Seminar – workshop for teachers

“Pedagogical ethics. Conflicts in the teaching environment."

Psychologist MBOU "Secondary School No. 3"

Osintseva Larisa Borisovna

“Ethics is a philosophical doctrine about morality, its development, principles, norms and role in society; a set of norms of behavior (usually in relation to some social group).” (S.I. Ozhegov)

In his works, Aristotle defined pedagogical ethics as the following triad:

LOGO - quality of presentation

PAPHOS - contact with the audience

ETHOS - attitude towards others.

Pedagogical ethics is an independent branch of ethical science and studies the features of pedagogical morality, clarifies the specifics of the implementation of general principles of morality in the sphere of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Pedagogical ethics also studies the nature of the teacher’s moral activity and moral relations in a professional environment, the foundations of pedagogical etiquette are developed, which is a set of specific rules of communication, manners of behavior, etc. developed in the teaching environment. people professionally involved in training and education.

Among the requirements for a teacher’s pedagogical culture, there are universal ones that were developed during the development of teaching practice. But in the sphere of pedagogical work, moral regulation also has its own characteristics and influence, an integral element of which is moral self-education. After all, many of the teacher’s actions are not controlled by anyone. Often he himself evaluates his actions and actions, and corrects them himself. Therefore, the moral “barometer” of the teacher - his pedagogical conscience - must be sensitive to a high degree.

The code of professional ethics of a teacher defines the set of moral requirements arising from the principles and norms of pedagogical morality, and regulates his behavior and system of relations in the process pedagogical activity. One of the foundations of a teacher’s code of professional ethics is the establishment of basic requirements that determine the teacher’s attitude towards himself, towards teaching work, towards students and teaching staff, etc.

Code of Ethics for a Teacher.

In relations with parents:

The relationship between teachers and parents should not influence the assessment of the personality and achievements of children;

The social status of parents should not influence their attitude towards students;

When communicating with parents, discussing children in the class and their parents is unacceptable.

In relations with students:

In his work, a teacher must not humiliate the honor and dignity of students for any reason, including age, gender, nationality, religious beliefs and other characteristics.

The teacher must adequately evaluate the activities and behavior of students.

In relationships with colleagues:

Demonstration of mutual assistance, support, openness, trust and respectful attitude;

They speak either well or very well about their colleagues. You should not discuss professional and personal qualities colleagues.

School is not a place for gossip;

Any criticism expressed towards another teacher must be objective and justified;

In resolving conflict situations, use constructive methods without humiliating your dignity and the dignity of your partner.

Thus, adherence to pedagogical etiquette helps strengthen the authority of the teacher and promotes a favorable psychological climate in the children's and teaching staff.

An integral part of pedagogical ethics is the ability to professionally (constructively) resolve conflict situations that quite often occur between participants educational process: parents, students, colleagues.

The statements of wise people reveal the essence of the conflict and those who provoke it.

For example:

Any conflict will always be resolved by a wise man who controls himself.

Conflict does not arise from differences, but from disrespect for those differences.

If a person has a conflict with himself, he will definitely come into conflict with others.

If there is a readiness for conflict, there will always be a reason for conflict.

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful formation of personality, and its essence is the activity of transferring and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

In the field of public education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents - administrator; administrator - administrator.

According to M.M. Rybakova, among the conflicts between teacher and student, the following stand out:

activity conflicts that arise regarding a student’s academic performance and his or her performance of extracurricular assignments;

Conflicts of behavior (actions) arising from a student’s violation of rules of conduct at school and outside of it;

relationship conflicts that arise in the sphere of emotional and personal relationships between students and teachers. (Rybakova M. M. Conflict and interactions in pedagogical process).

Activity conflicts arise between teacher and student and manifest themselves in the student’s refusal to fulfill educational task or poor implementation. This can happen for various reasons: overwork, difficulty in mastering educational material, and sometimes an unfortunate remark from the teacher instead of specific help with difficulties in work. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. IN lately There is an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Conflicts of actions every teacher’s mistake in resolving a conflict gives rise to new problems and conflicts, which involve other students; Conflict in teaching activities is easier to prevent than to successfully resolve.

Relationship conflicts often arise as a result of inept resolution by the teacher problem situations and are usually long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Since in real life It is not so easy to find out the true cause of the conflict and find an adequate way to resolve it, then it is advisable to familiarize yourself with the strategy of behavior in a conflict situation developed by scientists (K.W. Thomas, R.H. Kilmann) and consciously choose a certain strategy of behavior depending on the circumstances. Researchers point to five main styles of behavior in conflict:

Style one. Rivalry (competition)

This style is the most typical for behavior in a conflict situation.

Its characteristics:

The desire for one-sided gain;

Satisfying one's own interests and imposing them on a partner;

The desire to put pressure on a partner;

Ignoring the interests of the partner.

It can be used if you:

You feel that you have no other choice and have nothing to lose;

Must make an unpopular decision and have sufficient authority to choose this step;

Interact with subordinates who prefer an authoritarian style;

BUT! You should keep in mind that:

This strategy rarely produces long-term results;

The losing party may not support a decision made against its will, or may sabotage it;

Whoever loses today may refuse to cooperate tomorrow.

Style two. Cooperation

This style is the most difficult of all available, and the most effective in resolving conflict.

Its characteristics:

Committed to meeting the needs of all;

Leads to success in life and in personal life;

Allows you to find the most acceptable solution for both parties;

Makes partners out of opponents;

Each of their approaches to the problem is important and does not allow for compromise solutions, but it is necessary to find a common solution;

The main goal is to gain joint work experience, when the parties are able to listen to each other and outline the essence of their interests;

There is a long-term, strong interdependent relationship with the conflicting party;

There needs to be an integration of viewpoints and increased employee engagement.

BUT! You should keep in mind, that this style requires the ability to:

explain your decisions;

listen to the other side;

restrain your emotions.

Style three. Compromise

This style is most effective when both parties want the same thing, but know that both desires are impossible to achieve.

Its characteristics

The parties are trying to resolve differences by making temporary concessions;

The emphasis is not on the solution, but on the option, which is expressed in words “We cannot fully fulfill our desires, therefore, it is necessary to come to a decision with which each of us could agree”

Both sides have equally compelling arguments and wield equal power;

Satisfying the desires of one of the parties does not matter too much to her;

A temporary solution may be possible because there is no time to develop another, or other approaches to solving the problem have proven ineffective;

Compromise will allow you to gain at least something rather than lose everything.

BUT!You should keep in mind that :

this style requires certain negotiation skills;

one side may exaggerate its demands and then give in before the other;

neither party may adhere to a solution that does not satisfy its needs;

In the absence of a thorough analysis of other possible solutions, a compromise is not the most optimal outcome of a conflict situation.

Style four: Evasion

Its characteristics:

does not allow you to defend your rights;

does not create conditions for cooperation in order to find ways to solve the problem;

is one of the options for avoiding conflict resolution;

makes it impossible to satisfy one's own interests or the interests of another person;

It can be used if:

the tension is too great and you feel the need to ease the tension;

the outcome is not very important to you or you think that the decision is so trivial that it is not worth wasting energy on it;

You are having a difficult day, and solving this problem may bring additional troubles;

You know that you cannot or even do not want to resolve the conflict in your favor;

Do you want to buy time in order to get additional information and to gain someone's support;

The situation is very difficult, and you feel that resolving the conflict will require too much of you;

You have little power to solve the problem in the way you want

You feel that others have a better chance of solving this problem;

Trying to solve a problem immediately is dangerous because opening up and openly discussing the conflict can only make the situation worse.

