Educational work. Methods and purpose

In a complex of measures aimed at preventing criminal acts, a purposeful impact on the individual, educational work occupies one of the dominant positions. In this case, this type of exposure can be used for children and adolescents, as well as for people at a more mature age.

The main methods of educational work are:

• Trainings, talks and lectures;
• Joint activities and individual lessons;
• Recommendations of literature and films;
• Sporting events.

When choosing this or that method, it is necessary to take into account the conditions in which the person being educated, the level of his personal development, the readiness to accept information, the adequacy of the techniques and techniques used, the degree of activity of the subject in the process, in other words, "inclusiveness", and a number of other factors.

In normal life, the process of education is literally "inscribed" in all spheres (family, educational institution or team at work, friends, acquaintances, friends, the media, etc.). In this case, the shortcomings or pernicious influence exerted on the person is not always possible to notice and stop in time. It is in this case that educational work becomes the most difficult. To change the existing stereotypes of behavior, to show the inconsistency of the norms accepted in the reference group (meaningful) is the task of the educator.

Such difficulties are faced by specialists whose activities are related to the holding of educational activities in closed institutions (correctional colonies, boarding schools for "difficult" adolescents, etc.). Educational work in these cases has a number of nuances. Briefly mention some of them.

Educational work with "difficult" children

The main principles of this interaction were laid by the talented teacher Makarenko. Despite almost a century of history, they have not lost their relevance and remain very effective measures. The main principles of building an educational process are as follows:

• Education with the sign "+" (trust in the pupil, emphasis on actions with the sign "+", taking into account the opinion and self-interest of the child / adolescent, assisting and stimulating search in his personality for positive traits, protecting the interests of pupils and helping to solve problems).
• The principle of the social correspondence of education (taking into account all the social factors that exerted and influence the personality of the pupil, the construction of a system of harmonious interaction on the part of all social and significant social institutions, help in the correct perception and analysis of information coming from various sources).
• Individualization (attentive to changes in the personality of each child, the choice of means and methods in accordance with individual characteristics, the success of one pupil should not be achieved by negatively affecting others).

Educational work with children, built with these principles in mind, will make it possible to achieve obvious success for the teacher or administration of institutions.

Another type of activity is educational work with convicts. Its feature is a number of restrictions that are imposed on people by the specifics of the place of stay. In a correctional colony, for example, not all methods can and should be used. When choosing the method of work, it is necessary to take into account not only the personal characteristics of each prisoner, but also the type of colony regime, the term of the punishment and the type of content.

As the main methods in these conditions use the organization of sports and cultural events, watching movies and reading literature. A bright indicator of successful work will not be formal compliance with the norms that are required of the prisoner, but a sincere desire to participate in public activities,
Positive dynamics in human interaction in the internal environment, change of behavioral reactions, etc. Ideally, educational work should not stop even after a person leaves the correctional facility. Impossibility of adaptation in everyday life can reduce to "no" efforts of both educators and the person himself.