The problem of school discipline. S.N

middle School of General education

Abstract on the topic: “School discipline”

student of class 10-A

Ablyakimova Elmara

Head: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about “Discipline”

DISCIPLINE (lat. disciplina) is a certain order of people’s behavior that meets the established norms of law and morality in society, as well as the requirements of a particular organization.

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

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

SCHOOL DISCIPLINE

As for 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 at school gives rise to the question of school discipline, because Discipline has always been considered the main rule of the internal structure of the school.

School discipline is a certain order of behavior of schoolchildren, determined by the need for successful organization of the educational process. Usually there are external and internal discipline.

External discipline is 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 and independently manage his behavior. It is based on the assimilation of rules and norms, which acts as an internal need.

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

But a teacher cannot make every lesson interesting, and the secrets of pedagogical skill are not learned immediately. Discipline is needed in every lesson, from the very first day of a child’s stay at 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 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 lesson.

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

With a liberal-permissive style of relations, the teacher does not control the behavior of children and is aloof from them. Doesn't set goals for children.

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

The method of persuasion brings to the consciousness of schoolchildren the norms and rules of behavior. 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 come out beautiful, and when you are spinning and the letters are jumping.

-If anyone wants to ask something, raise your hand. You cannot shout from your seat and disturb your comrades. They are busy working, they are thinking.

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

orders: “Everyone sit down!”, “Hands on your desks!”;

prohibitions: “Don’t leaf through textbooks”, “Don’t swing your legs”;

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

A benevolent suggestion can take the confidential instructions “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. In this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful studies. Children's disciplined behavior is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developed.

Fostering conscious discipline, a sense of duty and responsibility. Life requires a person to have high discipline and executive precision - traits that are too weakly represented in our character. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline is the observance by students of the rules of behavior at school and outside it, the clear and organized performance of their duties, and their obedience to public duty. Indicators of a high level of discipline are students’ understanding of the need to comply with it at school, in public places, and in personal behavior; readiness and need to comply with generally accepted norms and rules of labor discipline, training, and free time; self-control in behavior; fight against discipline violators at school and beyond. Conscious discipline is manifested in the conscious, strict, unswerving implementation of social principles and norms of behavior and is based on the formation in students of such traits as discipline and a sense of duty and responsibility. The basis of discipline is the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Responsibility is a person-conscious system of social and moral requirements dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a personality quality characterized by the desire and ability to evaluate one’s behavior from the point of view of its expediency or damage to society, to measure one’s actions with the prevailing requirements, norms, and laws in society, and to be guided by the interests of social progress. School discipline is a condition for normal educational activities of the school. It is quite obvious that in the absence of discipline, neither a lesson, nor an educational event, nor any other activity can be carried out at the proper level. It is also a means of educating schoolchildren. Discipline helps to increase the educational effectiveness of students' activities and allows them to limit and inhibit the reckless actions and actions of individual schoolchildren. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding students’ assimilation of the rules of behavior at school. It is necessary to accustom them to comply with these rules, to formulate in them the need for constant observance of them, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into primary and secondary ones, when violation of some teachings is responsible, while non-compliance with others goes unnoticed. Corresponding work should also be carried out with the parents of students. After all, the rules cover the basic responsibilities of schoolchildren, the conscientious fulfillment of which indicates their general good manners. To help the school develop in students the qualities provided for by these rules, parents must know them and master basic pedagogical techniques for developing these qualities. Cultivating the habit of following the rules of behavior and discipline begins from the first days of a student’s stay at school.

A primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader student is already a citizen, endowed with certain rights and responsibilities. Unfortunately, elementary school teachers very often see him only as a child. Some of them influence schoolchildren only through harshness and strive to achieve obedience by breaking the child’s will. In this case, students develop mindless obedience or defiant disobedience. In middle and high schools, individual teachers, through excessive severity and straightforwardness of judgment, often suppress the interests of schoolchildren and create reluctance to go to school. Vigilant control, constant restrictions lead to the opposite results, comments cause irritation, rudeness, and disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in class when answering 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 appropriate, precise, general and specific. The expediency of the regime lies in the fact that all elements of students’ life activities at school and at home are thoughtful and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in the time and location of the planned events. Precision must first of all be inherent in teachers, then it is passed on to children. The universality of the regime means that it is binding on all members of the school community. Regarding the teaching staff, this trait is manifested in the unity of demands that teachers make of students. Each student must clearly understand how he should act when performing certain duties. This regime contributes to the development in students of the ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in teaching students appropriate behavior at school and outside of it belongs to clear control over their behavior, which includes recording their attendance at lessons and taking appropriate measures against those who are systematically late or do not show up for lessons 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 violation 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 body, outline 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 shortcomings in 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 log, they keep a special file for student offenders. The attempts of individual teachers and parents to hide cases of violation of discipline so as not to compromise the class hinder the development of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of education a student begins to be reproached for bad behavior, he cannot understand why his latest act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dulled, and insolence has developed. Taking this into account, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

A diary plays an important role in disciplining students. The teacher should require them to keep a diary carefully. When assessing a student’s behavior for the week, one should also take into account his appearance and participation in cleaning the classroom, duty in the cafeteria, attitude towards friends and adults. Systematic control over the behavior of students in school and outside of it accustoms them to daily discipline. Such control is especially necessary for children who have formed negative habits. It creates conditions for them to develop positive habits and blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control students all the time if they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest offenses, this does not contribute to their compliance with the rules of behavior, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as an individual. External control to a certain extent is coercion towards positive behavior. Together, internal control operates when certain norms of behavior have been internalized to such an extent that they have become a person’s internal beliefs, and she carries them out, often without even thinking about why she acts this way and not otherwise. If you can avoid fulfilling the requirements of the school regime, control on the part of teachers or a group of students can be avoided, then it is difficult to hide from your 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 knows.”

In education in general and in strengthening discipline in particular, establishing the correct tone and style in the activities of the student body 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 resolve issues of student education. Prevention of conflictual relationships and negative behavior is effective. Violations of discipline and the requirements of the school regime more often occur where student activities are not well organized. If the pet has nothing to do in class 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. Violations of the school regime by individual students are also caused by 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 for their negative behavior, knowledge of which makes it possible to effectively build educational work with them. So, if a pet is treated poorly for lack of prospects, for indifference to his future, then all the work of the teacher is aimed at developing his faith in this future, in the ability to achieve it on his own. The school loses a lot in instilling 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 is “the school that, from the very first day, must set before the student the firm, undeniable demands of society, equip the child with standards of behavior, so that she knows what is possible and what is not possible, what is commendable and what will not be praised.” This regulation is determined by the rights and responsibilities 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 consciously observing the rules of behavior, discipline, combating violations of the requirements of the school regime, and helping the teaching staff in organizing the educational process. In short, the student must deeply understand that behavior and attitude towards learning are not only his personal business, that his duty as a citizen is to study conscientiously, behave exemplarily and restrain others from unworthy actions.

behavior education schoolchild lesson

Children and the problem of school discipline

To understand the specifics of discipline in the moral system, it is necessary to keep in mind that the same rule of behavior in one case acts as a requirement of discipline, in another - as an ordinary norm of morality. 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 of mandatory norms and rules of behavior dictated by the official duties of an individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, etc. 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 Behavior at School.” In addition, the rules are part of the internal labor regulations. They are also stated in the school charter.