BUT! You should keep in mind that:

On the one hand, this style can be considered as an “escape” from problems of responsibility; as an ineffective approach to conflict resolution;

On the other hand, leaving or postponing may be a completely appropriate and constructive response to a conflict situation.

Style five. Device

This style of behavior shows that you act together with another person, without trying to defend your own interests.

Its characteristics:

Forces you to sacrifice your interests for the benefit of another person;

Used to obtain a delay in solving a problem;

Allows you to soften the situation somewhat, then return to the question and defend your point of view.

It can be used if:

You are not particularly concerned about what happened;

You understand that the outcome is much more important for the other person than for you;

You understand that the truth is not on your side;

You have little power or little chance of winning;

You believe that the other person can learn a useful lesson from this situation;

If you give in to his wishes, even if you don't agree with what he's doing, or because you think he's making a mistake.

BUT!You should keep in mind that:

Sometimes this is the only way to resolve a conflict, since by the time it arises, the needs of another person may turn out to be more vital than yours or his experiences - stronger.

The extent to which you try to satisfy your own interests	Style competition Compromise style	Collaboration style	Active action
	Evasion style	Fixture style	Passive action
	Individual actions	Joint action

The extent to which you try to satisfy the interests of the other party

Conflict agents are often the cause of conflicts.

A conflictogen is any word or action that can lead to the emergence of a conflict situation and its escalation into a conflict. Conflict is a provocative factor.

Personal conflictogens arise at the workplace level and most often come down to the individual, and sometimes to the group. The simplest way to identify conflictogens at the personal level is sociometry. Here we are talking about the clash of interests of different people.

Organizational conflictogens associated with ineffective organization of work cycles, distribution of work and delegation of authority: poor organization of work, for example, when some are overloaded with it, while others are looking for opportunities to apply their own resources, lack of control or control capabilities, ineffective management style.

Industrial conflictogens determined by a given production algorithm - disruptions in work, loss of position in competition, closure or partial reduction of this type of activity, etc. Organizational conflictogens are ahead of the production process, since they are embedded in the work environment as a given (initial position). Each conflictogen is relevant in itself and further actualizes other conflictogens (at the stage of conflict situations) until the system - the organization - senses (realizes) the danger of such a development of the situation.

Destructive conflictogens of the subjective type are dangerous because they provoke the escalation of others, that is, we try to respond to a conflictogen with a stronger conflictogen, often the strongest among all possible ones. Therefore, provoking conflictogens must be “recognized by sight.”

Most conflict-generating actions can be classified into one of the following types:

striving for superiority - a condescending attitude and tone, but with a tinge of goodwill; boasting; categoricalness; peremptory nature; imposing your advice; banter; interrupting the interlocutor; raising your voice;

manifestations of aggressiveness - it can be both characteristic of a person and situational, i.e., a reaction to current circumstances;

manifestations of selfishness. Egoism is a person’s value orientation, characterized by the predominance of personal interests over the interests of others;

violation of the rules. Violation of discipline, ethics rules, internal labor regulations, safety regulations, traffic regulations, etc. In fact, the rules were developed as a means of preventing conflicts;

open distrust;

unfavorable set of circumstances;

interrupting the interlocutor, belittling his importance;

emphasizing the differences between oneself and the interlocutor is not in his favor;

persistent reluctance to admit one's mistakes and someone else's rightness;

underestimation of the partner’s contribution to the common cause and exaggeration of one’s own;

constant imposition of one's point of view;

insincerity in judgment;

a sharp acceleration in the pace of the conversation and its unexpected ending;

inability to listen and understand the point of view of the interlocutor and much more, which is usually perceived extremely negatively by others.

Conflict triggers such as “striving for superiority” and “manifestations of selfishness” belong to the area of hidden aggression, since they represent an encroachment, albeit veiled, on a person’s dignity and interests. Hidden aggression provokes a response in the form of overt, stronger aggression. The main conflict-generating words in business communication are:

words expressing distrust: “you deceived me”, “I don’t believe you”, “you don’t understand”, etc.;

words of insult: “idiot”, “scumbag”, “eccentric with the letter “M””, “bitch”, “rag”, etc.;

threatening words: “We’ll meet again at the certification”, “I’ll remember this for you at the test”, “You’ll regret it”, etc.;

words of ridicule: “cuttlefish with short legs”, “bespectacled”, “lop-eared”, “mumble”, “dystrophic”, etc.;

comparison words: “staring like a sheep”, “grunting like a pig”, “rummaging through papers like a pig in oranges”, “repeating like a fool-ass”, “like a telegraph pole”, etc.;

words expressing a negative attitude: “I hate you”, “I don’t want to talk to you”, “you disgust me”, etc.;

should words: “you are obliged”, “you must”, etc.;

words of accusation: “it’s all because of you”, “you ruined everything”, “you are a liar and a deceiver”, “it’s all your fault”, etc.;

words expressing categoricalness: “always”, “nothing and never”, “everyone”, “nobody”, “for nothing”, etc.;

Conflict agents in relation to needs:

need for information. Every person feels uncomfortable if they feel a lack of information about the situation in which they find themselves. The most obvious conflictogens are concealment of information, disinformation, i.e. deception;

imposing an inaccessible style of speech on the interlocutor. If, in a conversation with a colleague, you use terms that he does not know, then, on the one hand, you seem to cut him off from information that is important to him, and on the other, you make him feel inferior;

some mystery, often manifested in friendly communication: here are two colleagues whispering, exchanging glances, thereby making it clear to others that they are connected by a certain secret, that they are persons close to the authorities;

need for attention. This need manifests itself differently in different people. For some, it is a desire to concentrate the attention of others on themselves, for others, on the contrary, to be in the shadows and not attract attention to themselves;

the need for communication and the need to escape from communication. The conflict will be caused by both the desire to impose one’s society and the lack of response to a request to communicate.

plagiarism is an acute conflictogen not only in literary creativity or in science, but also in oral speech.

The need for accusation, for finding someone to blame (“scapegoat”) is a frustrating human need for psychological safety and security. The accusation is almost always brought forward exclusively from the position “from above”; it sanctions punishment and is based on a negative assessment.

Professional work with conflictogens is work to identify, understand and form the correct attitude towards them in the organization. The main task in working with conflict agents is, on the one hand, recognizing a hidden resource and creating conditions for the manifestation of the conflict agent’s activity, and on the other hand, limiting its destructive impact on the process of innovation implementation. Here are the basic rules for working with conflict agents.

Recognize conflictogens in person.

Learn to understand human needs.

Remember that limiting the impact of conflict agents is much easier if they are detected in time.

Try to act in communication according to the principle “if not me, then who?” This will help limit the influence of destructive conflict agents.

Strive to be clear, unambiguous, and informative.

Spare no effort to create an atmosphere of psychological comfort and community around you.

V. A. Sukhomlinsky writes about conflicts in school: “Conflict between a teacher and a child, between a teacher and parents, a teacher and the staff is a big problem for a school. Most often, conflict arises when the teacher thinks unfairly about the child. Think fairly about the child - and there will be no conflicts. The ability to avoid conflict is one of the components pedagogical wisdom of the teacher. By preventing conflict, the teacher not only protects, but also creates the educational power of the team.”

