Work of a teacher, class teacher with a family

Your psychologist. The work of a psychologist at school.

SPPS work with families.

An important subject of educational activity is the family. The task of the class teacher is to ensure coordination of the joint efforts of the family and school to educate schoolchildren, and to create a unified educational environment. The main areas of activity of the class teacher in working with parents should be considered:

pedagogical education of parents;
correction of family education;
joint activities of the class teacher with the family in raising children;
protecting the child from unfavorable conditions in the family, at school, in the neighborhood.

The tasks of the class teacher in working with families are as follows:

family studies;
development of uniform requirements for schoolchildren from family and school;
determination of joint methods of pedagogical influence on the individual for the purpose of his future development;
organizing a team of parents, developing its educational potential.

When working with parents, the class teacher uses a variety of forms:

mass (parent meetings, conferences, workshops, exchanges of experiences in family education, debates, question and answer evenings, open days, holidays, days of collective recreation, joint visits to theaters and museums, hikes, excursions, etc.);
group (parental committee, class council, consultation, conversation, etc.);
individual (consultation, conversation, assignment, family visit, etc.).

The most common and effective form in practice is the parent meeting. Parent meetings can be:

organizational (at the beginning of the school year);
thematic (debate, workshop, exchange of experience on pedagogical issues);
final (at the end of the academic year);
joint meetings of parents and students;
combined (include elements of all forms of meetings).

Approximate structure of a combined form of parent meeting.

Introductory speech by the class teacher on the topic.
Speeches by individual parents and members of the parent committee on the topic of the meeting.
Analysis of surveys of students and parents on the issue under discussion.
Analysis of pedagogical tasks and situations in the family.
Discussion (exchange of experience) on the topic of the meeting.
The class teacher's answers to parents' questions.
Review of psychological and pedagogical literature on the topic.
Summing up the meeting (conclusions, advice, recommendations).
Decision-making.
Report on the topic of the next meeting, discussion of the plan for its preparation.

The success of the parent meeting is ensured by its long and thorough preparation (of the class teacher himself, parents, parents' committee, invitees), consultations with parents, practical assignments for parents, design and preparation of an exhibition of psychological and pedagogical literature on the topic of the meeting, creative works of children, invitation of subject teachers ( as necessary) working in this class. The choice of topic for a class parent meeting is determined by the goals and objectives of education, the drawing up of a plan for teaching and educational work in the classroom and the level of pedagogical knowledge of parents, knowledge of the characteristics of the family and family education. This requires a deep study of the family. It is advisable not only to impart pedagogical knowledge to parents, but to teach them the ability to design the personality of their child, so that parents can know in advance what can come of him and be able to draw up a program for his upbringing. A.S. Makarenko about “No work can be done well if you don’t know what you want to achieve.” Lack of necessary knowledge leads to numerous mistakes:

Lack of communication between parents and children. They talk little about themselves, about their work, and are rarely interested in the life of the school children’s group or their child’s hobbies. A lack of communication leads to alienation of children from their parents and deprives adults of the opportunity to more actively influence the child.
Inability to organize the labor education of children by including them in labor processes. When the mother is overloaded, the children are freed from housework. The result is a disdainful attitude towards work.
The presence of negative examples from the lives of parents nullifies the pedagogical efforts of the school.
The unsystematic nature of parents' educational influences - from time to time they check their studies, punish them for misconduct, etc. - does not contribute to the development of moral immunity.
The system of prohibitions as the basis of family education is the result of the inability to educate by a positive example, to organize the child’s life so that he can constantly practice correct behavior. This system gives rise to a child’s negative attitude towards the will of elders and slows down the development of independence.
Inconsistency of actions with the school or disagreements with it. Distrust of the teacher and school arises and grows in the child, which makes it difficult to correct his shortcomings and leads to pedagogical neglect.
A decrease in the educational activity of some parents as their children grow older, which leads to the alienation of children from their parents.
Late decision-making: the hope that when a child grows up, he will become wiser and improve, as a rule, is not justified, and often leads to pedagogical neglect, requiring re-education.