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

Discipline is the most important moral quality. Every person needs it. No matter who schoolchildren become in the future, no matter where their life path leads, everywhere they will have to face the demands of discipline. It is needed in educational institutions and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, clear order, and accurate and conscientious fulfillment of teachers’ requirements are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and children's collective bodies. Students must not only comply with school requirements themselves, but also help teachers and school leaders deal with discipline violators.

Discipline at school is firm discipline. It requires mandatory compliance with the orders of elders and the requirements of the children’s collective bodies. It is characterized by children’s recognition of the authority of teachers and parents, and a clear organization of individual and collective work of schoolchildren.

Violation of discipline at school makes it difficult to study and interferes with the preparation of schoolchildren to comply with the rules of socialist life. Undisciplined students often violate labor discipline even after graduating from school and take the path of hooliganism and offenses that harm society. Therefore, during 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 student labor discipline yet. When considering problems of student compliance with discipline, they rely on local regulations of the educational institution.

Students' responsibility for maintaining discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, cheating, 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 are qualified as offenses and are subject to legal regulation. In accordance with the legislation on education, students are subject to legal liability in the event of illegal actions, gross and repeated violations of the institution’s Charter.

Actions that give rise to disciplinary liability of students, as well as types of disciplinary sanctions, must be included in the institution’s charter.

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

Federal legislation provides for only one penalty for a student’s disciplinary offense: expulsion from the educational institution for committing illegal actions. For offenders in this situation, the following expulsion procedure applies: if the student has reached 14 years of age, then expulsion for committing a disciplinary offense is carried out with the consent of the education management body to which the educational institution is subordinate. If a student is under 14 years of age, expulsion is possible only with the consent of his parents. The level of conscious discipline and general education of the individual is reflected in the concept of culture of behavior. As a specific term, this concept denotes a high degree of refinement, polishing of a person’s actions and actions, the perfection of his activities in various spheres of life. The content of school discipline and student behavior culture includes the following rules: do not be late or miss classes; conscientiously complete educational tasks and diligently acquire knowledge; treat textbooks, notebooks and teaching aids with care; maintain order and silence in lessons; do not allow hints and cheating; take care of school property and personal belongings; show courtesy in relationships with teachers, adults and friends; take part in socially useful work, labor and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; maintain the honor of your class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit for students and become their internal need. Therefore, already in the elementary grades, practical training of schoolchildren in disciplined behavior occupies a large place. Particularly a lot of effort and energy has to be spent on teaching 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 class, during breaks.

Ample opportunities for teaching schoolchildren to disciplined behavior are provided by their joint socially useful activities and work for the common benefit. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately carry out the orders of teachers and student bodies, and become accustomed to mutual responsibility and diligence. Therefore, the correct organization of the varied 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, and shows how to act in a particular case. Gradually, the active members of the class are involved in monitoring the behavior of students. This allows students to overcome disobedience and teach them disciplined behavior. But modern education denies the physical labor of students. And some parents protect their children from work, forgetting that it was work that turned a monkey into a man

The design of a classroom, school, or school site also helps instill discipline. External order disciplines students. From the first days of schooling, it is necessary to accustom children to order and cleanliness in the classroom, to careful handling of school property. Student duty plays a major role in solving these problems. The attendants monitor the order and cleanliness of the classroom, ensure that the classroom is ventilated during breaks, and ensure that all leftover food and papers are thrown into a special box. The attendants also monitor whether children handle school property carefully, whether they damage desks, walls and school equipment, whether they take care of their belongings, and whether their books are clean. Thus, duty becomes an important means of teaching the observance of discipline and order at school. It was. What now? Children are not allowed to sweep, dust, or work. What kind of helpers do we want to raise? What kind of labor discipline can we talk about?

We must not forget that compliance with the norms and rules of discipline, culture, and behavior ensures success in all areas of human activity. If he clearly follows the norms, rules and requirements necessary to carry out the duties assigned to him, if he shows punctuality, accuracy and a 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 culture of behavior have great educational potential. Here we should also say something about school uniforms. They make a person fit, restrained, contribute to the formation of the ability to subordinate one’s actions and actions to achieving set goals, encourage self-control and self-education and overcoming existing shortcomings. All this makes the education of conscious discipline a very significant task in the moral formation of the individual.

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

“Why, he couldn’t. My son is a very calm boy. He is never rude to adults.” Do parents know what their beloved children, deprived of parental control, are capable of? 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, summons to school... The most common reason is violations of school discipline by children. What is the general situation with discipline in our school?

As the study of this issue showed, the following forms of violation of school discipline were mainly identified.

1st place in terms of prevalence among all forms of discipline violations was taken by schoolchildren's conversations in class;

2nd place - late for lessons;

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

truancy;

damage to school property and equipment;

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

There is no doubt that in many cases the herd effect operates. Especially in adolescence, there is a strong desire to become “one of the people” in a certain group, to gain recognition from classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group in which certain norms of behavior are accepted.

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 is a mistake. Discipline is the product of the entire sum of educational influence, including the educational process, the process of character organization, and the process of collision, conflict, and conflict resolution in a team, in the process of friendship, and trust. To expect that discipline can be created by preaching alone, by explanations alone, means counting on an extremely weak result.

It is precisely in the area of reasoning that I have encountered very stubborn opponents of discipline among students, and if you prove to them the need for discipline verbally, you can encounter the same vivid words and objections. Thus, instilling discipline through reasoning and persuasion can only lead to endless debate. How can this conscious discipline be achieved? In our school there is no theory of morality, there is no such subject. And the task for the next year will be to develop and search for such a program.

The primary conditions for good education for students are a healthy lifestyle in the family and at school. The correct daily routine, normal conditions of study, nutrition and rest, the absence of conflicts with parents and teachers create the necessary basis for a healthy mood, a balanced mental state of students, and therefore even behavior. The starting point for the formation of education is the students’ conviction that it is necessary to ensure the success of the overall work and to ensure the physical and moral security of everyone. The behavioral attitudes of students should be based on norms of universal morality, based on respect for another person. It is from these principles that the feelings of dignity, conscience, honor and duty grow, as well as such strong-willed qualities as self-control, restraint, and organization.

Explaining the rules of behavior as the best ways to achieve common goals, using vivid examples from works of art, ethical conversations and debates, discussing with students the consequences of certain incidents in the life of the class, acting out and analyzing situations that present the possibility of moral choice - all this helps pupils to master socially approved norms of behavior, to become convinced of their reasonableness, fairness and necessity. An important means of developing self-esteem is the moral and legal assessment of actions (by teachers, parents, and a group of peers), which also stimulates self-esteem. The effectiveness of an assessment depends on the credibility of its source. The teacher and educator work to develop habits and behavioral skills, relying on the student’s family and student body.

An indispensable condition for the emergence of individual and public self-discipline is the joint collective development of a code of rules, the laws of 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 developed by the entire school community, i.e., the teacher and students; otherwise it will be incomprehensible to students, completely inexpensive for them and morally optional.” The routine and standards of life of an educational institution are established not only by the state, but also by public organizations: school, etc. councils, student government bodies. They take upon themselves the development of rules for students and the organization of school activities in accordance with them. Collective introspection of the life of the team, the actions of its members, the development of societies, opinions on events that destroy the contractual order, help consolidate the positive experience of relationships, and understand the causes of disciplinary violations.