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Conflicts and conflict situations in the professional and pedagogical activities of teachers

PLAN:

1. The concept of “conflict”, “conflict situation”. Destructive and constructive functions of conflicts.

2. Sources and causes of conflicts.

3. Outcomes of conflict situations.

4. Basic rules of teacher behavior in a conflict situation

5. Factors influencing the resolution of crisis moments.

1. Conflict, conflict situation.

In psychology, conflict is defined as a collision of oppositely directed, mutually incompatible tendencies, a single episode in the mind, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences. Those. conflict not only represents an extremely aggravated form of contradiction, but it also serves as a way to identify and resolve contradictions. In this regard, the question arises: what precedes a conflict, what are the stages of its development? One can answer that it is preceded by an objective life situation in which the opposing parties find themselves, and these parties themselves have certain interests, needs, and goals. Naturally, the encroachment of one side on any of these needs of the other side creates a socio-psychological basis for the conflict. This is the structure of a contradiction that has not yet turned into a conflict - a conflict situation. Thus, a conflict situation is a combination of human needs and interests that objectively creates the ground for real confrontation between various social actors.

Destructive and constructive functions of conflicts. Since contradictions are resolved during the conflict and a search for ways out of the deadlock situation occurs, the question arises about its function - positive or negative, bad or good. From an ordinary point of view, only a negative answer can be given here, because the conflict is associated with such phenomena as domestic quarrels and troubles, work troubles, interethnic, territorial, socio-political confrontations and confrontations associated with suffering and losses. Hence the assessment of conflict as an undesirable phenomenon.

But a closer look reveals a different approach, a different point of view, according to which conflict is not only a negative social phenomenon, but also a positive one. The line of reasoning here is roughly as follows. Yes, conflict is an undesirable phenomenon that begins to corrode a normally functioning social system, but in its course such forces appear that can return it to a state of balance and stability, as well as maintaining it in a stable state. Since conflicts are inevitable in the interaction of people, they can perform positive constructive function, namely :

· conflict promotes a certain movement forward and prevents stagnation;

· in the process of conflict, the source of disagreement is objectified and it is possible to resolve it, “remove it”; means are found to prevent future conflicts;

· conflict is a certain negation of old, “outdated” relationships, which leads to the formation of new relationships and correction of interaction;

· in conflict, internal tension is “eliminated”, aggressive feelings “splash out”, frustrations and neuroses are “discharged”;

· conflict is a way of self-affirmation of the individual, especially in a teenager, for whom conflict is a necessary form of behavior to maintain status in the group;

intragroup conflict in scientific activity creates the necessary level of tension necessary for creative activity; Thus, the study showed that the productivity of creative scientific activity is higher among conflicting personalities;

· intergroup conflicts can contribute to group integration, increased cohesion, and group solidarity;

· the need to resolve the conflict leads to cooperation, to the concentration of efforts of participants to resolve the conflict situation, to the involvement of group members in the common life of the group.

On the other hand, there are signs destructive conflict:

· expansion of the conflict;

· escalation of the conflict (i.e. the conflict becomes independent of the original causes and, even if the causes of the conflict are eliminated, the conflict itself continues);

· increased costs and losses incurred by the parties to the conflict;

· increase in situational statements and aggressive actions of participants.

Thus, speaking about the usefulness or harmfulness of conflicts, it should be noted that conflict is useful in that, one way or another, it resolves a contradiction. The best resolution of an objectively existing contradiction is not its conflict method, but a peaceful, consensual option, which occurs through peaceful civilized ways and means, when the opposing sides and all participants in the conflict come to understand the need for this earlier, before the development of events goes along the conflict path. Therefore, our next task will be to consider objective reasons and the psychology of participants in emerging conflicts.

2. Sources and causes of conflicts. An important point in studying the problem of conflicts and their nature is to identify them reasons. Analysis of sociological and socio-psychological research allows us to identify the following main causes of conflicts:

- socio-economic- conflicts in modern society represent the generation and manifestation of objectively existing socio-economic contradictions;

- socio-psychological- needs, motives, goals of activity and behavior of various people;

- socio-demographic- differences in attitudes, motives of behavior, goals and aspirations of people due to their gender, age, and belonging to different national entities.

Conflict, unlike dispute, has a more acute, often extremely aggravated, contradiction. Since in the future we will be more interested in interpersonal and socio-psychological conflicts, we should pay attention to the personal sources (reasons) that give rise to them. Sources of conflict situations are aggravated contradictions, discrepancies in points of view, goals, approaches, visions of ways to solve production problems that in one way or another affect personal interests, including the manager. Most teachers and managers, unfortunately, do not have in-depth knowledge about the essence and causes of conflict situations, techniques and methods for their constructive resolution.

Source (reason) the emergence of any conflict are contradictions, and contradictions arise where there is a discrepancy:

Goals, interests, positions;

Opinions, views, beliefs;

Personal qualities;

Interpersonal relations;

Knowledge, skills, abilities;

Management functions;

Means, methods of activity;

Motives, needs, value orientations;

Understanding, interpreting information;

Evaluations and self-esteem.

Let us analyze in more detail what character traits and human behavior characteristics are characteristic of conflict. A generalization of the results of research by psychologists, sociologists and teachers, observations and life experience show that such qualities and characteristics can include the following:

The desire to dominate at all costs, to be first, to have the last word;

Being so “principled” that it encourages hostile actions and actions;

Excessive straightforwardness in statements and judgments, as is known, is also not liked by everyone;

Criticism, especially unfounded and insufficiently reasoned criticism, not only irritates, but often simply gives rise to conflict;

A bad mood, if it also recurs periodically, is often fertile ground for conflict;

Conservatism of thinking, views, beliefs, reluctance to overcome outdated traditions in the life of the team, which have become a brake on its development, inevitably lead to conflict;

The desire to tell the truth face to face and unceremonious interference in personal life also creates a difficult, sometimes dramatic situation;

The desire for independence is a good quality, but up to certain limits. If the desire for independence develops into the desire to do “whatever I want” and collides with the desires and opinions of others, then this threatens an inevitable conflict;

Excessive persistence; being persistent, as you know, especially in a competitive environment, is very important, but if persistence borders on obsessiveness, then this is already annoying;

Unfair assessment of the actions and actions of others, belittling the role and significance of another person, as a rule, has a negative reaction;

Inadequate assessment of one's capabilities and abilities, especially their overestimation, does not always, but also lead to conflict situations;

Initiative, especially creative, is good, but when a person takes initiative where, as they say, he is not asked, this creates a tense and even conflict situation.

The sources (causes) of conflict situations can be not only personal qualities. The behavior and activities of a specialist (employee, worker) can sometimes contribute to the emergence of conflict situations. Elimination of personality deficiencies- the main goal of personal self-improvement (self-education, self-education and self-development). Of course, not all personality defects can be eliminated by short time, however, the very awareness of character traits that give rise to difficulties in behavior and activity can serve as an indicator of work on oneself. This is also evidenced by the timeliness of actions aimed at defusing conflict situations or suspending the implementation of unsuccessful decisions taken by the employee independently or on someone else’s advice.

