children, changes, although desired and long-awaited, besides the mystery and joy of anticipation of something wonderful, bring excitement and anxiety: who will I be friends with? who will be my teacher? Will I like it new team, will he like me?
All the child’s experiences are absolutely justified and require serious consideration and consideration. Especially if the previous experience was not very successful. Even if it seems to you that the future does not cause any worries in your child, it is still worth talking about the future, asking his opinion about the future, what he likes, what he doesn’t, what he is looking forward to more, and what perhaps frightens or confuses…. prepare him for upcoming events, develop an action plan.
It is very important to take your choice seriously new school, class and teacher. In the lower grades, the teacher probably plays the most important role. After all, it is she who creates the children’s team, shapes the climate, and ensures discipline. It depends on her whether the children will be friends with each other, whether the school can become a second home for them, a place where they can open up, express themselves, learn a lot of new and interesting things, cultivate qualities that will help them be successful in secondary and in high school, for example, discipline, responsibility, a sincere desire to learn, self-confidence, etc.
It is better if the choice of parents is based not on elite schools and strong classes, but on a teacher and a class where the child can adapt and express himself the best way. New renovations in the classroom, TV, printers and other amenities of civilization, as well as well-trained children on tiptoe, should not be the factors on which the choice of parents is based. Children care about comfort and simplicity in the classroom, flowers on the windowsills, fairy tales on the shelves, Board games which you can play with during recess or after-school activities. We must remember that first of all you choose a team for your child, in which the child will have to learn to interact and express himself and the adult to whom you entrust your child.
A logical analysis of the information received and focusing on the expectations and needs of your child will help you make the right choice.
An important point is the extension. It is clear that there are cases when after-school care is the only way out. And yet, if your child has changed school and class, give him time to adapt and get used to the new requirements and team. As practice shows, each teacher has his own nuances regarding requirements. It is the parents who first have to understand these nuances and help their child get used to them.
For example, even if a child comes from a “strong” school and has a high level of preparation, the requirements of teachers for the design of homework and class work may differ: in one case the word “examples” is written, but in the second – not. Those parents whose children have changed schools know that such seemingly insignificant differences can affect assessments and, more importantly, children's self-esteem, motivation to study in a new class and relationships in the team.
Assigning a student to sports clubs, dancing, music, chess, etc. very important point. Being as involved as possible, the baby is more likely to make new friends and get used to school and class. However, before you organize your child’s extracurricular life, make sure that he has already understood and accepted the new requirements, has ceased to be “new,” has time to do his homework, and in general the child’s tone and general mood are cheerful and active.
Good luck to you, dear parents, good teachers and happy children!
Ten parental mistakes Lepeshova Evgeniya
The indifferent position of parents in the child’s conflicts: “Others know better”
As soon as a child enters an active social life, conflict situations are inevitable: conflicts with other children on the playground, in kindergarten and at school, conflicts with educators, teachers and other adults. The conflict in this case is not necessarily a violent quarrel. Sometimes it’s just some kind of obvious confrontation between the interests of two sides.
Parents are often involved in this confrontation. And the most painful thing that can happen in this intervention is the manifestation of distrust in your own child.
“I remember very well one painful episode from my school life. In the third grade, the head teacher of our school taught our lesson instead of a sick teacher. We were asked to solve some problems. I quickly decided that I was good at math. My neighbor also decided quickly, and we decided to exchange notebooks to check each other’s solutions (our teacher sometimes asked us to do this). So for some reason this same head teacher decided that I was copying from my neighbor! And she gave me a bad mark, and even scolded me in front of the whole class. I was terribly upset, barely made it to the end of class and rushed home. At home I cried, screamed, cried again. And my mother said: “Well, you know what, this is not just a teacher, but a head teacher, she knows better, there is no smoke without fire.” To be honest, I still remember with pain, it was so offensive and bitter after these words...”
Trust creates a situation of closeness and that “rear” that we have already talked about above. Let's just say that trust in this case means that initially, by default, the parent is on the child's side in the conflict. The child must feel that they believe him, that he has someone to rely on in a difficult situation. Only against the background of this feeling can one try to objectively understand the conflict, finding the share of blame on both sides, discussing possible solutions.
I would not like to give examples of the most tragic situations from this series here. After all, unfortunately, a large proportion of cases domestic violence accompanied by the mother's disbelief in the child's stories about him. This not only makes it impossible to stop the torment, but also worsens the mark left on the child’s psyche.
Will the girl from the last example, whose mother immediately took the side of the head teacher, tell the story if next time, God forbid, she is sexually harassed by one of the adults she knows? Doubtful, because the message “An adult is always right” has already been received. This is, of course, an extreme case, but it shows the extreme importance of this aspect of trusting a child.
It is extremely important to objectively look at a conflict situation and teach this to a child. If possible, do not destroy the authority of the teacher and instill respect for elders, too. But all this is after. The first thing a child should feel is that mom and dad believe him, they are on his side and are ready to help. They will listen, understand the details and understand the reasons, and will not immediately rush to blame and judge. If there is such trust, the child will also have a desire to understand, and not close in on himself.
To summarize, I will quote the words of one mother about her position in conflicts with her son.