What exactly is school discipline? First of all, it requires students to carefully attend classes, conscientiously complete homework, maintain order in lessons and during breaks, and strictly carry out all educational assignments. School discipline also provides for the student’s conscientious fulfillment 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 those expressing requirements for himself.

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INTRODUCTION

The problem of school discipline has been a subject of special concern for domestic teachers for many centuries. In the modern period, this problem has not lost its relevance, but has only worsened. The democratization of the school environment has significantly influenced the behavior of students. Schoolchildren have become more active, independent and proactive, free to express their opinions and actions and are not at all inclined to unconditionally follow disciplinary rules. These circumstances caused serious concern for teachers, who understood that these positive changes, however, could cause significant difficulties in the educational process, reduce its effectiveness and negatively affect the level of education of schoolchildren. In these conditions, the study and rethinking of the problem of school discipline in domestic pedagogical science and practice becomes of great importance, which can become an effective means of solving pressing problems of modern education.

The word discipline translated from Latin has two meanings. The first is teaching, a certain branch of knowledge, for example, mathematical disciplines, linguistic disciplines, etc. The second is obedience to a firmly established order, consistency, and the habit of strict order, which is obligatory for all members of a given team. Consequently, discipline is understood as the presence in a team (institution, school) of a firmly established order, certain rules and requirements, compliance with which is mandatory for all members of a given team due to their official or professional duties.

Back in the 17th century, the founder of scientific pedagogy, Y.A. Comenius viewed school discipline as a “tie” connecting the work to be performed and the characters involved. The classic of free education, the English teacher A. Neill, protesting against the eternal pedagogical attitude towards the need to discipline a child, wrote in the middle of the twentieth century: “A blasphemous question arises: why, in fact, should a child obey? My answer to him is this: he must obey in order to satisfy the adult’s desire for power, why else?... Since social approval is what everyone wants, the child learns to behave well on his own, and no special external discipline is required?

School discipline 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 Behavior at School.” In addition, the rules are part of the internal labor regulations. They are also stated in the school charter.

Discipline - this is the most important moral quality. Every person needs it. No matter who schoolchildren become in the future, no matter where their life path leads, everywhere they will have to face the demands of discipline. It is needed in educational institutions and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, clear order, and accurate and conscientious fulfillment of teachers’ requirements are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and children's collective bodies. Students must not only comply with school requirements themselves, but also help teachers and school leaders deal with discipline violators.

Discipline at school - this is solid discipline. It requires mandatory compliance with the orders of elders and the requirements of the children’s collective bodies. It is characterized by children’s recognition of the authority of teachers and parents, and a clear organization of individual and collective work of schoolchildren.

Relevance of the topic “Discipline of schoolchildren and ways to establish it” lies in the fact that the need to cultivate a culture of behavior always arises where the activities of students are organized and the norms of their relationships are regulated.

Such a regulating force in a group of students is school discipline. Therefore, educational activities, like any other, must necessarily contain all three of these components, and the most important task of education is to teach students to build their activities as full-fledged, reasonable, in which all three parts are balanced, sufficiently developed, conscious and fully implemented. This means that all actions, including monitoring and evaluation, are carried out by the student himself.

In fact, what is the manifestation of the indiscipline of some students at school? In the absence of precision and commitment in the performance of one’s duties, in rudeness, insufficient respect for others, etc. And, conversely, a disciplined student will not allow rudeness and tactlessness in relation to the teacher and comrades, will not talk, laugh and engage in extraneous matters in lesson time. He will complete any academic task, public assignment, or simply a word given to someone on time and without reminders. Thus, the student’s discipline is manifested in observing the rules of a culture of behavior.

Purpose Writing a term paper was studying the discipline of schoolchildren and finding ways to establish it.

Tasks Accordingly, issues such as:

1. Theoretical foundations of the problem of discipline in a school environment

2. Research work to identify problems in establishing discipline among schoolchildren.

3. Discipline in a school environment - concept, essence, characteristics.

4. The procedure for establishing school discipline in modern pedagogical theory.

5. Psychological and pedagogical characteristics of adolescence.

6. Methods for determining the discipline of schoolchildren.

Object of study: adolescence

Item research : establishing discipline in adolescence

Hypothesis research: Adolescent discipline depends on:

· - level of professionalism of the teacher

- age difference between teacher and student

· -school programs (preaching violence, crime themes)

Research methods:

· Observation

· Conversation method

· Survey

· Discussions

· Experiment

Research structures

So, psychology uses a number of methods. Which of them is rational to apply is decided in each individual case, depending on the tasks and object of study. In this case, they usually use not just one method, but a number of methods that mutually complement and control each other.

CHAPTER 1. THEORETICAL FOUNDATIONSPROBLEMSDISCIPLINESTO SCHOOLbNOAH WEDNESDAY

1. 1 Discipline in a school environment - concept, essence, characteristics And ki

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

School discipline 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 at school gives rise to the question of school discipline, because Discipline has always been considered the main rule of the internal structure of the school.

In this light, education should be entirely “natural”, it is necessary not to spoil a person, not to disfigure him, but, relying on natural data, to develop in the human soul the higher powers inherent in him. The task of education is to enable nature to act on a person and within him, to protect his nature from the influence of culture. Thus, pedagogical naturalism grows from the recognition of radical goodness in man. The means of free education is freedom. The child must be free from any artificial coercion, free in his external behavior, there is no need for any rules regulating his behavior.

Based on this position, discipline is absent in the usual concept, or it is present as a “natural” discipline. The concept of natural discipline was subsequently developed by Spencer, and later the teachings of Rousseau were developed by a number of educators. All of them, however, have the significant drawback that they bypass the issue of school discipline. Discussing discipline in school, Tolstoy in his pedagogical views went so far as to completely deny education and even deny the right to education.

“Education is the violent, coercive influence of one person on another in order to form a person who seems good to us,” says Tolstoy.

“Education, as the deliberate formation of people according to known models, is unfruitful, illegal and impossible. The right to educate does not exist. Let children know what their good is, therefore let them educate themselves and follow the path that they choose for themselves.” (Tolstoy).

“Education is the free communication of people, which is based on the need for it, the acquisition of information, and to communicate to another (person) what has already been acquired by him.”

“The teacher should not have any power over the students, the relationship between them should be a relationship of equality. The school should only provide students with the opportunity to gain knowledge, students should have the right to choose what they need, what is of interest to them according to their own concepts” (Tolstoy ).

From these views, two pedagogical ideas developed:

I) Discipline, as coercion, is completely denied; education must be free and free from coercion, both internal and external

2) Education and school should not be “world-contemplative”, because this is the worst kind of coercion.

The question arises: to what extent is all this correct?

Is discipline really the opposite of freedom? Is it possible to do without coercion at all?

This issue can only be resolved after the general issue of freedom has been resolved. But I do not want to touch on this topic in a few words, however, I will point out that not everything is indisputable. What all deniers of any coercion proceed from, namely, that freedom is given to us, that every child has it, and that a child cannot be raised within the framework of a certain worldview.

In my opinion, freedom is not a given, but a given, and a child acquires freedom at the end of his upbringing. One of the tasks of education is precisely to develop the gift of freedom. If the gift of freedom is acquired, then the task of education ends there.

With this approach, the idea of free upbringing loses its clarity, because freedom in children still needs to be freed from a number of spontaneous restrictions.

In modern pedagogy, there is a concept of a harmonious personality structure, to achieve which only the uniform development of all aspects of the personality is sufficient. However, along with the concept of the harmonious structure of personality, there is another concept - of the hierarchical structure of personality, leading to a completely different structure of pedagogy.

