Problems of discipline in modern school. Chapter I
Problem school discipline for many centuries was the subject of special concern of domestic teachers. In the modern period this problem has not lost its relevance, but only intensified. The democratization of the school environment has significantly influenced the behavior of students. Schoolchildren have become more active, independent and proactive, free to express their opinions and actions, and are by no means inclined to unconditionally follow disciplinary rules. These circumstances caused serious concern of teachers, who understood that these positive changes, however, could cause significant difficulties in the educational process, reduce its effectiveness and negatively affect the level of education of schoolchildren. Under these conditions, the study and rethinking of the problem of school discipline in domestic pedagogical science and practice is of great importance, which can become effective tool solutions actual problems modern education.
The word discipline (discipline) in translation from Latin has two meanings. The first is teaching, a certain branch of knowledge, for example, mathematical disciplines, linguistic disciplines, etc. The second is obligatory for all members of this collective obedience to a firmly established order, restraint, habit of strict order. Consequently, discipline is understood as the presence in a team (institution, school) of a firmly established order, certain rules and requirements, the observance of which is mandatory for all members of this team due to their official or professional duties.
Back in the 17th century, the founder of scientific pedagogy Ya.A. Comenius considered school discipline as "bonds" that bind the work to be done and actors. The classic of free education, the English teacher A. Nill, protesting against the eternal pedagogical attitude to the need to discipline the child, wrote in the middle of the 20th century: “A blasphemous question arises: why, in fact, should the child obey? I answer him this way: he must obey in order to satisfy the adult’s desire for power, why else? ... Since social approval is what everyone wants, the child himself learns to behave well, and no special external discipline is required?
To understand the specifics of discipline in the system of morality, it is necessary to keep in mind that the same rule of conduct in one case acts as a requirement of discipline, in another - as a common norm of morality. If, for example, a student is late for class, this is a violation of discipline, but if he is late for a meeting with a friend, this qualifies as a deviation from moral rules, as a manifestation of disrespect or lack of accuracy.
School discipline includes a whole system binding rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called "Rules of Conduct at School". In addition, the rules are part of the internal labor regulations. They are also included in the School Charter.
In this sense, the essence of the conscious discipline of students consists in their knowledge of the rules of conduct and the order established in the school, their understanding of their necessity and the entrenched, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into personal quality which is called discipline.
Discipline - is the most important moral quality. It is necessary for every person. Whoever the schoolchildren become in the future, wherever it takes them life path everywhere they will have to meet the demands of discipline. She is needed in educational institution and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.
School discipline is a solid discipline. She demands mandatory implementation orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.
Relevance of the topic "The discipline of schoolchildren and the ways of its establishment" lies in the fact that the need to educate a culture of behavior always arises where the activities of students are organized and the norms of their relationships are regulated.
Such a regulating force in the team of students is school discipline. Therefore, educational activity, like any other, must necessarily contain all three of these components and the most important task of education is to teach students to build their activity as a full-fledged, reasonable one, in which all three parts are balanced, sufficiently developed, conscious and fully implemented. This means that all actions, including control and evaluation, are carried out by the trainee himself.
Indeed, what is the manifestation of the indiscipline of some students at school? In the absence of accuracy and obligation in the performance of their duties, in rudeness, insufficient respect for others, etc. And, on the contrary, a disciplined student will not allow rudeness and tactlessness in relation to the teacher and comrades, will not talk, laugh and engage in extraneous affairs during lesson time. He will complete any educational task, public assignment, or just a word given to someone on time and without reminders. Thus, in observance of the rules of the culture of behavior, the discipline of the student is manifested.
aim writing term paper was the study of the discipline of schoolchildren and finding ways to establish it.
tasks Accordingly, consideration was given to such issues as:
- 1. Theoretical basis discipline problems in the school environment
- 2. Researched work to identify the problems of establishing discipline for schoolchildren.
- 3. Discipline in the school environment - the concept, essence, characteristics.
- 4. The procedure for establishing school discipline in modern pedagogical theory.
- 5. Psychological and pedagogical characteristics of adolescence.
- 6. Methods for determining the discipline of schoolchildren.
Object of study: teenage years
Subject of study: establishing discipline in adolescence
Hypothesis research: adolescent discipline depends on:
- - the level of professionalism of the teacher
- - age difference between teacher and student
- · - school programs (violence preaching, crime themes)
Research methods:
- · Surveillance
- The method of conversation
- · Poll
- · Discussions
- · Experiment
Research Structures
So, in psychology they use whole line methods. Which of them is rational to apply is decided in each individual case, depending on the tasks and the object of study. In this case, not one method is usually used, but a number of methods that complement and control each other.
middle School of General education
Essay on the topic: School discipline
10-A student
Ablyakimova Elmara
leader: teacher
in jurisprudence
Gubin. G.A.