Incorrectly organized relationships between children and parents often cause the emergence of various “psychological barriers” that interfere with the normal educational process in the family. Here are the most typical ones. The “busyness” barrier is characterized by the fact that parents are constantly busy: with work, household chores, leisure activities, with each other, and they have no time to pay attention to their own children, who simply “get in their way.” This causes alienation of the child, some autonomy of his personal life from the life of the family, and leads to the separation of children from their parents. This barrier can arise at different age periods, but at any stage of the child’s personality development it negatively affects the system of family relationships and produces dangerous outcomes. Thus, at the age of six, a child who is not cared for by his parents is usually characterized by some delays in emotional development. The emergence of such a psychological barrier in adolescence is fraught with the fact that the most important changes in the child’s character, in the system of his relationships with friends, etc. elude parents. Ultimately, this psychological barrier leads to the fact that children and parents live different lives, as a result of which the family as an educational system “does not work,” even if the parents are generally positive people by formal standards.

Barrier to "adulthood" . In this case, parents are prevented from understanding their own children by their own age, the so-called “height of adulthood.” They are not able to enter into the child’s internal psychological situation, do not feel his experiences, do not understand his interests, games, and needs. After all, what seems like a trifle to an adult sometimes constitutes the meaning of life for a child; what is important and vital for children is sometimes perceived by us as trifles. The outstanding teacher J. Korczak spoke about this correctly, emphasizing that adults need to rise to the heights of children's feelings, stretch, stand on tiptoe. The danger of this psychological barrier lies, first of all, in the fact that it systematically prevents parents from understanding the child’s inner world, how to immerse themselves in it, and therefore from organizing a fruitful educational process in the family. Barrier of the “old stereotype” . Its essence lies in the fact that parents do not seem to see or feel the age-related dynamics of the development of their own child’s personality. For example, parents are accustomed to seeing their child as small, unintelligent, unadapted, and still perceive him as a baby who constantly needs to be guided, prompted, and evaluated, but the child has already grown up and requires a completely different level of relationship, but the parents do not understand this, embraced by their parents. optical illusion: since it’s a child, it means it’s still small. Based on the contradiction between the habitual nature of perception of one’s own child and his objectively changed inner world, this psychological barrier arises, which often causes misunderstanding, irritability, conflicts, and incorrect methods of psychological influence (parents strive to influence, but they need to interact). The “vertical” position of the relationship should be replaced by the “horizontal” position. The nature of this psychological barrier can be varied: interference in the child’s choice of friends, in the child’s choice of a future profession, etc. The barrier of “educational traditions.” His psychology is complex, as it organically absorbs both positive and negative aspects. The negative educational consequences of this barrier lie in the fact that parents strive to mechanically introduce and reproduce in their own family the forms, methods and means of education that have developed in their families during their childhood, to duplicate the pedagogy of their own parents and do not take into account the changed situation of education, the level of development of children, As a result, some discrepancy arises between the means of pedagogical influence in the family and the changed personality of the child. Barrier of "didactism" . It is characterized by the fact that parents constantly lecture their own children on every occasion. Each step of the child is recorded, assessed, and recommendations are given for each movement. Depending on age, manifestations of didacticism change form, but, nevertheless, take place in the system of relations with children. As a result of this, the personal aspect disappears from family upbringing, which forms in the child an internal psychological attitude towards constant expectation of teaching and creates emotional discomfort. Thus, in order to provide the necessary assistance to parents in upbringing, the class teacher needs to know the characteristics of each family of his pupil and study it deeply. can greatly help solve this problem .

Family composition, family structure (complete, single-parent, with one child, large, parents divorced, etc.).
Living conditions (good, the family needs to improve their living conditions, the child has a separate room, a corner for activities and games, does not have a corner, etc.).
Financial security of the family (wealthy, low-income).
The nature of family relationships:

a) between adult family members (harmonious family, compromise, imaginary, conflict, sharply conflict, immoral, etc.); b) the nature of the relationship between parents and other adult family members with the child (blind adoration, caring, friendship, trust, equality, petty care, complete independence, alienation, indifference, independence, lack of control, etc.); c) the child’s position in the family (left to himself, no one is interested in him; there is oblivion of the child’s interests; intimidated by an authoritarian attitude, not confident in himself, avoids communication with parents; in the position of Cinderella in the family; the idol of the family, everyone indulges him in everything, the object of constant quarrels between adults, each of whom seeks to win him over to their side; takes a pedagogically justified position in the family); d) the child’s attitude towards his parents: how he understands and experiences his position in the family (values the family, parents are authoritative for the teenager, is indifferent, dismissive, acutely experiences family drama, gravitates towards one of the family members, which one and why).