If we positively resolve the issue of the right to education, then, consequently, we recognize to some extent coercion.

The school, as an organism, presupposes organizing forces. This organizing force is discipline. This is not the suppression of freedom, but its more correct development and promotion, for only through discipline can one gain the experience of freedom. Thus, discipline is one of the conditions for freedom in school and a means of maintaining freedom.

How should the school body be organized? Of course, “conformity with nature” is mandatory; attention to the needs and interests of the child, to his inner world, to his initiative is necessary. But should school life be entirely regulated? Of course not, otherwise there will be a distortion that will bring school discipline closer to training.

The “world-contemplative” school is one of the last words of modern pedagogy. This is a reaction to the prevailing teaching about the impossibility of any kind of coercion in schools. Now schools are introducing one or another worldview. But the transfer of one’s worldview is possible without external coercion. I consider it possible to accept this form of coercion and argue that there never actually was a “non-worldview” school (even in Rousseau), but there were schools that denied one worldview for the sake of another (their own).

In my opinion, there cannot be discipline in standing before God in the depths of spiritual life. Discipline is a social phenomenon and serves to achieve order.

The task of the school is precisely to create the need for discipline. The trouble is for a school and a nation that does not teach discipline and does not create the need for it. I agree with the statement that there should be as little discipline as possible, and there should be as few rules as possible. The purpose of discipline is only to maintain order.

The process of educating schoolchildren in grades 5-9 is the most difficult, since this age is characterized by intense changes in the anatomical, physiological, mental and mental development of the child, which entail changes in his behavior. Children experience rapid mood swings, high mobility, and an excessive desire for independence, which leads to instability of behavior.

A child, especially in middle adolescence, often cannot consciously control his actions and emotional state, and becomes very sensitive to intonation and the nature of the demands placed on him. The educational process in these classes has great potential for developing in schoolchildren an understanding of the essence of the discipline of collective work, the role of a person’s discipline in achieving the goals set for him.

Conscious discipline is formed in the specific affairs of students. Many schoolchildren do not study to the full extent of their capabilities, which is why they “do not gain” the knowledge, skills and experience that they could acquire at school. Important reasons for this phenomenon are the lack of awareness among schoolchildren of the vital importance of knowledge, as well as lack of discipline in learning.

Without fully using the opportunities given by nature and the social environment in acquiring knowledge, skills and abilities, the student cannot realize and develop all his capabilities. The individual suffers from this (he did not, could not, did not form within himself everything necessary for genuine development), but the entire environment as a whole loses a lot.

Schoolchildren's discipline in the classroom is a high business spirit when completing the teacher's educational assignments. Genuine discipline of students in the classroom is characterized by their good emotional mood, internal concentration, but not constraint. This is order, but not for the sake of order itself, but for the sake of creating conditions for fruitful educational work.

One of the leading factors that positively influences the formation of conscious discipline in schoolchildren is the reasonable organization of the lesson as the main form of education.

Good discipline of students in the classroom occurs when the teacher has the ability to organize purposeful activities of students, captivate them not with entertaining techniques, but with the ability to reveal the meaning of educational work and knowledge, clearly define the purpose and objectives of educational tasks at each stage of the lesson, and involve each student in the work.

Much depends on the teacher’s ability to organize himself and his work aimed at guiding the cognitive activities of schoolchildren. K.D. Ushinsky wrote in his work “Selected Pedagogical Works”: “If we introduced... order and harmony in classes... without leaving a single child idle for a single minute, if we managed to make classes entertaining for the child, we inspired respect in children to fulfill our duties, made these duties not too difficult; if, finally, our moral nature is such that children can love us, then class discipline is in our hands.”

The integrity of the lesson, as a dynamic system, is given by the didactic goal, in which, as in a model of the desired result, the main pedagogical idea and function of the lesson is realized. The structure of the lesson should not be formulaic; it constantly varies depending on the didactic goals, the type of lesson, the content of the material being studied, the chosen teaching methods, and the age composition of the students.

The organization of work of the teacher and students is built taking into account the selected stages of the lesson. At each stage, the teacher provides for the organization of his own activities, individual students, groups and the class as a whole so that each student is engaged in useful activities in accordance with the goals of the lesson and the tasks of a particular stage.

Attention is the direction and concentration of consciousness on some object, phenomenon or activity.

Attentiveness is considered by psychologists as a leading personality trait. A person with developed attention can easily concentrate, is able to better perceive his surroundings, react faster to events, experience them more deeply, and switch attention.

The teacher’s task is to purposefully develop in students in class and outside of class such qualities of attention as activity, focus, stability, switching, breadth, etc.

Lack of attention is undoubtedly a serious obstacle to a student’s learning.

Inattention of schoolchildren in class is caused by various reasons.

In the lower grades, the teacher does not always take into account the instability of the child’s attention; in the middle and high grades, intensive physiological changes in the growing body, as well as the processes of social maturation.

Serious reasons that give rise to a lack of attention among some schoolchildren in class also lie in the poor organization of the lesson.

To listen to the teacher and be attentive to the answers of your comrades, you need volitional efforts. The development of attentiveness as a personality trait in students is hampered by frequent changes in types of activities in lessons or the monotony of its forms, i.e. when the lesson creates the appearance of student activity, but lacks calm, in-depth concentration. However, the teacher’s desire to force schoolchildren to work at high mental stress throughout the lesson leads to the student getting tired and losing attention.

V.A. Sukhomlinsky very correctly noted: “Not to lose a single minute, not a single moment in a lesson without active mental work - what could be more stupid in such a delicate matter as educating a person... No, you cannot achieve attentiveness, concentration, mental activity of children at such a price.

The mental strength and nervous energy of students, especially younger ones, is not a bottomless well from which you can draw and draw.”

The alternation of tasks of a reproducing and creative nature, as well as a clear statement of the goals and objectives of the lesson, the reasonable inclusion of various forms of educational activities in the lesson, and providing students with the opportunity to study independently in the lesson, make it possible to maintain and maintain the attention of students in the lesson.

In order to truly manage the process of developing a responsible attitude towards learning, the teacher must know well the motives of students’ learning and find out the reasons that inhibit the development of positive motives.

All activities of the teacher should be aimed at creating cognitive interest and cognitive need for knowledge.

The success of instilling conscious discipline in schoolchildren is greatly influenced by the pedagogical conditions in which the educational process takes place.

There are four groups of conditions for the educational process: educational-material, school-hygienic, moral-psychological and ethical. Each of these conditions must be met.

An unhealthy classroom climate means students' uncertainty, boredom, nervousness, fear of being asked, etc. All this creates an oppressive atmosphere in the classroom, which can cause mental stress, leading to a gross violation of discipline. Knowledge of the subject being taught and mastery of teaching methods, understanding in which direction children should be raised - all this, of course, is necessary for a teacher to instill conscious discipline in students.

The teacher must:

· Rely on the natural intelligence of students and not be limited only to purely mechanical skills; Discussions between teacher and students are encouraged.

· Encourage student activity

· Increase student interest in learning.

· Provide motivation for the need to learn new material.

· Develop students' abstraction abilities; create pedagogical situations that facilitate independent identification of new properties.

· Use tables, diagrams, movies, special games.

· Develop students' thinking, use heuristic methods.

