Education methods name the ways of interconnected activities of the teacher and pupils, aimed at achieving the goals of education. Experience shows that the interaction of the educator with the pupils can be carried out in different ways, in particular by:

Direct influence on students (persuasion, moralizing, demand, order, threat, punishment, encouragement, personal example, authority, request, advice);

Creation of special conditions, situations and circumstances that encourage the pupil to change his own attitude towards something, to express his position, to carry out an act, to show character;

The use of public opinion (a group or team of reference for the pupil - school, student, professional), as well as the opinion of a person significant to him;

Joint activities of the educator and pupil (through communication and work);

Education or self-education, transfer of information or social experience, carried out in the family circle, in the process of interpersonal or professional communication;

Diving into the world folk traditions and folklore creativity, reading fiction.

The variety of forms of interaction between the teacher and pupils determines the variety of methods of education and the complexity of their classification. There are several classifications in the system of upbringing methods, distinguished on various grounds.

1. By character impact on the student's personality:

a) persuasion, b) exercise, c) encouragement, d) punishment.

2. By source impact on the personality of the pupil: a) verbal; b) problem-situational; c) teaching methods and exercises; d) incentive methods; e) methods of braking; f) management methods; g) methods of self-education.

3. By results influence on the personality of the pupil, methods are distinguished: a) influencing moral attitudes, motives, relationships that form ideas, concepts, ideas; b) influencing the habits that determine the type of behavior.

4. By focus impact on the personality of the pupil, the methods of education are divided into: a) forming a worldview and exchanging information;

b) organizing activities and stimulating behavioral motives; c) providing assistance to pupils and aimed at evaluating their actions.

5. Binary methods involving the allocation of pairs of methods of "education - self-education". These are methods of influence: a) on the intellectual sphere (persuasion - self-persuasion); b) the motivational sphere (stimulation (reward and punishment) - motivation); V) emotional sphere(suggestion - self-hypnosis); d) volitional sphere (requirement - exercise); e) the sphere of self-regulation (behavior correction - self-correction); f) the subject-practical sphere (educating situations - social trials); g) existential sphere (method of dilemmas - reflection).

The most optimal is the classification of methods of education, allocated on the basis of complex impact on the personality of the pupil and including methods: 1) the formation of the consciousness of the individual; 2) organization of activities and experiences public behavior; 3) stimulating the behavior of the individual.

These methods are used to convey to the individual knowledge about the main events and phenomena of the surrounding world. They are aimed at the formation of views, concepts, beliefs, ideas, one's own opinion and assessment of what is happening. A common feature of the methods of this group is their verbality, i.e., orientation to the word, which, being the strongest educational tool, can be directed to the child's consciousness with particular accuracy and is capable of prompting him to think and experience. The word helps pupils to comprehend their life experience, the motivation of their actions. However, in itself, verbal influence on the pupil, in isolation from other methods of education, is not effective enough and cannot form stable convictions.

Among the methods of forming the consciousness of a person, beliefs, stories, explanations, explanations, lectures, ethical conversations, disputes, exhortations, suggestions, examples are most often used.

Belief implies a reasonable proof of some concept, moral position, assessment of what is happening. Listening to the proposed information, students perceive not so much concepts and judgments as the logic of the teacher's presentation of his position. Evaluating the information received, students either affirm their views, positions, or correct them. Convinced of the correctness of what was said, they form their own system of views on the world, society, social relations.

Persuasion as a method of the educational process is realized through various forms, in particular, excerpts from literary works, historical analogies, biblical parables, and fables are often used. The method of persuasion is also effective in discussions.

Story used primarily in elementary and middle grades. This is a vivid, emotional presentation of specific facts and events that have a moral content. Influencing feelings, the story helps pupils to understand and assimilate the meaning of moral assessments and norms of behavior, forms a positive attitude towards actions that correspond to moral norms, and influences behavior.

If the story fails to provide a clear and precise understanding in cases where it is necessary to prove the correctness of any provisions (laws, principles, rules, norms of behavior, etc.), the method is applied explanations. The explanation is characterized by an evidentiary form of presentation, based on the use of logically connected inferences that establish the truth of this judgment. In many cases, explanations are combined with student observation, teacher-to-student questions, and student-to-teacher questions, and can develop into a conversation.

TO clarification they resort when the pupil needs to explain something, inform about new moral standards, in one way or another influence his consciousness and feelings. Explanation is used to form or consolidate a new moral quality or form of behavior, as well as to develop the right attitude towards a certain act that has already been committed. An important feature that distinguishes explanation from explanation and story is the orientation of the impact on a given group or individual.