Are there any deviations in the behavior of any family member (alcoholism, drug addiction, etc.). How does this affect the child?
Attitude of adult family members to the moral values of the student
The level of pedagogical awareness, educational, cultural level of family members (what periodicals of pedagogical publications the family subscribes to, whether there is a home library, what literature they read, etc.).
Educational potential of the family (educational-strong family, educationally unstable, educationally weak, etc.):

a) whether there is pedagogical literature in the family, what parents read about raising children; b) the attitude of parents towards the child’s activities in the field of study, work, leisure (when and how much time does the child spend on homework, the child’s work responsibilities in the family, organization of leisure); c) organization of control over the child (in what form), implementation of the regime; d) are the parents’ requirements for the child the same, what incentives and punishments are applied to him; The teacher, together with the father and mother, reflect on what needs to be developed in the child, emphasizing his uniqueness, individuality, which must certainly be taken into account in the process of education and re-education. At the same time, the teacher can carefully talk about undesirable manifestations in the child’s behavior, about obvious deviations from the norm. Thus, the teacher prepares the ground for mutual understanding and reveals whether both parties have the same attitude towards the future object of influence - the child. At this stage, positive emotions arise from common interest and friendly communication, which is necessary for establishing further joint teaching activities.

Stage 3:. Establishing general requirements for raising a child. Goal: joint search with parents for positive supports in the child’s personality traits. Expected result: a feeling of mutual understanding. The teacher talks with parents about pedagogical conditions and opportunities for fruitful cooperation, emphasizes what the attitude towards the child should be (faith in his physical and mental capabilities, trust and respect for him). The child is offered specific help in learning, and barriers are placed to the development of negative behavioral experiences. The teacher encourages parents to express their views on education, identifies the methods they use, and ways to influence the child’s negative actions. The teacher listens carefully to the parents’ opinions, even if they are incorrect, without refuting them, as if supporting the parents’ pedagogical position, their confidence that they can raise the child correctly. At the same time, he offers them his pedagogical justifications for methods of influence, calls on them to join forces and present the child with uniform pedagogical requirements. At this stage of contact, parents and teachers become more interested in each other, the parties agree to pedagogical cooperation, to develop common requirements for the child, to coordinate educational efforts and influences. 4th stage. Strengthening cooperation in achieving a common goal. Goal: identifying qualities that are dangerous and undesirable for communication, starting a discussion, studying personality through reducing control. Expected result: strengthened cooperation. Having agreed to joint pedagogical cooperation, the parties clarify each other’s educational capabilities and set common goals and objectives in raising a child. During this period, the teacher must direct efforts to ensure that parents admit their mistakes and shortcomings in upbringing. Disputes, objections, and disagreements on one issue or another cannot be ruled out. Criticisms about the teacher's proposals are possible. But it is in such open disputes that the teacher reveals the true position of the family, its educational capabilities and characteristics. This stage of predicting possible options for the teacher’s relationship with parents. The parties may have concerns about whether it is worth revealing themselves completely, being extremely frank? But this does not prevent the strengthening of cooperation towards achieving a common goal. 5th stage. Implementation of an individual approach to the student. Goal: encouraging parents to seek further cooperation. Expected result: the formation of a sense of “we” among the parents of the student and the teacher. The teacher, focusing on the positive aspects in raising a child, informs parents about the shortcomings he has noticed in family upbringing. The teacher's frankness should endear him to parents and force them to listen to his advice. He offers specific measures of pedagogical influence on the part of parents. In order to strengthen contacts, the teacher should not demonstrate his omnipotence to parents; on the contrary, he can confidentially inform them about some doubts, difficulties in raising a child, listen to the suggestions of the father and mother, and ask them for advice. At this stage, a number of coordinated measures are developed aimed at raising and re-educating the child. 