A conflict situation can develop objectively, beyond the will and desire of future warring parties (reduction of staff in work collective), or may be created or deliberately provoked by one or both parties. But each situation is determined by actual events and its subjective meaning depends on what explanation each side gives to these events, in accordance with which it begins to act during the development of the conflict. What are the possible outcomes of conflict situations?

3. Outcomes of conflict situations. They can be different: preventing conflict, avoiding conflict, smoothing it out, coming to a compromise, the emergence of confrontation, coercion, admitting one’s mistake.

Let us consider in detail one of the outcomes - conflict prevention teachers with students. This outcome depends mainly on the teacher himself. First of all, when a conflict situation arises, he should not allow prerequisites on his part for the development of the conflict: he should speak to the student calmly and, changing his attitude to something (for example, to a fight, the concept of honor, honesty, etc.), persuade, not command. The teacher must take care of the conditions under which his requirement can be fulfilled. It is not advisable to present demands too often, and, if possible, replace the order form of their expression with another. For example, a teacher’s demand in the form of a question (“Did you do at home what I told you last time?”) is perceived by students as a form of control. A requirement can be expressed in the form of a statement, a belief that the student has certainly done what he was told.

To prevent conflicts, experienced teachers conduct individual conversations with students, during which they find out their position and explain theirs. In this case, the teacher can be given the following recommendations:

1) show attention to the student, respect, sympathy, tolerance for his weaknesses, restraint, calm tone;

2) construct phrases so that they evoke a neutral or positive reaction from the student;

3) constantly provide feedback to the student, look him in the eyes, monitor changes in his posture and facial expressions;

4) slightly delay the pace of the conversation if the student is excited or speaks too quickly;

5) try to mentally put yourself in the student’s place and understand what events led him to this state;

6) let the student speak out, do not interrupt or try to talk over him;

7) reduce the social distance, approach and lean towards him, touch him, smile;

8) emphasize the commonality of goals and interests, show the student interest in solving his problem;

9) emphasize the student’s best qualities, which will help him overcome a conflict situation and cope with his condition.

However, not in all cases the conflict can be prevented. The teacher's justified dissatisfaction, his resentment towards the students, which he could not restrain, or the student's reluctance to understand the necessity of the teacher's demands lead to interpersonal conflict. Then the teacher has a new task - to extinguish the conflict that has arisen, to prevent it from becoming protracted, chronic, and to prevent other students or the entire class from being drawn into it.

4. Basic rules of teacher behavior in a conflict situation.

Do not expand the subject of the quarrel, the cause of discontent. Often the teacher's complaints about students are vague and not specific. A teacher, for example, says to a student: “Somehow you’ve started to have a bad attitude towards your classes.” With this formulation of the complaint, the student can only guess how this bad attitude manifests itself.

It is important to follow the rule of “reducing the number of claims at a time.” Simultaneously expressing many claims to a student will create in him the impression of guilt in everything that happens around him, and he will begin to make excuses even for what he is not accused of. As a result, the student will be irritated by the fact that “nothing can please you” and “if I don’t like you, I can leave: it doesn’t hurt, I wanted to study in your sports section!”

Treat the initiator of the conflict fairly and impartially. Every interpersonal conflict begins with the appearance of a person who is dissatisfied with something. Since a person comes out with disagreement, with grievances, claims, it means that he expects that the other side will listen to him and change his behavior. The teacher should develop the attitude that the student always has some reason for complaint, dissatisfaction and expresses them not for pleasure (unless, of course, he is a troublemaker), but because something weighs on him, makes him worry, - to suffer. Therefore, the teacher should not immediately dismiss the claims expressed by students, much less reproach and scold the complainers; they should listen to them calmly and carefully and try to understand them.

Show emotional restraint. Often, conflict is caused by an overly emotional tone of conversation between a teacher and students. Categorical, peremptory statements, elevated tone, offensiveness without a choice of expressions create a tense emotional state in students. It is natural that the tactlessness and sometimes even rudeness of the teacher will cause a response from the students: as they say, sow the wind, reap the storm. But the teacher will not achieve the goal. Therefore, the teacher must restrain his emotions and, especially, not transfer the business conflict to a personal level, and not affect the students’ self-esteem.

Formulate a positive solution to a conflict situation. If students present claims and a conflict situation arises on this basis, the teacher must propose a way to resolve it, eliminate the reason that caused disagreement or dissatisfaction on one of the parties. This can be done in the form of a partial concession or mitigation of demands.

5. Factors influencing the resolution of crisis moments. Summarizing the described strategies and methods for resolving conflicts, you can independently develop a model of behavior in a situation of crisis, conflict and achieve your goals in each specific case. It is necessary to take into account that the following factors play an important role in resolving crises:

· adequacy of conflict reflection;

· openness and efficiency of communication between conflicting parties;

· creating a climate of mutual trust and cooperation.

1. Adequate perception of crisis moments as a manifestation of conflict situations. Very often, in a situation of conflict, we incorrectly perceive our own actions, intentions and positions, as well as the actions, intentions and points of view of our opponent. Typical perceptual distortions include:

"Illusions of one's own nobility." In a conflict situation, we often believe that we are the victim of attacks from an evil enemy whose moral principles are very questionable. It seems to us that truth and justice are entirely on our side and testify in our favor. In most conflicts, each of the opponents is confident in his rightness and desire for a fair resolution of the conflict, convinced that only the enemy does not want this. As a result, suspicion often stems naturally from existing prejudice.

« Looking for the straw in another's eye." Each of the opponents sees the shortcomings and errors of the other, but is not aware of the same shortcomings in himself. As a rule, each of the conflicting parties tends not to notice the meaning of their own actions towards the opponent, but reacts with indignation to his actions.

"Double Ethics" Even when opponents realize that they are performing the same actions in relation to each other, each of them still perceives their own actions as acceptable and legal, and the opponent’s actions as dishonest and impermissible.

"Everything is clear." Very often, each partner oversimplifies the conflict situation, and in such a way that it confirms the general idea that his strengths are good and correct, and his partner’s actions, on the contrary, are bad and inadequate.

These and similar misconceptions, inherent in each of us in a conflict situation, as a rule, aggravate the conflict and prevent a constructive way out of a crisis, problematic situation. If the perceptual distortion in conflict is excessive, there is a real danger of becoming trapped by one's own bias. As a result, this can lead to the so-called self-confirming assumption: assuming that the partner is extremely hostile, you begin to defend against him, going on the offensive. Seeing this, the partner experiences hostility towards us, and our preliminary assumption, although it was incorrect, is immediately confirmed. Knowing about such ideas in a conflict situation, try to more carefully analyze your feelings in specific cases.

2. Open and effective communication between conflicting parties

Communication is the main condition for constructive conflict resolution. However, unfortunately, in a conflict situation, communication usually deteriorates. Opponents mainly try to hurt each other, while they themselves take a defensive position, hiding any information about themselves. Meanwhile, communication can only help resolve the conflict when both parties are looking for a way to achieve mutual understanding. This can be done by doing the following recommendations.

A) Control the emotional sphere. When a person is overwhelmed by emotions and caught up in conflict, it is difficult for him to express his thoughts and listen carefully to his opponent. One effective way to deal with people's anger is to help each other release these feelings. People get psychological relief if they simply talk about their grievances. Therefore, sometimes it makes sense at the very beginning of a conflict to take a risk and express to each other as fully as possible, even in a harsh form, what you feel.