Romashkino - 2012
A little about Discipline
DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.
I think the topic of discipline is very close to the topic of authority. The final solution of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, such a view is correct only with a narrow understanding of the term discipline. If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.
Discipline is essentially organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.
SCHOOL DISCIPLINE
As for the school discipline, which serves to solve the internal problems of the school. At school, however, there is external and internal coercion; the presence of external coercion of children in school gives rise to the question of school discipline, since discipline has always been considered the basic rule of the internal structure of the school.
School discipline is a certain order of behavior of schoolchildren, due to the need for a successful organization of the educational process. Usually there is a distinction between external and internal discipline.
External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.
Internal discipline is the ability of a student to inhibit unwanted impulses, to independently control his behavior. It is based on the assimilation of rules and norms, which acts as an internal need.
The main condition that ensures the disciplinary behavior of schoolchildren in the classroom is a carefully designed lesson. When the lesson is well built, all its moments are clearly planned, if all the children are busy with their work, they will not violate discipline. The child regulates his behavior unconsciously: he is attracted to a situation of interest. Therefore, as soon as the lesson becomes uninteresting, disciplined behavior disappears.
But the teacher can not make every lesson interesting, and the secrets pedagogical excellence are not recognized immediately. Discipline is needed at every lesson, from the very first day the child is in school. Is there a way out?
An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between the teacher and the children.
The main criterion of the type is the position that the teacher takes in relation to the class, organizing and regulating the disciplined behavior of students in the classroom.
In a democratic style, the teacher organizes joint activities with the children to manage their behavior, he is inside the class
With a liberal-permissive style of relationship, the teacher does not control the behavior of children, is away from them. Does not set goals for children.
The position of the teacher is expressed, first of all, in what methods of behavior control the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.
The method of persuasion brings the norms and rules of behavior to the consciousness of schoolchildren. The child must feel and realize the value and significance of discipline for himself and others.
Look, when you are not distracted and the letters turn out beautiful, and when you turn around and the letters jump.
If anyone wants to ask something, please raise your hand. You can not shout from a place and interfere with comrades. They are busy with work, they think.
The requirement to comply with the rules of conduct in the classroom is usually expressed in categorical forms:
orders: Everyone sat down!, Hands on the desks!;
prohibitions: Do not flip through textbooks, Do not dangle your feet;
orders: Touched the backs of the desks, We work in silence! Absolute silence in the classroom.
A benevolent suggestion can accept confidential instruction. Sasha, you are talking and disturbing us, Seryozha, I am afraid that because of you we will not be able to solve the problem, Kolya, you will spin around, you will not understand anything.
I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. With this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful study. Disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developing.
Discipline and order in the school is maintained on the basis of respect human dignity students, teachers and other school staff. The use of methods of mental and physical violence against others is not allowed.
The rights and obligations of school students are determined by the Charter of the school and other local acts provided for by the Charter.
Students are required to comply with the Charter of the school, study conscientiously, treat property with care, respect the honor and dignity of other students and school employees, and comply with internal regulations.
The main such rules include: follow the class schedule, do not be late and do not miss classes without good reason, keep cleanliness in the school and the school yard, take care of the results of the work of other people and provide all possible assistance in cleaning the school premises while on duty in the classroom, in the school, and so on.
Ample opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint socially useful activities, work for the common good. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately follow the orders of teachers and bodies of the student body, and learn to mutual responsibility and diligence.
Therefore, the correct organization of the various activities of students is necessary condition educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process. labor activity, gives advice, shows how to act in a particular case. Gradually, the class asset is involved in monitoring the behavior of students. This allows students to overcome disobedience and accustom them to disciplined behavior Stepanov E.N. Methodological developments educational affairs in the classroom "192 p., 2010, Moscow.
The teacher must understand that schoolchildren in a situation of uncertainty are lost and, trying to get rid of the feeling of inadequacy of the situation, begin to assert themselves, which is interpreted as a violation of discipline. It is undesirable to waste time on finding out the reasons for the lateness of individual students to the lesson, other violations of discipline, you can talk about this after the call.