6th stage. Improving pedagogical cooperation. Goal: ensuring strong contact. Expected result: state of security, coordination of actions and intentions. A specific plan for targeted influence on the child is discussed. This stage of deepening and expanding pedagogical cooperation, the period of distribution of accepted and agreed upon roles, the implementation of uniform pedagogical influences on the student. As in the previous stages, at the last stage it is advisable not to offer ready-made solutions, not to put direct pressure on parents; it is necessary to create conditions that encourage parents to be active and take initiative. The teacher, analyzing the actions of the parents, sometimes approves of even minor successes in education. At the final stage of cooperation, it is important to support and expand the established pedagogical community in every possible way, strengthen the pedagogy of cooperation, and not weaken the unity of pedagogical requirements for the child. It is also necessary to carefully analyze the development of the process of joint activities of teachers and parents aimed at correcting the student’s behavior. So, in the process of contact interaction between teachers and parents, six stages are necessary, successively replacing each other. Their spasmodic passage, as well as the acceleration of their formation, can lead to a break in relations. At the same time, a long stay of the teacher and parents in one stage or another is also undesirable, since the establishment of desirable contacts between them is inhibited. The transition to each subsequent stage is possible only when the signs of the previous stage are sufficiently firmly established. At the same time, the signs of individual conditions specific to each stage are not only signals of its onset, but also signals for transition to another stage. Pedagogically appropriate behavior of the initiator of contact (teacher) ensures effective advancement through the steps of individual stages, due to which mutual understanding, interaction, mutual assistance, and mutual respect are created. This technique helps the teacher to get to know the family more deeply, penetrate into its complex world, establish a trusting relationship with parents, help them see shortcomings in raising children, convince them of the need to change the existing educational conditions, pedagogical methods of influence and interaction. Methods of contact interaction between educators and parents. 1st stage. Search for contacts Goal: accumulation of agreement with parents, overcoming barriers, relieving tension in communication. Expected result: achieve internal agreement with parents. First meeting with parents: they experience interest in each other and at the same time excitement, a feeling of anxiety and wariness, doubt as to whether mutual understanding will be achieved, whether the desire to communicate in the future will disappear. At this stage, the teacher needs to show deep interest, pedagogical tact, sincere respect for parents, delicacy, restraint, and not alienate them with ill-conceived questions. In a friendly tone, the participants in the conversation exchange opinions about any character traits or characteristics of the child’s behavior. At the same time, the teacher focuses on the positive principles in the student’s personality. During the first communication, if it is built on the basis of mutual respect and the desire to achieve mutual understanding, tension in the relationship between teacher and parents is relieved, and mistrust in each other is overcome. 2nd stage. Search for common topics for conversation Goal: search for coinciding interests, building a primary community (getting closer to “we”).

Expected result: to arouse interest in each other, remove mistrust, and make contact. At the second stage, the teacher more actively shows interest in the student, in the conditions of family upbringing, reveals how parents care for the child, whether they feel responsible for his upbringing and fate. The teacher asks the parents what positive qualities of the child he can rely on in the process of education or re-education. Parents share observations, express doubts about some actions and personality traits of the child that they do not understand.

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Tasks of family education

The most acceptable conditions for the development of the baby are created. Parents are required to ensure not only well-being in material terms, but also to pay attention to the microclimate at home. High income is worthless if parents teach their children to overstep the moral values of society. A striking example is the families of some “new Russians” in the 90s of the last century. Their children are raised in an atmosphere of permissiveness and the belief that everything can be bought with money.
Social and psychological protection. The principle “one for all and all for one” works here. Parents should not so much stand up for their child in any necessary or unnecessary case, but rather provide confidence that such protection will definitely be there if necessary. This inspires and gives special confidence; it is felt in every word, step and action.
Transferring the experience of creating and maintaining a family. Parents pay great attention to their child’s education, teaching him to find his place in life and get a prestigious job with a high salary. But in the process of such a pursuit of material well-being, they often forget about the need to teach relationships with the opposite sex. Children often do not know how to properly build a family , but the family is placed on a par with work, if not even higher than it.
Learning useful skills aimed at helping loved ones and self-care. Girls learn from their mother and grandmother how to cook deliciously, boys learn from their father the ability to work with tools and carry out minor repairs around the house. This is rarely taught in school lessons; friends and acquaintances are also practically useless. Sometimes children are taught the family trade to provide them with a stable income for life.
Developing a sense of dignity and self. Children are taught basic moral principles accepted in society. The child learns to perceive society and himself within this society. The child needs to be told from an early age how to behave with offenders, to defend his honor and the honor of his family.

