Pedagogical situations and an example of their solution. Methods for solving complex pedagogical situations

Consider pedagogical situations and an example of their solution. Perhaps, these questions can not but excite almost any person. Why? The thing is that each of us is either a parent, or a senior friend, or someone's relative, and hence from time to time we have to deal with childhood or teenage moods, serious grievances or even fierce fights.

In the opinion of experienced specialists, even if complex pedagogical situations (and the example of their solution will be shown below, by the way) are not included in the sphere of your professional activity, it is still possible to cope with them. To do this, you just need to know the basic laws and rules.

This article will tell you how to find a common language with the younger generation. About the decision of pedagogical situations in school, as, indeed, at home, will be told from a scientific point of view.

Section 1. What is the situation in teaching practice?

With the emergence of situational approaches in the education of children, such concepts as the "pedagogical situation" and the "pedagogical task" began to sound more and more often. What do these terms mean? Is it possible to consider them as part of such a concept as the educational problem?

First of all, let's try to define.

So, the pedagogical situation is, as a rule, the life circumstances, facts and stories that arose in the course of the professional activity of the teacher or educator and gave rise to certain tasks and psychological and pedagogical conditions that require further resolution.

Some regular pedagogical situations, which occur quite often, allow the teacher, educator or parent to quickly analyze the actions of students (household members), identify the problems that have arisen and resolve them positively.

Non-standard (non-standard) pedagogical situations (and the example of their solution as a consequence) are complex, which means they require a longer period for elimination, although sometimes they can be completely insoluble.

The role of such situations for studying and evaluating the educational process is enormous. Why? The answer arises by itself. It is through such problems that one can see the advantages and disadvantages of all activities.

Section 2. The solution of psychological and pedagogical situations. What is the basis?

The primary cause of this situation is the event that arose as a result of any problem factors in the school environment. Such conflict situations usually arise in case of occurrence:

• Discontent, expressed in irritation or negative attitude towards a person or an object;
• Disagreements due to lack of coherence and similarity of opinions or views;
• Opposition in the form of rivalry or resistance to the actions of someone, anything;
• Counteraction - an action that prevents the manifestation of another action;
• The gap that emerged as a result of a disruption in the relationship between someone or anything.

Section 3. Basic actions when conflict is detected . Example of the solution of the pedagogical situation

Any conflict event requires permission, and the teacher's job is to step-by-step detail all his actions.

Such events can occur purposefully or accidentally. But, despite the reason, they should be solved deliberately and carefully, taking into account the interests of all parties to the conflict. For this special methods of solving complex pedagogical situations are designed.

If a fact is found, it is necessary to describe the specific pedagogical problem and determine the nature of its content. Carrying out of the analysis and an estimation of a situation helps to reveal essence of the conflict and to formulate the most significant problems. In accordance with the information received and analyzed, the specialist can select specific methods of pedagogical work.

The choice of solutions depends largely on the professional experience of the teacher, as well as on his additional theoretical and practical training. Of great importance for conflict resolution is the teacher's ability to correctly conduct self-analysis and assessment of his actions and decisions.

Teachers who have a great professional experience and experience, especially do not need step-by-step details of their actions. But young teachers can use this technique to work with children when it is necessary to quickly and clearly solve pedagogical situations in the DOW, for example, or in junior high school.

Section 4. Detection of the situation

During the school day the teacher constantly interacts with the students and faces various difficulties. In experienced specialists, the methods of solving complex pedagogical situations have been worked out over the years, and starting up sometimes it is very difficult.

Why is that? The thing is that it is difficult for schoolchildren to adhere to the rules of behavior on a daily basis and to meet the demands of teachers, therefore, in the school environment, there may be disturbances in order, quarrels, resentments, etc.

The first action is the discovery of the fact. For example, the teacher saw how a junior student spoiled the railing with a knife on the stairs. Either one of the students fought with a classmate at a change or did not fulfill his obligations, and the teacher also learned about it.

Section 5. Example situation

It is better to describe the event in more detail and title, which in the future will help to find the essence of the conflict. In the search for truth, dialogue and even a dispute are important.

Here we have a ready-made pedagogical situation. Examples can in fact be given indefinitely, but we will analyze, for example, the situation with the damage of stair rails, which can be called so: "This is impossible!"

The teacher, going down the steps, accidentally noticed how the pupil with a penknife tried to cut the railing of the staircase. Seeing the teacher, the boy ran away, forgetting even the jacket on the court. About all that happened, the teacher told the mother of the child, who simply did not believe that her son could do this. She was convinced that her son was not at all guilty, and other guys did it, because they live in an apartment with the perfect order and beautiful surroundings, everyone in the family carefully and accurately relate to things and furniture.

When asked by the mother, the son confessed that he just wanted to try his knife in the case. What was the boy's surprise and indignation when the teacher suggested that he cut a table or chair at home. He was just convinced that this could not be done, because this table was bought by his father.

After restoring the picture of this situation, we can go on to analyze it.

Section 6. Basic pedagogical situations arising in pre-school and school institutions

A ready solution of pedagogical situations with answers to all questions is almost impossible to find. After all, even for each age category, its standard cases are typical.