The Japanese, for example, came up with a kind of ritual and soft pillows for whipping for this. Sometimes even a scream or hitting the table with a pillow is better than a calm, cool rebuke from your opponent.

Still, it is risky to reveal your feelings if it leads to an emotional reaction. When you don't keep an eye on this, a big fight can break out. Therefore, if you feel that as you present your complaints you are becoming more and more irritated and at the same time you find that your complaints only intensify the negative emotions of your opponent, you need to tell yourself: “I should stop. I have to think about what I can do to solve this problem in the future.” After this, make it clear to the enemy that you want to stop the boiling of passions. It should be made clear that you do not intend to neglect your opponent's emotions or deny their validity, but only want to contain them. It is advisable to say something like: “Yes, I see that we are both irritated, but this irritation will not lead us anywhere. I would like you to forget about him. Let's agree that something wrong happened in the past, as a result of which we are both irritated. But now let’s think together about what we could do in the future.” This can be a particularly useful approach if you have come into conflict with someone with whom you will need to continue communicating.

It would be good if each of the opponents could at least partially communicate the following to the other:

- what would I like to do to resolve the conflict?

- what reactions do I expect from the other?

- What consequences do I hope for if an agreement is reached?

B) Use communication to resolve conflict. Any breakdown in communication can lead to conflict. Sometimes a person does not express himself clearly and definitely, and then the words may be misunderstood. Sometimes someone doesn't listen carefully. And when a person sees that he is not being listened to, he may experience feelings of hostility or condemnation. There is often confusion about what is meant. Hidden assumptions can become an obstacle. And sometimes, as a result of misunderstanding, hostility or resentment, communication stops altogether.

If you use key elements of communication in a conflict situation, then dostep to overcome conflicts. So,

· pay attention to non-verbal evidence that the speaker’s words are inconsistent with his thoughts and feelings. Bring this contradiction to open discussion;

· Be careful that you or the other person do not have hidden false assumptions or attitudes. Discuss them openly so that mistakes can be corrected;

· try to keep communication open. Speak diplomatically about what you think or feel;

· ask yourself, does what is said correspond to your true desires, needs or feelings? If it does not correspond, then your interests may remain unsatisfied;

· leave no ambiguities. Explain what you mean. If you are not sure that your message is understood, ask the conflicting party to repeat what you said to ensure accuracy. If you can't understand something the first time, don't deny it. By admitting that you don't understand something, you maintain your dignity and prove to yourself that you are honest and want to do things right from the start;

· learn to listen to others. To do this, adhere to the following: listen with empathy; focus on the subject of conversation; treats the speaker with respect; listen carefully without making judgments; express an opinion about what you hear to show the person that he is really being listened to; note what you do not understand or are not sure about; Use non-verbal means to maintain a conversation (smile, nod your head, look into the eyes).

C) Create a climate of mutual trust and cooperation. This can be facilitated by showing trust in a partner by being willing to open up to him your unprotected position, which is the desire for agreement and mutual understanding, and the reluctance to use the enemy’s weak and vulnerable spots.

In conclusion, it should be noted that moments of crisis are resolved more successfully if both parties are interested in achieving some common result that encourages them to cooperate. The experience of working together to achieve a common goal brings partners closer together and allows them to discover new, additional ways to overcome difficulties and troubles associated with resolving a conflict. Successful solution of joint tasks also increases the degree of mutual trust, which facilitates the risk of openness in communication. This is a moment of extreme importance, since people often do not even imagine that it is possible to cooperate with a person with whom you are in a conflicting relationship.

Literature used

Zhuravlev V.I. Fundamentals of pedagogical conflictology. - M., 1995.

Kan-Kalik V.I. To the teacher about pedagogical communication. - M.: Enlightenment. 1992.

Kozyrev G.I. Introduction to conflictology. - M., 1999.

Kukharev N.V. On the way to professional excellence. - M.: Education, 1990.

Lobanov A.A. Basics of professional pedagogical communication: Textbook for students of higher pedagogical educational institutions. - M.: Publishing center "Academy", 2002.

Pidkasisty P.I., Portnov M.L. The art of teaching. - M.: Pedagogical Society of Russia, 1999.

Pityukov V.I. Fundamentals of educational technology. - M., 1997.

Rogov E.I. Psychology of communication. - M.: Vlados, 2001.

Rybakova M.M. Conflict and interaction in the pedagogical process. - M., 1991.

Academic discipline program "Professional ethics in psychology-pedagogical activity"

Section I. Methodological and theoretical foundations of professional ethics

Topic 1. Subject, specificity and tasks of professional ethics.

Etymology and genesis of the terms “ethics”, “morality”, “morality”, “professional ethics”. Subject and tasks of professional ethics. Ethical concepts. Attitude to morality. Contents of professional pedagogical axioms. Ideas of philosophers (Aristocles (Plato), Aristotle, Kant, Confucius. Mark Quintilian, M. Montaigne) classics of pedagogy (J. A. Comenius, J. Locke, J.-J. Rousseau, I. G. Pestalozzi, A. Disterweg , K. D. Ushinsky, V. A. Sukhomlinsky, A. S. Makarenko), modern researchers (V. I. Andreev, Sh. A. Amonashvili, D. A. Belukhin, V. N. Chernokozova, I. I Chernokozov, V.I. Pisarenko, I.Ya. Pisarenko, L.L. Shevchenko) about the moral qualities of a teacher.

Professional ethics in the system of humanitarian and pedagogical knowledge. The relationship of pedagogical ethics with other sciences (ethics, philosophy, cultural studies, sociology, psychology, pedagogy, ecology) and its specificity. Scientific-experimental project “My moral ideal is my good deeds.”

Topic 2. Content and essence of the main categories of professional ethics as the professional qualities of a bachelor (specialist).

Ethical values, content of categories: justice, professional duty and responsibility, honor and conscience, dignity and authority, professional pedagogical tact - the basic concepts of ethics, reflecting the most essential aspects of morality and constituting the scientific apparatus of professional ethics; their role makes it possible to distinguish professional pedagogical ethics into a relatively independent section of the science of morality.

Analysis of pedagogical situations, training and solutions pedagogical tasks as a means of accumulating moral experience, formation and development of the student’s ethical position.

Subject 3 . Specificity and content of applied professional ethics as “practical philosophy”.

Definition of the concepts “harmony”, “beauty”, “aesthetics of professional activity”, “childhood”, “children’s world”. Love as a pedagogical concept. Morality as necessary condition human development and civilization. Moral experience, its formation. Ethical standards of pedagogical professionalism. Harmony, creativity, morality, freedom are the essence of man (K. N. Vent-tsel). “From the beauty of nature - to the beauty of words, music, painting” (V. A. Sukhomlinsky).

Patterns of formation of a culture of relationships between teachers, psychologists and children in everyday life professional practice. Tasks of ethical self-education. Objective and subjective criteria of pedagogical professionalism.

Subject 4 . The genesis of the idea of cooperation in the main ethical and pedagogical systems.

Basic ethical and pedagogical systems. The fundamental idea of ethical and pedagogical systems is cooperation. Ideas of authoritarian education. Ideas for nature-based education. Supporters of free education. Moral standards of interaction with the outside world: with nature (environmental ethics), freedom of speech and religion (spiritual and moral etiquette).