Initially incorrectly created settings are very difficult to change in the future. In order to maintain discipline, the teacher must show a certain exactingness, combined with respect for the personality of each student. The creation and consolidation of rules and norms by the teacher will allow students to remember what is expected of them, without unnecessary instructions from the teacher. It is necessary to ensure that the team of the group is intolerant of violations of discipline, since discipline in the lesson is the basis for sustained attention.
All schools should have a discipline system for educating and correcting a child's behavior.
The school has a document - "Regulations on discipline" (to be signed by parents). This document includes the following recommendations:
Respect for the rules of the training center;
Requirements for fulfilling goals and homework;
Violations of training procedures;
School standards.
School discipline is not an end in itself, but a means of organizing learning. It is based on respect for the school, for the teacher, for the comrades, for oneself. Deliberately violating discipline undermines the honor of the school, causes disrespect of others, humiliates his personal dignity.
School is not only lessons. This is a new way of life for a child, when all his behavior must obey a strict system of rules. During the lesson, you need to sit quietly at the table and listen to the teacher. You can not take and leave the class, even if the lesson is not interesting.
The rules at school are not at all the same as in kindergarten. There they served for the convenience of the teacher and that is why their meaning was well understood by the children. In an educational institution, general rules school life, social norms defining student behavior. They must be observed not because their violation will interfere with someone, but because it is supposed to be so at school. Adapting to these rules is the child's first experience of entering society. In the future, he will constantly have to deal with similar rules. The ability to subordinate one's behavior to them is first born precisely on initial stage school education.
AT modern society laws of morality and morality for most children school age unacceptable and incomprehensible. You need to talk with the child, talk about the culture of behavior, restraint, sincerity, kindness, understanding; about safe behavior at school and possible unpleasant consequences in case of violation of the rules and elementary norms of behavior.
It should be noted that the rules of the culture of behavior of students at school explain to each student both his rights and obligations. Everything is written in them concisely enough and clearly for both children and adults. To fulfill these simple rules, you only need to know them and have the desire to follow them. With full observance of the rules of conduct, a friendly atmosphere and a positive psychological attitude are established in the school.
In the practice of school work, it is often allowed typical mistake information, narrowing the essence of conscious discipline to the sum of requirements, prohibitions, restraining measures, inhibitory means, individual methods of disciplinary influence. Such discipline repels children from educators, is perceived by them as constraint and suppression of freedom and initiative, restraint, restriction and suppression of activity.
Children do their best to get out of its influence, resist the restriction of their natural manifestations. School discipline includes a whole system of rules of conduct obligatory for students, a certain procedure for organizing their educational and labor activities, and the implementation of these rules must be conscious, and not compulsory.
The essence of the conscious discipline of students is the knowledge of the rules of conduct and the order established in the school, the understanding of their necessity and the entrenched, stable habit of observing them. But if the rules of discipline are fixed in the behavior of students and determine its stability, they turn into a personal quality, which is usually called discipline.
However, teachers often see the discipline of children only in their implementation of the rules for students and reduce all the work of instilling conscious discipline to their verbal assimilation.
Others see their task in developing in children the skills of external culture of behavior at the table or in the living room through naked exercises and training.
Still others believe that discipline is an external order, which is achieved through children's obedience, the unquestioning fulfillment by children of the requirements and instructions of teachers, parents, and educators.
Of course, the concept of conscious discipline includes the implementation of the rules, and the external culture of behavior, and reasonable obedience. However, it is not limited to any of these particular moments. It is an integral, concrete phenomenon, psychologically more complex, dialectically more contradictory than obedience or external cultural manifestation.
Conscious discipline and discipline of children as an integral quality of a personality matures in a child gradually, as his worldview, civic convictions, purposefulness and will, skills and habits of behavior, initiative and independence, integrity and intolerance to shortcomings in the process of all leading activities are formed in unity, relationships and communication.
It is formed as an element of consciousness and a way of practical habitual action, as the experience of successes and achievements is accumulated, thanks to disciplined individual and collective efforts. It is assimilated by the child as a discipline of struggle, overcoming, solving, real, urgent tasks of life. Therefore, the level of its development in children, depending on age, the state of educational work, may be different.
Discipline at school should be active, which implies intervention in life, a passionate, ardent interest in the success of a common cause, it is incompatible with indifference and passivity. This discipline is called the "discipline of struggle and overcoming." It combines the understanding of its meaning and the habit of disciplined behavior, consciousness and precise external form.
legal extracurricular school discipline
Technology of education of conscious discipline
1.1 The concept of discipline, school discipline
Discipline is a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of a particular organization.