For children of primary school age, for example, the following situations are inherent:

• Paganism, denunciation and complaints. Children know that peers negatively regard slander and denigration. However, schoolchildren constantly complain to teachers: "And he took it from me ..."; "And she cheats on me ..."; "And he pushed me," and so on.
• Fights, brawls. The reasons for aggressive and cruel behavior of the child in relation to another person are many: because of disagreements in opinions and views; Because of the desire to take revenge, to stand out or be established, etc. Such behavior begins to emerge and strengthened even at the younger school age. Later, however, more serious psychological and pedagogical problems may arise.
• Exchanges. The mutual relations of children with each other according to the principle "I to you, you to me" are widely distributed and supported by children. But exchange without rules can provoke quarrels and contribute to the development of ambitions, self-interest or resentment leading to conflict situations.
• Fears. Children of lower grades are prone to fear. They are afraid of parents, teachers, strangers, animals, etc.
• Damaging things. Many children neglect personal and alien things, spoil them.
• Nicknames and nicknames. In schools, when communicating with each other, children often call each other not by name, but by nicknames, and quite often with the goal of humiliating dignity.

Such a plan pedagogical situations (and the example of their solutions will not be universal) can be enumerated to infinity.

Section 7. How to correctly analyze the conflict

In order to correctly analyze the above example of the pedagogical situation concerning the damage to school property, it is necessary to obtain answers to the following questions:

• Who is the main participant in this event and dialogue?
• What is the cause of the conflict?
• What was the motive for this act?

The main participant of the event is the student. He treats his personal things carefully, but quietly spoils school property. At the heart of this conflict lies disagreement. The boy is sure that his action does not contradict the accepted norms of behavior. Although it is clear that you need to protect not only your things, but also the public. His actions he does unintentionally, because he does not realize that he violates the rules of conduct.

The pedagogical problem, as they say, is obvious. Apparently, the father, giving his son a penknife, did not explain the main purpose of this subject.

Section 8. What tasks need to be formulated first

The analysis of the event allows you to correctly formulate the tasks, among which the most significant should be highlighted. After determining the significance, they begin to resolve them and settle them. In our example, the following tasks occur:

• Help the child to realize his mistake, so that in the future he does not do such actions;
• To bring to the understanding of parents that in education it is necessary to pay attention to such qualities as frugality and accuracy: the child must be careful not only to his things, but also to strangers;
• Conduct a conversation with the children in the classroom where the boy is studying, and do not ignore the cases when schoolchildren spoil things.

Section 9. Methods of solving the pedagogical problem

The most difficult stage after finding a situation is the choice of the solution.

It is safe to say that this is not an easy task for a modern teacher. Of course, experience in solving standard situations is available, but it is still little studied. It is through the resolution of pedagogical situations that the teacher interacts with the students, where he directly contacts the child about his concrete action and deed.

If we return to our example of the situation, it can be seen that mistakes were made by parents in the upbringing of the child, which resulted in violation of the generally accepted norms of behavior. The first mistake parents - they did not teach their son to take care of extraneous things. The second mistake - the father, giving him a knife, did not explain his purpose. In this case, the teacher can advise parents to discuss with their son the situation, help him understand the wrongness of his misconduct, talk about the appointment of a penknife and later together with his father to repair the stair railing.

Further educational work in many respects depends on the effectiveness of the applied version of the pedagogical task.

Section 10. Sample solutions

So, as they say, there is a pedagogical situation. Examples of solutions for this and similar cases are discussed below. What are the features of the psyche and behavior of children, in particular adolescents?

• Adolescent children are characterized by conflict, expressed as a challenge to society, stubbornness. For them the opinion of peers is of great importance and higher than the opinion of adults. The best way out of these situations is to try to understand them and the reason for such behavior, take into account their opinion, provide more controlled independence, cooperation.
• The manifestation of anxiety, unstable emotional state, fear, shyness or inability to communicate with peers. What to do? Try not to compare with others, to use body contact more, to increase self-esteem, to make less comments about the child (only in extreme cases), to be an example in everything. Also in this case, it is better not to force a teenager to participate in any competitions and work that takes into account the speed.
• Theft, stealing other people's things. If such an act is revealed, the teacher should talk with the teenager, try to convince him of the need to return the thing to the owner with apologies. To support him, you can go with him, but only as a silent escort. If the class is aware of what happened, it is necessary to discuss this unpleasant action with the children. In this case, one should listen to the opinion of everyone and draw a conclusion together. Children should understand that such actions are illegal.
• Lies, deceit. If a deception is discovered, discuss with the child the situation and explain the further negative consequences for him and for others. The main thing that he realized that a lie leads to a loss of confidence of the people around him.
• Loneliness, isolation, strong vulnerability, temper and irritability. With the help of individual conversations, help the child get rid of these emotional and psychological problems, explain how to smooth and overcome them. In the team try to praise a teenager and emphasize his positive qualities.
• Negative leadership. With such a child, it is better not to argue and not to conflict, not to make remarks in the presence of others. We must try to find contact with him and make friends, to prompt how to become a real leader with authority.
• The manifestation of the school "bullying" - a social phenomenon, expressed in an aggressive mood with the deliberate pursuit, cruelty, insults and humiliations of other children in the presence of peers. It is important to remember that the teacher, noticing this phenomenon, should not focus on this and pay attention to the general consideration. This can set the instigators even more aggressively against their victim, which in turn will cause the victim to experience even greater self-doubt and shame. Particular attention should be paid to the development of creativity, mental transformation and creative thinking. The basis of education should also include the development of empathy - feelings of empathy for the emotional state of another person.