Ethical and pedagogical ideas in the irrationalistic ethics of A. Schopenhauer, in psychoanalytic concepts (S. Freud, E. From), in existentialism (N. Berdyaev, L. Shestov, F. M. Dostoevsky). The mission of pedagogical activity, one’s own happiness and the happiness of others (L. N. Tolstoy, S. I. Gessen, etc.).

1. Balashov L. E. Ethics: textbook. allowance / L. E. Balashov. – 3rd ed., rev. and additional – M.: Dashkov i K, 2010. – 216 p.

2. Bgazhnokov B. Kh. Anthropology of morality / B. Kh. Bgazhnokov. – Nalchik: Publishing house. dept. KBIGI, 2009. – 128 p.

3. Belukhin D. A. Pedagogical ethics: desired and actual / D. A. Belukhin. – M.: 2007.

4. Zimbuli A.E. Lectures on ethics (Issue 3). Textbook [Electronic resource] / A. E. Zimbuli. – M.: Direct-Media, 2013. – 238 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209328

5. Maltsev V. S. Values and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book Laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000

6. New philosophical encyclopedia / Scientific ed. advice: V. S. Stepin [and others] - M.: Mysl, 2010. - T. 14. - 2816 p.

7. Nosova T. A. Organization educational work university in the context of the Federal State Educational Standard for Higher Professional Education [Electronic resource] / T. A. Nosova // Higher education in Russia. – 2012. – No. 7. – P. 92–98. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209993

8. Rean A. A. Psychology and pedagogy / A. A. Rean, N. V. Bordovskaya, S. I. Rozum. – St. Petersburg: Peter, 2002. – 432 p.: ill.

9. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. – 506 p.

10. Chernokozov I. I. Professional ethics of a teacher / I. I. Chernokozov. – Kyiv, 1988.

12. Code of Ethics of Adyghe state university. Publishing house of ASU - Maykop, 2012. - 10 p.

1. The role and definition of ethics as a science.

2. Expand the etymology and genesis of the concepts “ethics”, “morality”, “morality”, “professional ethics”.

3. Justify the content and role of pedagogical axioms.

4. Define professional teaching ethics.

5. What are the subject and tasks of professional pedagogical ethics.

6. Expand the functions of professional pedagogical ethics.

7. What is the role and content of professional pedagogical etiquette.

8. Justify the statements of J.V. Goethe: “They learn from those they love.”

9. Take notes on a section (optional) from Janusz Korczak’s book “How to Love a Child.”

10. Reveal the role and essence of the main categories of professional pedagogical ethics.

11. Expand the content of the categories: “justice”, “professional duty” and “responsibility”.

12. Expand the content of the categories: “honor” and “conscience” of the teacher.

13. What is the role and content of professional tact in psychological and pedagogical activities.

14. Justify your attitude to the content of Sh. Amonashvili’s statement: “I am a Teacher.”

15. Your attitude to the words of the wise Fox from A. Exupery’s fairy tale “The Little Prince”: “We are responsible for those we have tamed.”

16. Reveal the role and essence of the categories of applied pedagogical ethics.

17. List the professionally significant qualities of a teacher’s personality (PZLK).

18. Excursion to the park, the Oriental Museum, the local history museum, around the city. Compose an essay on the topic: “Beauty and harmony in Nature, Art, Human relationships.”

19. Compose an abstract on the topic “Genesis of the idea of cooperation in the main ethical and pedagogical systems.”

20. Start collecting material in the Portfolio and for the scientific-experimental project “My moral ideal is my good deeds.”

Section II. Professional ethics on the development of moral qualities of a bachelor’s (specialist) personality in psychological and pedagogical activities

Topic 5. The essence and development of moral culture and personal consciousness in psychological and pedagogical activities.

Relationship moral development personality with the assimilation of cultural and historical experience. The concept of normative regulation and its significance for the methodology for the formation of ethical knowledge, moral feelings and beliefs. Definition of the concept “moral world of childhood.” Professional responsibility for the life, health and development of children. Environmental ethics and reverence for life (A. Schweitzer). Human right for a healthy environment.

Topic 6. Moral norms of relationships between bachelors (specialists) in psychological and pedagogical activities.

The structure of moral norms and principles of interaction in professional activities. The concept of “moral relations”. Professional communication. The specialist’s attitude towards himself, students, colleagues, the state, and nature. Basic forms of moral relations. Ethics and culture of interpersonal communication. Etiquette in the professional culture of a teacher. Communication as a moral value: essence and purpose. Culture and anticulture of communication. Youth subculture: moral problems of communication. Tolerance in the dialogue of cultures.

Professional etiquette and its features. A brief outline of the history of etiquette. Basic norms and principles of etiquette. Etiquette rules for specific situations. Etiquette in speech activity. Etiquette culture in clothing.

Topic 7. Moral conflicts in psychological and pedagogical activities and ways to resolve them.

Conflictological competence of a teacher. Problems of moral relations. Specifics, types of moral conflicts. Methods for solving children's behavior problems. Creativity and the problem of “competitiveness” in teaching. Moral norms of a teacher’s attitude to his work as a reflection of the specifics of teaching activity. The moral meaning of the question of professional suitability. Compliance of the teacher with the requirements of a modern school. The need for constant self-improvement of a bachelor (specialist).

1. Vlasova A. L. The problem of defining youth subculture in modern society [Electronic resource] / A. L. Vlasova // Philosophy of Education. – 2013. No. 1(46). – pp. 125-128. Access mode: http://www.biblioclub.ru/index.php?page=book&id=136017

2. Ilyin E. N. The art of communication / E. N. Ilyin. – M., 1982.

4. Korczak J. How to love children / J. Korczak. – Minsk, 1980.

5. Leontiev A. A. Pedagogical communication / A. A. Leontiev. – 1979.

6. Maltsev V. S. Values and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book Laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page= book&id=143000

7. New Philosophical Encyclopedia / Scientifically ed. advice: V. S. Stepin [and others]. – M.: Mysl, 2010. – T. 14. – 2816 p.

8. Novikov S. G. Strategic guidelines for the education of Russian youth in the era of globalization [Electronic resource] / S. G. Novikov // Philosophy of Education. – 2013. – No. 1(46). – pp. 106–109. Access mode: http://www.biblioclub.ru/index.php?page= book&id=136017

9. Popkov V. A. Theory and practice of higher professional education. Textbook [Electronic resource] / V. A. Popkov, A. V. Korzhuev. – M.: “Academic Project”, 2010. – 343 p. Access mode: http://www.biblioclub.ru/index.php?page= book&id=143192

10. Rybakova M. M. Conflict and interaction in the pedagogical process / M. M. Rybakova. – M., 1991.

11. Tushnova Yu. A. Program for studying the psychological characteristics of the image of the world of students of different nationalities in the south of Russia [Electronic resource] / Yu. A. Tushnova // Education. Science. Innovation: Southern Dimension. – 2013. – No. 2(28). – pp. 152–158. Access mode: http://www.biblioclub.ru /index.php?page=book&id=211511

12. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. - 506 p.

Questions and tasks for self-test:

1. Applied pedagogical ethics as a section of pedagogical ethics is aimed at the implementation of practical functions. State what these functions are, and also provide examples of the implementation of each of them.

2. What caused the need to develop applied pedagogical ethics?

3. Do comparative analysis the concepts of “pedagogical ethics” and “applied pedagogical ethics”, what is their essential difference?