Younger children: character traits and influence of older children on them

One of the main tasks of family education is the formation of personality traits that will allow one to overcome the obstacles encountered along the path of life with dignity. It is parents who are the first educators; the formation of a child as a person largely depends on them. If we recall the statement of Jean-Jacques Rousseau that each subsequent teacher has less influence on the child than the previous one, then parental education is fundamental.

Raising children with disabilities

Families with disabled children are considered special. Raising the younger generation in them requires special attention; it is radically different from the approach to the educational process applicable to healthy children.

The role of the family in raising children

Modern society is completely unprepared for normal interaction with children who have developmental problems. Such children are considered inferior, and their social problems are not solved. They are deliberately or indirectly isolated from society. Isolation becomes the cause of awareness of one's inferiority, this leads to problems in the psycho-emotional state.

To raise children with disabilities, you will need the following:

Create an atmosphere of calm, mutual assistance and understanding.
Assist in development, not limit.
You cannot accept the child as he is; you cannot place excessive demands on him. But parents must be persistent in the educational process, carefully observe the regularity of classes, and be sure to involve specialists in the educational process.

Raising children with speech disorders should take place under a special regime, which is characterized by a favorable attitude, a normal environment, psychotherapy and speech therapy classes. The correct speech of the people around him is of great importance . It is important that the tone is calm; you should not rush your child to answer. It is very difficult to consolidate the results of developing correct speech skills, so it is better to seek help from specialists.

Raising children with hearing impairments should be based on correct teaching methods. Parents faced with such a disaster need to first answer the following questions:

How to communicate with a child?
How do you see your child in the future?
What school is your child planning to attend?
What kind of employment do you see for your child in adulthood?
What friends do you plan to see next to your child?
The most important question: how much material, moral, physical and mental energy can you spend on teaching your child with hearing impairment?

Principles of family education

Family education has not only goals, but also principles. Their most important task is to educate schoolchildren and preschoolers into responsible citizens of their country, as well as support for their parents in old age. These principles are manifested not through loud speeches and moralizing, but at the level of humanity and mercy towards a growing person.

The following principles are also important:

Participation of children in the life of the family on an equal basis. A child must understand from childhood that something needs to be invested in family comfort and well-being. If a child’s work contributes to the overall well-being of the family, then he feels significant. In the future, such children will try to work for the benefit of their family and company.
Openness and trust in relationships between generations. A child should not hide from his family; for him, his loved ones simply must become a safe haven in which he can find protection from the sometimes unfair world around him. This is better than shutting yourself down or seeking advice from random people.
Optimistic relationships in the family - it is important for the child that dad loves mom, no one offends anyone, a trusting atmosphere of love reigns.
Consistency in requirements - no need to set too high standards for your children . The mistake of some parents is to demand the almost impossible in terms of study, career, and personal life. A boy is predicted to become a deputy, a girl is predicted to marry a deputy, he must enroll in a prestigious educational institution, and work in a successful company with a good salary. All this is very good, but it is difficult to implement in practice. Therefore, inferiority complexes appear. We need to set children a simple but challenging task - to be a good person.
Provide all possible assistance to the child, communicate with him and participate in his upbringing. First it’s repairing a broken car, then enrolling in a sports section, then help in choosing an educational institution. There is no need to shy away from raising your child, making excuses that your parents did little for you. Be better than your parents by leading by example.

Important

The principles of family education are not limited to the above theses; you need to teach your children the following: do not read other people’s letters, physical punishment should be prohibited, you cannot indulge, etc.