· Apply the solution of problems related to theory and empirical practice, problems of a problematic nature, open problems in which the student himself selects data and even formulates the problem.

A study of broad school practice showed that the main disadvantages of organizing lessons at school are:

a) weak engagement of all students in educational and cognitive activities as a whole during the lesson and its individual stages. This is manifested in the fact that the activities of schoolchildren are not specifically defined: tasks are not set, it is not indicated what, how and why students should do. Therefore, work in the classroom is carried out mainly based on the capabilities of strong students;

b) students’ irrational involvement in educational and cognitive activities in class. The disadvantages of such an organization are that although all students participate in educational work during the lesson, educational tasks, due to their complexity, do not take into account the real capabilities of schoolchildren. As a result, the very organization of the educational process in the classroom lays the preconditions for low educational productivity of schoolchildren and creates dissatisfaction with their work and gives rise to indiscipline.

1.2 The procedure for establishing school discipline

School discipline is understood as students’ compliance with the rules of conduct in and outside of school, and the clear and organized performance of their duties in accordance with the school’s charter.

Actions that give rise to disciplinary liability of students, as well as types of disciplinary sanctions, must be included in the institution’s charter.

Local regulatory legal acts are issued on the basis and in pursuance of legislation on education and the Charter of an educational institution.

A local regulatory legal act is a written official document adopted (issued) in a certain form by a law-making body within its competence and aimed at establishing, amending or repealing legal norms.

The structure of a local regulatory legal act should ensure the logical development of the topic of legal regulation.

If an explanation of the goals and motives for the adoption of a normative legal act is required, then the draft contains an introductory part - a preamble. Normative provisions are not included in the preamble.

Regulatory requirements are drawn up in the form of paragraphs, which are numbered in Arabic numerals with a dot and do not have headings. Points can be divided into sub-points, which can have alphabetic or digital numbering.

Regulatory legal acts of significant volume can be divided into chapters, which are numbered in Roman numerals and have headings.

If necessary, for completeness of presentation of the issue, individual provisions of acts of legislation of the Russian Federation may be reproduced in regulatory legal acts, which must have links to these acts and to the official source of their publication.

If a normative legal act contains tables, graphs, maps, diagrams, then, as a rule, they should be drawn up in the form of appendices, and the corresponding paragraphs of the act should have links to these appendices. A normative legal act with annexes must have continuous page numbering.

Before signing, the prepared draft local regulatory legal act must be checked for compliance with the legislation of the Russian Federation, as well as the rules of the Russian language.

The local regulatory legal act is approved (signed) by the head of the educational institution.

A regulatory legal act must contain the following details: name of the body that issued the act; name of the type of act and its name; date of signing (approval) of the act and its number; name of the position and surname of the person who signed the act.

A local act on the admission of students to grade 10 can be developed both by educational authorities and by the educational institution itself.

It may take the form of an order for the educational institution, with the inclusion of the annex “Rules for the admission of students to the 10th grade.”

A local act in the form of a Regulation may contain the following sections in its structure: I. General provisions; II. The procedure for organizing a targeted reception; III. General rules for filing and considering appeals based on the results of entrance examinations.

Law of the Russian Federation “On Education”

(as amended by Federal Laws dated January 13, 1996 No. 12-FZ, dated November 16, 1997 No. 144-FZ, dated July 20, 2000 No. 102-FZ, dated August 7, 2000 No. 122-FZ, dated February 13, 2002 No. 20-FZ , dated March 21, 2002 No. 31-FZ, dated June 25, 2002 No. 71-FZ, dated July 25, 2002 No. 112-FZ, dated January 10, 2003 No. 11-FZ, dated July 7, 2003 No. 123-FZ, dated December 8, 2003 No. 169-FZ, as amended by the Decree of the Constitutional Court of the Russian Federation dated October 24, 2000 No. 13-P, Federal Laws dated December 27, 2000 No. 150-FZ, dated December 30, 2001 No. 194-FZ, dated December 24, 2002 No. 176- Federal Law)

In this Law, education is understood as a purposeful process of education and training in the interests of the individual, society, and state, accompanied by a statement of the achievement by a citizen (student) of educational levels (educational qualifications) established by the state.

The receipt of education by a citizen (student) is understood as the achievement and confirmation of a certain educational qualification, which is certified by the appropriate document.

The right to education is one of the fundamental and inalienable constitutional rights of citizens of the Russian Federation.

Education in the Russian Federation is carried out in accordance with the legislation of the Russian Federation and international law.

School Charter

Extract of their School Charter.

4. PARTICIPANTS IN THE EDUCATIONAL PROCESS, THEIR RIGHTS AND RESPONSIBILITIES.

4.1 Participants in the educational process at the School are students, teaching staff of the School, parents (legal representatives) of students.

4.2. Children who have reached the age of at least 6 years 6 months by September 1 of the school year are accepted into the first grade of the School. To enroll in the School, parents (legal representatives) submit the following documents: - an application from the parents addressed to the director of the School, - a copy of the child’s birth certificate, - the child’s medical record of the established form.

4.3. Citizens are accepted into the 2nd and subsequent grades if they have the following documents: - an application from parents addressed to the director of the School; - a document indicating the level of education of the student at the time of admission to the School; - the student’s personal file; - a copy of the child’s birth certificate; - medical standard cards.

4.4. Admission of students to grade 3 classes is carried out on a general basis. Upon admission, the following documents are provided: - personal statement of the student addressed to the director; - certificate of basic general education; - a medical certificate of the established form; - a copy of the birth certificate; - the student’s personal file.

4.5. When admitted to the School, students and/or/ their parents (legal representatives) must be familiarized with this Charter, a license to conduct educational activities, a certificate of state accreditation and other documents regulating the organization of the educational process.

4.6. To enroll in an extended day group, an application from parents (legal representatives) is required indicating the time the child will be in the extended day group and the order in which he or she goes home.

4.7. A student may be expelled from the School: - at the request of the parents (legal representatives) on the basis of an application to continue studying in another educational institution, in another form; - upon reaching the age of 15 years, before they receive basic general education, at the request of the parents (legal representatives ) and agreement with the Education Department; - by decision of the School’s Pedagogical Council, for repeated gross violations of this Charter, a student who has reached the age of fifteen years is allowed to be expelled from the School. A gross violation of discipline is a violation that has entailed or could actually entail grave consequences in the form of causing damage to the life and health of students, employees, and visitors to the School; violation of the School's operating hours as a general education institution. Expulsion of a student from the School is applied if educational measures have not produced results and the student’s continued stay at the School has a negative impact on other students, violates their rights and the rights of the School employees, as well as the normal functioning of the School. The decision to expel a student who has not received basic general education is made taking into account the opinion of his parent (legal representatives) and with the consent of the commission for minors’ affairs and protection of their rights. The decision to exclude orphans and children left without parental care is made with the consent of the commission on affairs of minors and the protection of their rights and the guardianship and trusteeship authority. The school is immediately obliged to inform his parents (legal representatives) and the local government body about the student’s expulsion from school. The Commission on Minors' Affairs and the Protection of Their Rights, together with the local government body and the parents (legal representatives) of a minor expelled from the School, takes measures within a month to ensure the employment of this minor and (or) the continuation of his studies in another educational institution.