4. Describe the subject of research in pedagogical ethics and applied pedagogical ethics.

5. Name the basic concepts and categories of pedagogical ethics and give them definitions.

6. Name the basic concepts of practical pedagogical ethics and give them definitions.

7. Expand the main methods of research into applied pedagogical ethics.

8. What is the role and essence of communication in psychological and pedagogical activities?

9. Expand the content of the functions of pedagogical communication.

10. List the styles of pedagogical communication. Which ones do you accept?

11. Justify what underlies any conflict?

12. Reveal the essence of the main types of conflicts.

13. Justify ways and means of resolving conflicts in psychological and pedagogical activities.

Section III. Information technology system for the formation of professional ethics

Topic 8. Ethical education and self-education of a teacher training university student.

Self-knowledge, self-improvement and self-education. Driving forces, motives for self-improvement and self-education. Means of self-education. The meaning of life and happiness in the ethical and pedagogical views of M. Montaigne, J. Rousseau, J. Locke, B. Spinoza, I. Kant, L. Feuerbach, G. Hegel. Ethical and pedagogical ideas in the irrationalistic ethics of A. Schopenhauer, in psychoanalytic concepts (S. Freud, E. From), in existentialism (A. Camus, N. Berdyaev, L. Shestov, F. M. Dostoevsky). The mission of pedagogical activity, one’s own happiness and the happiness of others (L. N. Tolstoy, V. V. Zenkovsky, S. I. Gessen, etc.). L. Kohlberg's theory of moral development of personality.

Topic 9. Technology of formation of professional ethics of a bachelor (specialist).

The pedagogical value of moral norms and personality traits as a result of their systematic study and appropriation.

Moral self-determination of the individual in acts of moral choice in specific life situations, in everyday professional practice. Methods and techniques of self-improvement and self-education: stages in the training system using autogenic training, NLP, the method of empathizing with situations. Professional etiquette as an external manifestation of an individual’s internal culture.

Topic 10. Stages of formation of professional ethics of a bachelor (specialist).

The development of observation, pedagogical interest and intuition, creative imagination is the basis of moral relationships in everyday psychological and pedagogical practice, as well as their moral experience. Workshop on the formation of professional ethics (exercises, analysis of pedagogical situations and tasks, business, educational games, participation in projects, heuristic conversations, polemical in nature).

Formation of moral relationships between participants in the process in psychological and pedagogical activities. Problematic aspect: education and self-education of a child-loving bachelor (specialist) of psychological and pedagogical activity - myth or reality? Developing in students the ability to see and hear, understand children, the ability to self-knowledge and self-management, and the ability to interact with children. Problem solving method. Training. Analysis of problem situations.

1. Bazhenova N. G. Self-organization of students: given or given? [Electronic resource] / N. G. Bazhenova // Higher education in Russia. – 2012. – No. 3. P. 81–85. Access mode: http://www.biblioclub.ru /index.php?page=book&id=209972

2. Zimbuli A.E. Lectures on ethics (Issue 3). Textbook [Electronic resource] / A. E. Zimbuli. – M.: Direct-Media, 2013. – 238 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=209328

3. Kravchenko A. Z. Communicative support of pedagogical influence [Electronic resource] / A. Z. Kravchenko. – M.: Book Laboratory, 2012. 112 p. Access mode: http://www.biblioclub.ru/index.php?page= book&id=140445

4. Maltsev V. S. Values and value orientations of the individual [Electronic resource] / V. S. Maltsev. – M.: Book Laboratory, 2012. – 134 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143000

5. New philosophical encyclopedia / Scientific ed. advice: V. S. Stepin [and others]. – M.: Mysl, 2010. – T. 14. – 2816 p.

6. Popkov V. A. Theory and practice of higher professional education. Textbook [Electronic resource] / V. A. Popkov, A. V. Korzhuev. – M.: “Academic Project”, 2010. – 343 p. Access mode: http://www.biblioclub.ru/index.php?page=book&id=143192

7. Sukhomlinsky V. A. How to raise a real person: Advice for an educator / V. A. Sukhomlinsky. – Minsk. Nar. Asveta, 1978.

8. Educational strategies in a modern university. Monograph. Team of authors / ed. E. V. Bondarevskaya. – Rostov n/d: PI SFU, 2007. – 302 p.

9. Stanislavsky K. S. My life in art. An actor’s work on himself / K. S. Stanislavsky // Collection. Works: in 8 volumes - T. 1. - M.: Art, 1954 -1955.

10. Shevchenko L. L. Practical pedagogical ethics / L. L. Shevchenko - M., Sobor, 1997. - 506 p.

11. Federal Law “On Education in the Russian Federation” dated December 29, 2012 Federal Law No. 273.

12. Code of Ethics of the Adyghe State University. Publishing house AGUMakop, 2012. – 10 p.

Questions and tasks for self-test:

1. Reveal the essence of a student’s ethical self-education.

2. Describe the psychological conditions for the formation of cultural needs of an individual.

3. Reveal the content of the individual’s ethical position.

4. Reveal the purpose and objectives of ethical self-education.

5. Justify the role of self-discipline in the process of self-education.

6. Reveal the content of methods and forms of self-education.

7. Make a self-education plan.

8. Justify the content of the statement: “a person develops only in communication and activity.”

0 Seminar "Pedagogical ethics. Conflicts in the teaching environment"

Municipal budgetary educational institution

"Average secondary school No. 3"

Seminar – workshop for teachers

“Pedagogical ethics.

Conflicts in the teaching environment"

Psychologist MBOU "Secondary School No. 3"

Osintseva Larisa Borisovna

Nizhnevartovsk, 2013

“Ethics is a philosophical doctrine about morality, its development, principles, norms and role in society; a set of norms of behavior (usually in relation to some social group).” (S.I. Ozhegov)

In his works, Aristotle defined pedagogical ethics as the following triad:

LOGO - quality of presentation

PAPHOS - contact with the audience

ETHOS - attitude towards others.

Pedagogical ethics is an independent branch of ethical science and studies the features of pedagogical morality, clarifies the specifics of the implementation of general principles of morality in the sphere of pedagogical work, reveals its functions, the specifics of the content of principles and ethical categories. Pedagogical ethics also studies the nature of a teacher’s moral activity and moral relations in a professional environment, and develops the foundations of pedagogical etiquette, which is a set of specific rules of communication, manners of behavior, etc. developed in the teaching environment. people professionally involved in training and education.

The code of professional ethics of a teacher defines a set of moral requirements arising from the principles and norms of pedagogical morality, and regulates his behavior and system of relations in the process of teaching activity. One of the foundations of a teacher’s code of professional ethics is the establishment of basic requirements that determine the teacher’s attitude towards himself, towards teaching work, towards students and teaching staff, etc.

Code of Ethics for a Teacher.

In relations with parents:

The relationship between teachers and parents should not influence the assessment of the personality and achievements of children;

The social status of parents should not influence their attitude towards students;

When communicating with parents, discussing children in the class and their parents is unacceptable.

In relations with students:

In his work, a teacher must not humiliate the honor and dignity of students for any reason, including age, gender, nationality, religious beliefs and other characteristics.

The teacher must adequately evaluate the activities and behavior of students.

In relationships with colleagues:

Demonstration of mutual assistance, support, openness, trust and respectful attitude;

They speak either well or very well about their colleagues. You should not discuss the professional and personal qualities of your colleagues with anyone.