Discipline is organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.
The word discipline in Latin has two meanings:
1) teaching, a certain branch of knowledge;
2) obligatory for all members of a given team, obedience to a firmly established order, restraint, habit of strict order.
Consequently, discipline is the presence of a firmly established order, certain rules and requirements, the observance of which is mandatory for all members of the team. School discipline requires the obligatory fulfillment of the requirements of the elders; it is characterized by the recognition by children of the authority of the teacher, the parents of T.I. Shamova, K.A. Nefedov “Education and training”, - M .: Education, 2009.
The problem of discipline was given paramount importance all the great teachers, in all eras and regimes. And this issue has always been controversial.
Firstly, discipline is something that a child is not born with, something that is not in him by nature, and something that needs to be “invested” in him. And therefore, the discipline of children and discipline at school is always a certain result of education, which is very important for characterizing both the children themselves and the assessment of the school. Is it really temperature? school body, it signals about his health or illness. The statement that there is no discipline in this school or class sounds like a sentence: this is a bad school, this is a bad class, a child should not be sent there. An undisciplined student is the trouble of the whole school, an undisciplined worker is not needed by the employer. Secondly, the concept of "discipline" (as a certain order, following the norm) is always perceived by people as opposed to freedom. As a restriction, coercion, deprivation. The words of one researcher are known that of all types of violence against people, the next after the murder is education. Unfortunately, for the majority of teachers and schoolchildren, the word "discipline" is associated with prohibitions and punishments, and therefore, most likely, causes negative emotions.
Today it is fashionable to talk about humanity and humanism - synonymous with freedom and the absence of restrictions. Maybe that's why in methodical journalism the authors are embarrassed to write on this topic.
The correct solution of the issue of discipline is the solution of the problem of preserving children's, school freedom as the main condition for the healthy development of the child. We believe that discipline is the common, impartial and uncompromising defender of all the inhabitants of the school. Thirdly, the relationship between external discipline and morality as a purely internal, intimate state of a person is very unclear, confusing, and contradictory.
Discipline is not a means of education, but the result of education. Discipline is the product of the total amount of educational influence, including educational process, and the process of character organization, and the process of collision, conflict, and conflict resolution in the team, in the process of friendship and trust. Discipline can be created by explanations, preaching, instructions - this is a delusion Stepanov E.N. Methodological developments of educational affairs in the classroom "192 p., 2010, Moscow.
In a row theoretical concepts, which mean approximately the same thing: the school environment, the space of childhood, the legal space of the school (all this is the habitat of children, to some extent pedagogized, cultivated) - there is such a thing as school discipline, or school discipline. This concept is perceived by the school community purely at the household level, as a given.
For most people, the word "discipline" is associated with prohibitions and punishments, and therefore causes negative emotions.
The phenomenon of school discipline is complex; several semantic characteristics can be found in it:
The political meaning of discipline lies in the fact that for the first time the child comes into contact with the authorities - the director, administration and teachers, this is a danger and one must get along with it;
legal or legal sense- for the first time, a child lives according to the rather harsh rules of adults, for the violation of which there is a punishment.
If next to this authority, among these laws, the child is comfortable: he is protected, he is recognized and appreciated, then the laws of the school and the authorities are fair.
To accustom children to discipline has always been considered one of the main tasks of pedagogy. The task of the school is precisely to create the need for discipline. The trouble is for the school and the nation that do not teach discipline, do not give rise to the need for it. Lack of discipline is sometimes even more educating than the strictest discipline.
In a modern school, the problem of violation of school discipline is one of the most acute and urgent, as well as quite complex in terms of ways to solve it. Violations are presented in the most various forms: from fear of answering at the blackboard to insulting the teacher Stepanov E.N. Methodological developments of educational affairs in the classroom "192 p., 2010, Moscow. Different educators offer a variety of ways to establish order during the educational process, but, because. all violations are based on completely different reasons and motives, then universal method there is no solution to this problem.
Despite all the variety of approaches to solving the problem of school discipline, good knowledge of the subject and methodological literacy of the teacher are the most important conditions that can prevent violations of discipline in the classroom and ensure the effectiveness of the educational process. The teacher must carefully prepare for the lesson, not to allow the slightest incompetence.
Discipline, motivation and cooperation seem to us to be three the most important goals, the achievement of which should now become the main managerial task in domestic education.
All teachers and educators, at school and in preschool institutions, in the first grade and in the senior grades, young and experienced, necessarily face discipline problems in their work, as well as the fact that children often feel bored and disinterested.