4.8. Students at the School have the right: - to receive free general education (primary, basic, secondary (complete) in accordance with state educational standards; - to choose the form of education. Students can master general education programs or individual sections of general education programs both at the School and in the form of family education, self-education or external study; - for training within the framework of state educational standards according to an individual curriculum, for an accelerated course of study; - for free use of library and information resources of the School library; - for receiving additional (including paid) educational services ; to participate in the management of the School in the form determined by the Charter of the School; - to respect human dignity, to freedom of conscience and information, - to freely express one’s own views and beliefs; to freely attend events not provided for by the curriculum; - to transfer to another School , parallel or other class if there is free space in them by decision of the Pedagogical Council; to protection from all forms of physical and mental violence; for the development of their creative abilities; - for rest and release from classes in the prescribed manner; for health protection and medical care; - in case of disagreement with the grades, take a test or exam on the subject of an independent commission appointed by the director; - get acquainted with this Charter, a license to conduct educational activities, a certificate of state accreditation and other documents regulating the organization of the educational process .

4.9. During the summer period, the School, with the consent of the parents (legal representatives) of students, establishes summer practice at the educational and experimental site for students in grades 5 - 8, 10. The school is prohibited from engaging students in work not provided for in general education programs, the curriculum and the Charter of the institution, without their consent and the consent of their parents (legal representatives).

4.10. Forcing students and pupils to join public, socio-political organizations (associations), movements and parties, as well as forcing them to participate in the activities of these organizations and to participate in campaigns and political actions is not allowed.

4.11. Students at the School are obliged to: - comply with the Charter of the School, decisions of the Pedagogical Council, orders of the director, orders of his deputies, requirements of the teacher and class teacher that do not contradict the Charter of the School; - maintain discipline; - attend lessons according to the class schedule, not be late for the start of classes ; comply with the rules of safety, industrial sanitation, hygiene and fire safety provided for by the relevant instructions; - treat the School’s property, the results of the work of other people, one’s own and other people’s things with care, and use electricity and water sparingly. In case of damage to the School's property, students, parents (legal representatives) are obliged to compensate for the damage in accordance with current legislation; - respect the honor and dignity of other students and School employees; observe a culture of behavior and appearance; - take care of the health and safety of your life and the lives of your comrades; - do not allow smoking, drinking alcohol, drugs, do not use foul language; - do not miss classes without good reason. In case of missing classes, provide a certificate or other supporting document on the day of arrival at the School.

4.12. Parents (legal representatives) have the right: - to choose forms of education; - to participate in the management of the School in the form determined by the Charter of the institution; - to protect the legal rights and interests of the child; - get acquainted with the programs in which their children are studying; - full information on any issue of the School’s activities; - contact the teacher, class teacher, administration to resolve conflict situations regarding the child; - attend lessons and classes with the permission of the School administration; - be promptly informed about upcoming vaccinations, refuse them by providing a refusal in writing; - choose a class if there are free places and the appropriate level of training of students; - choose additional educational services together with the child provided by the School (including paid ones); - be familiar with this Charter, the license for the right to conduct educational activities, with a certificate of state accreditation and other documents regulating the organization of the educational process; - provide financial sponsorship assistance to the School.

4.13. Parents (legal representatives) are obliged to: - ensure that the child receives basic general education; - comply with the School Charter; - provide assistance and control in organizing the working day in the child’s life; - ensure normal conditions for the child to study at home; - treat the student’s teachers and his friends politely , classmates; - provide the child with the necessary supplies for classes at the School; - attend parent meetings, come to the School at the request of teachers or administration at a mutually convenient time; - take care of the child’s health, physical, mental, spiritual and moral development, report to the School about his infectious diseases, do not allow the sick person to go to school. If a child misses classes for more than two days, provide a doctor’s certificate; - compensate for the damage caused by the child to the School in the manner prescribed by law; - pay for the student’s meals on time; - timely pay fees for paid additional educational services in accordance with the agreement; - bear responsibility for raising children; - take measures to ensure that your child regularly attends School.

4.14. A teaching worker has the right: - to freedom of choice and use of teaching and upbringing methods, teaching aids and materials, textbooks, methods for assessing the knowledge of students and pupils; - to participate in the management of the School in the manner determined by the Charter of the School; to protect professional honor and dignity; - improve qualifications; for this purpose, the administration creates the conditions necessary for the successful training of teaching staff in higher professional educational institutions, as well as in institutions of the retraining and advanced training system; - be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification; - a shortened working week in agreement with the School administration; for extended paid leave; to receive an early pension in connection with teaching activities; social guarantees and benefits established by the legislation of the Russian Federation; for a long-term vacation of up to 1 year, at least every 10 years of continuous teaching work; - for additional benefits provided in the region to teaching staff of a general education institution.

4.15. A disciplinary investigation into violations by a teaching staff member of the School of standards of professional conduct and (or) the Charter of the School can be carried out only upon a complaint received against him, submitted in writing. A copy of the complaint must be given to the teacher in question.

4.16. The progress of the disciplinary investigation and the decisions made based on its results can be made public only with the consent of the interested teaching staff of the School, with the exception of cases leading to a ban on engaging in teaching activities, or when it is necessary to protect the interests of students or pupils.

4.17. A pedagogical worker is obliged to: - teach his subject at a high professional level, constantly improving his qualifications; - strictly observe labor discipline, demand its observance from students; - clearly plan his teaching and educational activities, inform the administration and students about the peculiarities of planning the educational process; - comply with the rules for maintaining class journals and other documentation, timely evaluate students' knowledge; - objectively evaluate students' knowledge in their subject, timely give grades in the student's journal and diary; - treat your colleagues, administration, students and parents with respect; - allow students into the classroom with the bell, dismiss from class with the bell. The teacher does not have the right to deprive a student of recess; - bear responsibility for preserving the life and health of children during classes and extracurricular activities; - do not apply measures of physical and mental violence to students; - bear financial responsibility in accordance with current legislation for damage caused to the School; - observe the rules of sanitary and hygienic regime at school; comply with the Charter, internal labor regulations, terms of the employment contract, job descriptions; - carry out the decisions of the Pedagogical Council, orders of the director, orders of his deputies.

4.18. In addition to the grounds for termination of an employment contract on the initiative of the administration, provided for by the labor legislation of the Russian Federation, the grounds for the dismissal of a teaching employee of the School on the initiative of the administration of this educational institution before the expiration of the employment contract are:

1) repeated gross violation of the School’s charter within a year;

2) the use, including one-time use, of educational methods associated with physical and (or) mental violence against the personality of the student or pupil;

3) appearing at work in a state of alcohol, drug or toxic intoxication. Dismissal on these grounds may be carried out by the administration without the consent of the trade union.

Convention on the Right of the Child to Education and the Raising of Children.

Convention in Art. 28 guarantees children free and compulsory primary education and requires UN member states to encourage the development of various forms secondary education, both general and professional, ensuring its accessibility for all children and taking the necessary measures, such as the introduction of free education. The Convention places significant emphasis on the right to make higher education available to all, based on each individual's abilities, through all necessary means.

1.3 PsychologistO-pedagogicalcharacteristics of adolescence

Adolescence is a difficult period of puberty and psychological maturation of a child.

The teenager feels caught up in a new and unknown force that operates in his own depths. This force imperiously and impatiently overturns habits, established tastes, pushes somewhere forward, stirs and excites the soul, throwing it from one extreme to another. Daydreaming is the key to this period. Only with this period does true self-awareness begin, taste and attraction to one’s inner world, acute self-emphasis on one’s desires and impulses, without any regard to how realizable they are. A persistent reluctance to reckon with reality, confidence in the right to live in one’s own world, gives all plans and desires the character of a dream. During this period, a teenager is characterized by a great taste for asociality - for solitude and loneliness, for a tragic feeling of incomprehensibility and uselessness to anyone, in general for isolation from everything and everyone.