“I never blame or justify my child, I just listen to him carefully. I bring him to the conclusion of who is right and who is wrong in this conflict. At the same time, my child KNOWS that his mother is always ready to come to his aid and stand up for him. Therefore, no matter what offense he commits, he is not afraid to tell me about it. “I always ask the question: ‘Should I intervene?’, and if he refuses, I have detailed conversations with him about what to do, what to do and what not to do in such a situation.”
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Conflict at school between parents
There was a conflict at school between parents of 1st grade students. Parents did not mince words and threats in front of their children. What report needs to be drawn up about what happened and how to respond to inappropriate parental behavior (warning, notice of inadmissibility)
And you, apparently, are a teacher. 1. Understand why the conflict occurred. And who started it. 2. Calmly talk with the most conflict-ridden parent, invite him to school, and in front of witnesses (this could be the head teacher or other teachers) ask him not to do this again. Ask harshly, but in a friendly and soft tone. Explain that school ethics do not allow such behavior. And also to say that in the event of such a violation of discipline on your part, we will be forced to say goodbye to you.
Can I suggest you a topic for consultation - Conflict at school between parents: A child in the 2nd grade during recess, while running, bumped into a boy, fell on him, another girl fell on her, as a result, the boy’s knitted vest tore. Now the parents are demanding compensation from the fallen girl for the vest. The girl's parents agree to pay if they provide a sales receipt. Or a cash receipt for this vest. The boy's mother provided a sales receipt without a store stamp and without a cash receipt. The boy's mother began to threaten, we will write a collective letter to the school director so that your girl is expelled from the class. How to resolve this conflict? Is the boy's mother right?
This is not a legal issue, but a universal one. There is no right or wrong here; according to the Law, of course, no one will oblige parents to compensate for harm in this situation. Negotiate peacefully. With respect, lawyer in Volgograd - Stepanov Vadim Igorevich.
At our school, there was a conflict between parents, but one parent pitted her child against the other, then a psychologist called one of the children at the request of the parent and began asking questions, Tell me, is it legal to question and call a child without parents, now the child is afraid that she will be called to the director! What should we do! Thank you.
Good afternoon, the fact that a psychologist conducted a conversation with your child without the permission of the parents is seen as a direct violation of the law. Federal Law of the Russian Federation of December 29, 2012 No. 273-FZ “On Education in Russian Federation" Article 42. Article 44. In addition, as a result of such a conversation, psychological harm was caused, phobias and stress developed. There are grounds for contacting the prosecutor's office!
Yesterday at school, my 13-year-old son had a fight, the conflict between the children and parents was resolved, BUT I have a question: did the head teacher of the school have the right to take a written explanatory note from a minor child and conduct an explanatory conversation with him in a raised voice without notifying the parents, could the head teacher be brought in for the fact that she threatened to kick her son in the head and for her non-pedagogical behavior, I mean insults and a significant increase in her voice (she just yelled) at the child?
Taking an explanatory note from minors by teachers is not provided for by the Federal Law on Education in the Russian Federation. You can bring the head teacher to administrative responsibility for insulting Article 52.7 of the Code of Administrative Offenses of the Russian Federation. To do this, you should contact the prosecutor's office
There was a conflict at school between a boy and a girl. Verbal skirmish. The girl’s parents arrived and her father raised his hand against the boy. What should the boy's parents do?
Do as your conscience tells you...
Due to a conflict in the classroom between the class teacher and several parents, the school principal announced that if the class teacher. refuses the class - she will not insist on not doing it. As a result, she announced that there would be a new teacher in the class every month, because she could not force anyone. And so it happened... is it legal - every month the children have a new class leader?
Federal law does not regulate this.
In the school director's reception room, in the presence of a parent, a conflict occurred between the teacher and the director (the teacher raised his voice when answering the director's question - the stress and fatigue that had accumulated over the school year was triggered). The next day, the teacher was told that the director would do everything to cancel the category and title, reduce the workload to 18 hours (previously it was 19) and, of course, bring the issue of the teacher’s behavior to the teachers’ council. The teacher has 20 years of experience, students have won victories at olympiads, competitions, etc., and have normal, smooth relationships with parents, students and colleagues. What should the teacher do in this situation (yes, he should have restrained himself in any case), and is the school principal behaving correctly?
I believe that what the director said was in the heat of rage. The director has no such powers, except to reduce the workload. The hours are reduced within his competence, but not lower than those required by law - 36 hours per week. I don’t think that Olga Ivanovna Shitikova (GRONO) will have to interfere in your conflict. If necessary, I am at your service.
The child went to first grade. There are conflicts between children at school. Some parents began to write about my child on the Internet, presenting him in a bad way, while setting up their children for a collective beating. What to do? How to deal with such parents?
file complaints with the education department and the prosecutor's office
this is unacceptable, collect evidence if there are grounds to file a lawsuit
If the name of a child is named or his image is published, you can file a lawsuit to protect honor and dignity, as well as to protect the right to the image. In addition, you can file a lawsuit to initiate a criminal case for slander or insult.
There was a conflict at school between a parent and the parent committee. The parent committee for school needs asked to contribute funds. The parent refused. A member of the parent committee, while communicating with children in a classroom without a teacher, dropped an ill-considered phrase, which the child conveyed to the parent. As a result, the parent wrote to the school with a request to look into the situation, threatening to go further to the prosecutor's office.