In educational institutions there are also quite a few children who are not very friendly, incapable of cooperation, who have pronounced individualistic attitudes. Already after the first days of his work at the school, the teacher knows that his students have hundreds of ways to interfere with the lesson, "start" the class and stealthily disrupt the explanation of the material.
To solve the problems of discipline, cooperation and motivation at school means to introduce into organizational culture schools with technology on how to correct the behavior and improve self-esteem of students who behave in this way.
To do this, you need to understand what constitutes the so-called "bad" behavior. “Under “bad” behavior here is understood not only hooligan antics, but also any unadapted, “infantile”, unworthy behavior, so I always put the word “bad” in quotation marks.
Examples of such behavior can also include loss of interest in learning, fear of answering at the blackboard, disbelief in oneself, dependent and insecure behavior of an outcast - that is, everything that indicates a student's lack of adaptation.
The development of discipline is built on positive relationships with students and increasing their self-esteem through a support strategy.
School discipline is manifested in the requirement from students to attend classes accurately, to do homework in good faith, to keep order in the lessons and during breaks, and to clearly fulfill all educational assignments.
School discipline also provides for conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules regarding his attitude towards other people, as well as expressing requirements for himself Rybakova M.M. Conflict and interaction in pedagogical process/ MM. Rybakov. - M.: Enlightenment, 2011.
The formation of self-discipline is a necessary condition for the generation that in 15-20 years will determine the future of the democratic development of the country. The formation of self-discipline in schoolchildren does not promise quick success. This is hindered by the named causes and goals of violations of discipline, the general unfavorable state of the teaching environment: the dominance of women in total teachers, unattractiveness wages teachers, the destruction of collectivist principles and patterns of behavior, the alienation of people from civic ideals and public values Stepanov E.N. Methodological developments of educational affairs in the classroom "192 p., 2010, Moscow.
The moral education of a person cannot be considered in isolation from the social expectations of a person and the possibilities of his self-realization. Here the formula works in full measure: what is today's society - such is youth, what is today's youth - such is tomorrow's society.
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Is it possible to harbor the hope that it will be possible to say the final word on the question of discipline in the school? Many teachers talk about it, and there's just no end to the conversation on this subject. We could not, however, devote a single more or less detailed chapter to this question. Why? For the simple reason that we do not consider the question of discipline as a separate, independent question; it is entirely related to the problem of learning in general. In our opinion, the question of discipline is inseparable from the questions of didactics, and if it does not quite coincide with them, then its solution is in any case a consequence of the solution of these questions. A true didactic at the same time establishes discipline; whoever is intimately familiar with the matter of teaching knows how the discipline of students is achieved; who teaches well, disciplines well. The subjects of study (according to the old, but often forgotten view) are called disciplines. These provisions, the number of which could be significantly increased, were unknown to the pedagogical world, while they saw the calling of the teacher only in teaching (to report, instruct, present in a dogmatic way). In those days, one could know a lot, speak well, “teach” and at the same time not be able to maintain discipline in the classroom at all. However, now they began to see in teaching something more, something different than the communication of knowledge, namely, teaching began to be understood as the excitation of spiritual forces to their independent activity. Now it is no longer possible to speak of a good teacher who could not at the same time establish good discipline in his class. The educational power of the teacher and his Influence in this respect are quite proportional to his ability to teach. The modern teacher knows no other occupation than working at school from morning to evening; he is completely absorbed in his duties as a teacher. 61 The title of teacher is not a fictitious nickname that could be replaced by another, better one. The old Schulmeisters73 have now grown into teachers. The teacher keeps the entire student under his control: his attention, diligence, striving for knowledge, ability to perceive, ability to speak, self-activity, self-control - in a word, all his spiritual forces, related not only to the field of knowledge, but also to the strength of character. He governs his students, directs and disciplines them outwardly and inwardly. The student receives a certain school. Outward order, decency and good manners, courtesy and obedience, consistency in all external behavior (way of walking, sitting, etc.) and in work (in doing it and in answers), love for work, teacher and school, therefore, also sincerity and truthfulness - all these qualities are the result of the action of the living educational principle of the school, i.e. e. living, thinking, strong will teachers. The essence of all means of discipline is concentrated in the following requirement in relation to the teacher: teach with didactic, and therefore with disciplinary power. The principle of teaching is at the same time the principle of school education. It goes without saying that a teacher who reflects on his method of teaching must also consider the whole external order of his work. He must accurately set the requirements and accustom students to their implementation. It is also clear that in a school where several teachers work, they must have a certain coordination regarding the external order, so that one does not destroy what the other creates. The true instinct of the teacher will tell him the real path. Should I call separate rules? Them countless. However, we will indicate the main ones: 1) Strict monitoring of the timely arrival of all students at school: not too early, not too late, but before the bell. Therefore, the teacher must be at school before the bell. It's necessary. Which of the students was late for the call, stands for the entire first lesson, and then sits on last place. 