In addition, the teenager enters a stage of partial or (less often) complete denial of traditional morality. The essence of this moral turning point is not at all in denying the will of others and in exhibiting one’s own will (this point is secondary here). The main reason for the moral turning point is the denial of practical reason, the direct intoxication of oncoming drives. During this period of “flowering of gender,” the teenager builds his behavior in accordance with what has internal mystical power and indisputability, emanating not from reason, not from tradition, but from within himself.

And if, under the influence of a toxic environment, the teenager’s imagination is already occupied with sexual subjects, then in his mind only various bodily sexual movements can be associated with this, which marks a painful, but almost inevitable break in sexuality (as a purely bodily aspect of sex, including those mental movements that associated with this bodily side of gender) and eros (i.e. the search for love, setting in motion the entire psyche, the entire spiritual world, illuminating the soul with a poetic dream of a beloved being). Zenkovsky V.V., prof. prot. Problems of education in the light of Christian anthropology. - Klin: Christian Life Foundation, 2002. pp. 184-187.

Significant changes occur in a teenager’s self-awareness: a feeling of adulthood appears—a feeling of being an adult; a passionate desire arises, if not to be, then at least to appear and be considered an adult.

Defending his new rights, the teenager protects many areas of his life from the control of his parents and often comes into conflict with them. In addition to the desire for independence, the teenager has a strong need to communicate with peers. Teenage friendships and informal groups emerge. Teenagers strive to be like their peers in everything and try to stand out in the group, they want to earn respect and flaunt their shortcomings, they demand loyalty and change friends.

Vivid, but usually alternating hobbies arise. Thanks to intensive intellectual development, a tendency towards introspection appears; For the first time, self-education becomes possible. A teenager develops various images of his “I”, but they are changeable and subject to external influences. / I.V.Dubrovina, M.K.Akimova, E.M.Borisova, etc.; Ed. I.V. Dubrovina. - M.: Education, 1991. P. 160.

Adolescence is traditionally considered the most difficult educational period. Famous domestic teacher A.P. Krakowsky ( About teenagers. M.: Pedagogy, 1970.), comparing the behavioral characteristics of primary schoolchildren and younger teenagers, whose age difference is only one year, states the following.

Compared to their younger counterparts, teenagers are 6 times more likely to show stubbornness, 9 times more likely to flaunt their shortcomings, and 10 times more likely to oppose themselves to their parents. In general, the number of unmotivated negative actions of adolescents is 42 times (!) greater than among younger schoolchildren. In the book: Averin V.A. Psychology of children and adolescents: Textbook. allowance. - 2nd ed., revised. - St. Petersburg. : Publishing house Mikhailov V.A., 1998. P. 314.

The largest number of children with so-called school maladaptation, i.e., who are unable to adapt to school (which can manifest itself in low academic performance, poor discipline, disordered relationships with adults and peers, the appearance of negative traits in personality and behavior, etc.), falls on the middle classes.

Thus, according to researchers, if in the lower grades school maladaptation occurs in 5-8% of cases, then in adolescents it occurs in 18-20%. In high school, the situation once again stabilizes somewhat, if only because many “difficult” children leave school.

In adolescence, various kinds of pathological reactions associated with the development of mental (and sometimes somatic) diseases or significant difficulties in the process of personality formation may first arise or noticeably worsen. Expert estimates suggest, for example, that the risk of onset of schizophrenia in adolescence is 3-4 times higher than throughout the rest of life. School psychologist's workbook... P. 125.

Due to rapid development, difficulties arise in the functioning of the heart, lungs, and blood supply to the brain. A rapidly growing child can kick a ball or dance for hours, feeling almost no physical activity, and then, during a relatively calm period of time, literally collapse from fatigue. Cheerfulness, excitement, rosy plans are replaced by a feeling of weakness, sadness and complete passivity. In general, during adolescence, the emotional background becomes uneven and unstable.

To this it should be added that the child is forced to constantly adapt to the physical and physiological changes occurring in his body, to experience a real “hormonal storm”. This state was aptly expressed by one American teenager: “At 14, my body seemed to go crazy.” Sexual arousal that accompanies puberty increases emotional instability.

Girls have more individual differences: some of them experience the same strong sexual sensations, but most experience more vague ones, related to the satisfaction of other needs (for affection, love, support, self-esteem).

Thanks to rapid growth and restructuring of the body, in adolescence, interest in one's appearance sharply increases. All its flaws, real and imaginary, are acutely experienced. Disproportion of body parts, clumsiness of movements, irregularity of facial features, skin losing its childlike purity, excess weight or thinness - everything upsets, and sometimes leads to a feeling of inferiority, isolation, even neurosis.

Severe emotional reactions to their appearance in adolescents are softened by warm, trusting relationships with close adults, who must, of course, show both understanding and tact. Conversely, a tactless remark, shout or irony that tears the child away from the mirror aggravates pessimism and further neuroticizes. Kulagina I.Yu. Developmental psychology (Child development from birth to 17 years): Textbook. 4th ed. - M.: Publishing House of the University of the Russian Academy of Education, 1998. P. 141-143.

The image of the physical “I” and self-awareness in general is influenced by the pace of puberty. The age at which the first signs of puberty appear, as well as the sequence in which these signs appear, varies widely. This often leads to painful experiences for the teenager, due to the fact that the level of his physical and physiological development differs from that of most of his peers. School psychologist's workbook... P. 125.

Does school use corporal punishment?

Your memory probably still contains memories of your school years. You probably still remember the slaps on the head that the principal of your school handed out to overly naughty students? Or maybe at your school they beat the offenders with a ruler?
Unfortunately, many schools still practice corporal punishment (corporal punishment of children is legal in 23 states). According to statistics, during the 1993/1994 school year, at least 470,000 schoolchildren were subjected to corporal punishment.
Research conducted by teachers and psychologists clearly shows 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-esteem and has a detrimental effect on his or her academic performance. Punishment in this case loses its educational meaning: a child subjected to corporal punishment becomes cruel and aggressive. On the contrary, children who have never been subjected to corporal punishment are not prone to asocial, antisocial behavior.
The school director and teachers can use physical force against schoolchildren only in the most exceptional cases (for example, if a situation arises that threatens the life and health of the child). The American Academy of Pediatrics advocates for the complete abolition of corporal punishment in schools in all states without exception. We believe that teachers will be able to find other, much more effective ways to manage child behavior. We are asking legislators at all levels (including school boards) to support our initiative.

CHILDREN AND THE PROBLEM OF SCHOOL DISCIPLINE

Actions that give rise to disciplinary liability of students, as well as types of disciplinary sanctions, must be included in the institution’s charter.

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

“Why, he couldn’t. My son is a very calm boy. He is never rude to adults.” Do parents know what their beloved children, deprived of parental control, are capable of? 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, summons to school... The most common reason is violations of school discipline by children.

How are things going with discipline in our school?

1st place in terms of prevalence among all forms of discipline violations was taken by schoolchildren's conversations in class;

2nd place - late for lessons;

3rd place - games with the phone;

Truancy;

Running up the stairs and along the school corridor;

Fights;

Damage to school property and equipment.