School is not a place for gossip;

Any criticism expressed towards another teacher must be objective and justified;

In resolving conflict situations, use constructive methods without humiliating your dignity and the dignity of your partner.

Thus, adherence to pedagogical etiquette helps strengthen the authority of the teacher and promotes a favorable psychological climate in the children's and teaching staff.

An integral part of pedagogical ethics is the ability to professionally (constructively) resolve conflict situations that quite often occur between participants in the educational process: parents, students, colleagues.

The statements of wise people reveal the essence of the conflict and those who provoke it.

For example:

· Any conflict can always be resolved by a wise man who controls himself.

· Conflict does not arise from differences, but from disrespect for those differences.

· If a person has a conflict with himself, he will definitely come into conflict with others.

· If there is a readiness for conflict, there will always be a reason for conflict.

Schools are characterized by various types of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transmitting and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide mental comfort to the teacher, student and parents.

According to M.M. Rybakova, among the conflicts between teacher and student, the following conflicts stand out:

· activities arising from the student’s academic performance and his/her performance of extracurricular tasks;

· behavior (actions) arising from a student’s violation of the rules of conduct at school and outside of it;

relationships that arise in the sphere of emotional and personal relationships between students and teachers. (Rybakova M. M. Conflict and interaction in the pedagogical process).

Activity conflicts arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. This can happen for various reasons: overwork, difficulty in mastering educational material, and sometimes an unfortunate remark from the teacher instead of specific help with difficulties in work. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, and for others, their motivation to learn in general decreases.

Relationship conflicts often arise as a result of the teacher’s inept resolution of problem situations and are, as a rule, long-lasting in nature. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Since in real life it is not so easy to find out the true cause of a conflict and find an adequate way to resolve it, it is advisable to familiarize yourself with the strategy of behavior in a conflict situation developed by scientists (K.W. Thomas, R.H. Kilmann) and consciously choose a certain strategy of behavior depending on depending on the circumstances. Researchers point to five main styles of behavior in conflict:

Style one. Rivalry (competition)

This style is the most typical for behavior in a conflict situation.

Its characteristics:

ü The desire for one-sided gain;

ü Satisfying one’s own interests and imposing them on a partner;

ü The desire to put pressure on the partner;

ü Ignoring the interests of the partner.

It can be used if you:

ü You have sufficient power and authority and are confident that the solution you propose is the best;

ü You feel that you have no other choice and have nothing to lose;

ü Must make an unpopular decision and have enough authority to choose this step;

ü Interact with subordinates who prefer an authoritarian style;

ü You have a strong will, sufficient authority and power.

BUT! You should keep in mind that:

ü This strategy rarely produces long-term results;

ü The losing party may not support a decision made against its will, or may sabotage it;

ü Those who lose today may refuse to cooperate tomorrow.

Style two. Cooperation

This style is the most difficult of all available, and the most effective in resolving conflict.

Its characteristics:

ü Striving to meet the needs of everyone;

ü Leads to success in life and in personal life;

ü Allows you to find the most acceptable solution for both parties;

ü Makes partners out of opponents;

ü Each of their approaches to the problem is important and does not allow compromise solutions, but it is necessary to find a common solution;

ü The main goal is to gain joint work experience, when the parties are able to listen to each other and outline the essence of their interests;

ü There are long-term, strong interdependent relationships with the conflicting party;

ü It is necessary to integrate points of view and increase the involvement of employees in the business.

BUT! You should keep in mind, that this style requires the ability to:

ü explain your decisions;

ü listen to the other side;

ü contain your emotions.

Style three. Compromise

This style is most effective when both parties want the same thing, but know that both desires are impossible to achieve.

Its characteristics

ü The parties are trying to resolve differences by making temporary concessions;

ü The emphasis is not on the solution, but on the option, which is expressed in words “We cannot fully fulfill our desires, therefore, it is necessary to come to a decision with which each of us could agree”

ü Both sides have equally convincing arguments and have equal power;

ü Satisfying the desires of one of the parties does not matter too much to it;

ü A temporary solution is possible, since there is no time to develop another, or other approaches to solving the problem have proven to be ineffective;

ü Compromise will allow you to gain at least something rather than lose everything.

BUT! You should keep in mind that :

ü this style requires certain skills in negotiations;

ü one side may exaggerate its demands and then give in before the other;

ü neither party may adhere to a solution that does not satisfy its needs;

ü in the absence of a thorough analysis of other possible solutions, a compromise is not the most optimal outcome of a conflict situation.

Style four: Evasion

Its characteristics:

ü does not allow you to defend your rights;

ü does not create conditions for cooperation in order to find ways to solve the problem;

ü is one of the options for avoiding conflict resolution;

ü makes it impossible to satisfy one’s own interests or the interests of another person;

It can be used if:

ü the tension is too high, and you feel the need to reduce the intensity;

ü the outcome is not very important to you or you think that the decision is so trivial that it is not worth wasting energy on it;

ü you are having a difficult day, and solving this problem may bring additional troubles;

ü You know that you cannot or even do not want to resolve the conflict in your favor;

ü You want to gain time in order to obtain additional information and to enlist someone’s support;

ü The situation is very difficult, and you feel that resolving the conflict will require too much from you;

ü You have little power to solve the problem in the way you want

ü You feel that others have a better chance of solving this problem;

ü Trying to solve a problem immediately is dangerous, since opening up and openly discussing the conflict can only worsen the situation.

BUT! You should keep in mind that:

ü On the one hand, this style can be considered as an “escape” from problems of responsibility; as an ineffective approach to conflict resolution;

ü On the other hand, leaving or postponing may be a completely appropriate and constructive response to a conflict situation.

Style five. Device

This style of behavior shows that you act together with another person, without trying to defend your own interests.

Its characteristics:

ü Forces you to sacrifice your interests for the benefit of another person;

ü Used to obtain a delay in solving a problem;

ü Allows you to soften the situation somewhat, then return to the issue and defend your point of view.

It can be used if:

ü You are not particularly worried about what happened;

ü You feel that it is more important to maintain a good relationship with someone than to defend your interests;

ü You understand that the result is much more important for the other person than for you;

Conflicts of ethics. Conflicts and conflict situations in the professional and pedagogical activities of teachers. Ethical and axiological conflicts in the activities of teachers.

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The Japanese, for example, came up with a kind of ritual and soft pillows for whipping for this. Sometimes even a scream or hitting the table with a pillow is better than a calm, cool rebuke from your opponent.

It would be good if each of the opponents could at least partially communicate the following to the other:

- what would I like to do to resolve the conflict?

- what reactions do I expect from the other?

- What consequences do I hope for if an agreement is reached?

If you use key elements of communication in a conflict situation, then dostep to overcome conflicts. So,

· pay attention to non-verbal evidence that the speaker’s words are inconsistent with his thoughts and feelings. Bring this contradiction to open discussion;

· Be careful that you or the other person do not have hidden false assumptions or attitudes. Discuss them openly so that mistakes can be corrected;

· try to keep communication open. Speak diplomatically about what you think or feel;

· ask yourself, does what is said correspond to your true desires, needs or feelings? If it does not correspond, then your interests may remain unsatisfied;

C) Create a climate of mutual trust and cooperation. This can be facilitated by showing trust in a partner by being willing to open up to him your unprotected position, which is the desire for agreement and mutual understanding, and the reluctance to use the enemy’s weak and vulnerable spots.

Literature used

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