2) Students should sit quietly in their seats and quietly prepare for the beginning of the lesson. 3) Immediately after the bell, the lesson should begin with singing or prayer, always short. It is enough to sing one stanza from the chant. Those who adhere to the routine force to sing whole chants, forgetting that this singing should only give charge to work. 4) The teacher should sit (or stand) in front of the whole class at his desk, and not walk back and forth. All students must be visible to him. He addresses everyone, asks everyone questions, excites everyone as one. 5) Students should express their readiness for an answer by raising the brush right hand(or index finger), but not the whole hand. The answer to the question should be given only by one student, on the call of the teacher. ! 6) The student must answer while standing; speak loudly, clearly and distinctly. No mistakes, no stammering, no vagueness or reticence. No prompting (it's the school plague). 7) Transplantation of students by success can be applied only after summing up the results of their work. Who constantly needs this means to maintain the attention of students, that is a mediocre or very weak teacher. 8) The student should be praised for every vigorous effort, even if it is accompanied by weak results. Such recognition is invigorating. Reproach, on the other hand, suppresses courage, especially undeserved censure. 9) It is necessary to briefly and definitely formulate your requirements, and not to read moralizing. Both encouragement and reprimand should be brief. A good teacher is stingy with words. 10) Patience towards the weak, tireless work with those who want to work. An intolerant attitude towards someone who does not give everything that he is able to give. 11) Students should follow the teacher with their eyes, like a planet follows the sun or a satellite follows its main planet (this is done by itself, without constant instructions, otherwise it is artificial and devoid of value). The student should sit straight, but not like an idol, do not dangle his legs, keep his hands on the desk. 12) Upon completion schoolwork the children calmly say goodbye to the teacher and calmly return home. Are these 12 rules enough? Should we still give instructions on how to behave when a stranger visits their class, an inspector, etc.? How should a teacher behave when complaints are received from parents, how and with what (with stick blows?) to punish or not to resort to punishment at all? There are a thousand such questions, there is no end to them. Whoever has a genuine pedagogical tact will find the right line of conduct himself. Therefore, the teacher must acquire it. Without it, everything else - wood, straw, shavings - everything becomes a victim of fire 74. Whoever has this tact can make mistakes - "a person makes mistakes while he strives for something" - but he will never completely lose sight of the right path . Experience clarifies and guides. Not everyone gets everything at once. “When two people do the same thing, it’s still not the same thing” - this aphorism applies not only to mistaken students, but also to disciplining teachers. “The same thing is not the same for everyone.” What works for one, often fails for another. For the many thousands of possible cases of discipline, there is no ready-made recipe. Real teachers and educators are born. Let others learn from them by looking at their work. A strong character and a strong will towards good do much good. And here it all depends on the aspirations. Right striving leads to right understanding. Where there is the first, there will be the second. We'd better not talk about penalties. For the most part they are both useless and unnecessary where teaching is done correctly, i.e., according to the nature of the child and the nature of the subject itself. It is only necessary that the student work at school willingly. Where this is the case, there cannot be, and never will be, cases of student disobedience. Where this is not the case, one has to constantly and unsuccessfully invent punishments. Punishment in general should aim at the elimination of punishments. Punishments are averted by the love of labor, and the love of labor can and must be developed through labor. x Goethe says: “Love, joy, active participation in business are the only real ones, they give rise to the real; everything else is vanity and only leads to vanity.” The feeling of continuously developing power only excites the desire for further development. The principle of instruction becomes the principle of education, while the method of instruction becomes the method of education. It is difficult for young teachers to discipline students because they do not yet know how to teach. A significant part of scientists do not know how to discipline their students because they do not know how to teach. If they learned the method of teaching - this, in their opinion, "nonsense", then they would know how to discipline their students. This can be seen in the example of teachers' seminaries. Where young people receive practical guidance in the process of learning, everything goes well for them. The proposition that the principle of education is also the principle of education is not a hoax. Where both of these principles are separate, where education in itself is not educative, but consists only in the communication of knowledge, there can be no question of developing education.