The latter type of violation seems like petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; “throwing” various objects (papers, buttons).

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

It should be noted that the most difficult situation is observed in classes where teenage children study (“they experience a sharp change in mood and behavior”).

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

The reasons for violations of school discipline also included the negative influence of television programs, the preaching of violence, and the topic of crime.

School discipline

A primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader student is already a citizen, endowed with certain rights and responsibilities. Unfortunately, elementary school teachers very often see him only as a child. Some of them influence schoolchildren only through harshness and strive to achieve obedience by breaking the child’s will. In this case, students develop mindless obedience or defiant disobedience. In middle and high schools, individual teachers, through excessive severity and straightforwardness of judgment, often suppress the interests of schoolchildren and create reluctance to go to school. Vigilant control, constant restrictions lead to the opposite results, comments cause irritation, rudeness, and disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in class when answering 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 appropriate, precise, general and specific. The expediency of the regime lies in the fact that all elements of students’ life activities at school and at home are thoughtful and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in the time and location of the planned events. Precision must first of all be inherent in teachers, then it is passed on to children. The universality of the regime means that it is binding on all members of the school community. Regarding the teaching staff, this trait is manifested in the unity of demands that teachers make of students. Each student must clearly understand how he should act when performing certain duties. This regime contributes to the development in students of the ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in teaching students appropriate behavior at school and outside of it belongs to strict control over their behavior, which includes recording their attendance at lessons and taking appropriate measures against those who are systematically late or do not show up for lessons 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 violation 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 body, outline 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 shortcomings in 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 log, they keep a special file for student offenders. The attempts of individual teachers and parents to hide cases of violation of discipline so as not to compromise the class hinder the development of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of education a student begins to be reproached for bad behavior, he cannot understand why his latest act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dulled, and insolence has developed. Taking this into account, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

In education in general and in strengthening discipline in particular, establishing the correct tone and style in the activities of the student body 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 resolve issues of student education. Prevention of conflictual relationships and negative behavior is effective. Violations of discipline and the requirements of the school regime more often occur where student activities are not well organized. If the pet has nothing to do in class 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. Violations of the school regime by individual students are also caused by 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 for their negative behavior, knowledge of which makes it possible to effectively build educational work with them. So, if a pet is treated poorly for lack of prospects, for indifference to his future, then all the work of the teacher is aimed at developing his faith in this future, in the ability to achieve it on his own. The school loses a lot in instilling 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 is “the school that must, from the very first day, set before the student the firm, undeniable demands of society, equip the child with standards of behavior, so that she knows what is and what is not possible, what is commendable and what will not be praised.” This regulation is determined by the rights and responsibilities 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 consciously observing the rules of behavior, discipline, combating violations of the requirements of the school regime, and helping the teaching staff in organizing the educational process. In short, the student must deeply understand that behavior and attitude towards learning are not only his personal business, that his duty as a citizen is to study conscientiously, behave exemplarily and restrain others from unworthy actions.

MBOU "Purdoshanskaya Secondary School"

Report at the teachers' council:"Discipline"

Prepared by Samsonkina T.N.

Discipline– this is the process of learning rules and skills that allow the child to control himself; action of the teacher 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 children.
General connivance: no one cares, no one has the desire to establish discipline.
Children do not have positive experience of how to behave in a disciplined manner.
Unmet physical and mental needs.

How to maintain discipline:

1. Prevention is easier than cure:
External conditions - the room must satisfy hygienic requirements (extraneous noise, distractions, wall painting, lighting, air, heating)
The teacher must enforce discipline.
From the very beginning, the child must be familiar with the rules of behavior in the lesson.

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

3. What not to use:
You should not demand from a child what, due to his age, he cannot do.
Using sarcasm, ridicule and shaming of a child - this is directed against the personality, not against the behavior - does not achieve results and greatly undermines the relationship between teacher and student.
The punishment must correspond to the offense - do not use cruelty.
Showing who is the strongest here is a very short-lived effect and deprives the child of love for you.
A threat is something that is not carried out never has an effect, and something that is not carried out after the first time also does not take effect the first time.
Screaming - next time, until you scream, no one will pay attention to you - deprives the child of a sense of respect for you. Often, a student in a lesson is the object of pedagogical influence and, therefore, a passive participant in the lesson. But the child has a desire to express 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.

The issues of instilling conscious discipline in our school are becoming extremely important, because discipline is one of the most necessary and mandatory conditions for learning. Without discipline, without disciplining students, it is impossible to properly structure the educational process.

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

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

Discipline is submission. The student is required to maintain discipline. 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 performance of the class and the student.

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

A disciplined class is not one where everyone sits, afraid to move under fear of being shouted at or punished, but one that works in class. Everyone is working. Everyone is busy - 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. A group's discipline is measured by its productivity and nothing else.

Discipline of students in the classroom is a high business spirit when completing the teacher’s educational assignments. Genuine discipline of students is characterized by their good emotional mood, internal concentration, but not constraint. 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 ...... students from 58 (.....% surveyed) and ...... teachers.

Students were asked to answer only three questions:

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

Question 2: What, in your opinion, are the reasons for 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 closed classroom doors during the educational process.

Teachers were also asked to answer three questions.

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

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

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

As a result of analyzing student questionnaires, we received a sad picture. Violations of discipline in the classroom were noted by students of all classes. Let's look at the numbers:

In the 6th grade of such subjects -

In the 7th grade -

In 8th grade -

In 9th grade -

In 10th grade -

In 11th grade -

The students very specifically indicated that our teachers have problems maintaining discipline in the classroom. Moreover, some subjects were repeated by students in each class. For example, 7 (where teenage children study, and they experience a sharp change in mood and behavior), and graduating classes (9,11) are of particular concern.

What did the teacher survey 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 not everything is fine with discipline in the classroom, and in school in general.

Most frequently repeated reasons:

Not all students are busy in class

The spoiling of some students

Students know that they are allowed 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, violation of discipline in ..... classes is due to the adaptation period. Children get used to new teachers, new

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

How do teachers resolve the issue of discipline? Both students and teachers at the school answered this question.

When analyzing the questionnaires, students were struck by the abundance of methods used by teachers to maintain discipline. Students often mentioned, sadly, raising their voices and shouting. But this technique is highly appreciated by the children. Apparently, noise effects predominate in our school. There are also cases of giving bad marks for behavior (this method, in our opinion, can only be used in cases of helplessness). Most students wrote in the questionnaire that the teacher uses verbal threats in class such as “now I’ll give you a two,” “I won’t give you a good grade for the quarter,” etc.

But this is not the entire arsenal of methods used by school teachers. Teachers use the following methods:

They give you independent work and force you to study paragraphs of the textbook on your own.

Calling the class teacher in class

Make comments orally

They 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.

They ask you to get up and leave the office

Open the door to the corridor

They promise to increase the amount of homework, but they don’t keep their word

Waiting for the students to calm down

They sit on a bench (in physical education)

They scold you and don’t let you 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:

The school teachers named, in our opinion, traditional methods. Basically these are: conversations, persuasion, comments in the diary, raising the voice, threats, moralizing in class.

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

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

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

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

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

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

Dear Colleagues! The organization of discipline in school is a pressing issue, and it should begin to be resolved by establishing certain requirements for students and teachers, which must be observed by everyone without exception.

In connection with the above, I propose the following decisions of the teachers’ council:

The problem of school discipline. S.N

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