Suggestion used in cases where the pupil must accept certain attitudes. It affects the personality as a whole, creating attitudes and motives for activity, and is characterized by the fact that the student uncritically perceives the pedagogical impact. Suggestion enhances the effect of other methods of education. To inspire means to influence feelings, and through them - on the mind and will of a person. The use of this method helps children experience their actions and related emotional states. The process of suggestion is often accompanied by a process of self-hypnosis, when the child tries to inspire himself with an emotional assessment of his behavior, as if asking himself the question: “What would the teacher or parents say to me in this situation?”

Exhortation combines request with clarification and suggestion. The pedagogical effectiveness of this method depends on the form of addressing the child adopted by the educator, his authority, moral qualities, conviction in the correctness of his words and actions. Exhortation takes the form of praise, appeal to feelings of self-worth, honor, or arousal of feelings of shame, repentance, dissatisfaction with oneself, one's actions, and pointing out ways to improve.

Ethical conversation- this is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the educator and pupils. The conversation differs from the story in that the educator listens and takes into account the opinions of the interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems. The purpose of an ethical conversation is to deepen, strengthen moral concepts, generalize and consolidate knowledge, form a system of moral views and beliefs.

Dispute- this is a lively heated debate on various topics that excite pupils - political, economic, cultural, aesthetic, legal. They are held in middle and high school. Preliminary preparation is necessary for conducting a dispute. First of all, you should choose the topic of the dispute, which must meet the following requirements: a) be related to real life schoolchildren; b) be as simple as possible to understand; c) be unfinished to give freedom for reflection and debate; d) include two or more questions filled with moral content; e) offer students a choice of answers, focusing on the main question: “How should the hero behave?”

Most often, to organize a dialogue, five or six problematic issues are formulated that require independent judgments and form the outline of the dispute. The participants in the dispute are introduced to these issues in advance, however, during the dispute, the logic proposed earlier can be deviated from.

Sometimes the teacher appoints students who act as "instigators" and leading the dispute. The teacher himself must take the position of an “outside observer”, without imposing his point of view and without influencing the opinions and decisions of students. During the dispute, it is important to observe the ethics of the dispute: to object on the merits of the opinion expressed, not to go “to faces”, to defend one’s point of view with reason and refute someone else’s. It is good if the dispute does not end with a ready, final (“correct”) opinion, since this will enable the students to make an aftereffect, that is, to argue later.

Example- this is an educational method that gives specific role models and thereby actively forms the consciousness, feelings, beliefs of pupils, activating their activity. The essence of this method is that imitation, especially in childhood, provides a growing person with the opportunity to appropriate a large amount of generalized social experience. In pedagogical practice, prominent personalities (writers, scientists, etc.), as well as heroes of literary works and films, are used as examples more often than others. An example of an adult (parent, teacher, senior friend) can be effective only if he enjoys authority among children, is a reference person for them. The example of a peer is very effective, but in this case it is undesirable to use classmates and friends for comparison, it is better to use peers - heroes of books and films as a role model.

The methods of this group are aimed at working out the habits of behavior that should become the norm for the personality of the pupil. They affect the subject-practical sphere and are aimed at developing in children qualities that help a person realize himself both as a purely social being and as a unique individuality. Such methods include exercises, training, demand, instructions and the creation of educational situations.

essence exercises consists in repeated performance of the required actions, bringing them to automatism. The result of the exercises are stable personality traits - skills and habits. For their successful formation, it is necessary to start exercising as early as possible, because the younger the person, the faster habits take root in it. A person with formed habits shows stable qualities in all conflicting life situations: skillfully manages his feelings, inhibits his desires if they interfere with certain duties, controls his actions, correctly evaluates them, taking into account the position of other people. The qualities based on the habits formed by upbringing include endurance, self-control skills, organization, discipline, communication culture.

accustoming is an intense exercise. It is used when it is necessary to form the required quality quickly and at a high level. Often, accustoming is accompanied by painful processes, causing discontent of the pupil. The use of habituation in humanistic education systems is justified by the fact that some violence, inevitably present in it, is aimed at the benefit of the person himself and this is the only violence that can be justified. Humanistic pedagogy opposes hard training, which is contrary to human rights and resembles training, and requires, if possible, mitigation of this method and its use in combination with others, primarily games.

The conditions for the effectiveness of teaching are as follows: a) the action performed must be useful and understandable for the pupil; b) actions must be performed on the basis of an attractive model for the child; c) favorable conditions must be created for the performance of the action; d) actions must be performed systematically, controlled and encouraged by adults, supported by peers; e) as they grow older, the action should be performed on the basis of a clearly perceived moral requirement.

Requirement- this is a method of education, with the help of which the norm of behavior, expressed in personal relationships, causes, stimulates or inhibits certain activities of the pupil and the manifestation of certain qualities in him.

Requirements cause a positive, negative or neutral (indifferent) reaction of pupils. In this regard, there are positive And negative requirements. Direct orders are mostly negative. Negative indirect demands include judgments and threats. According to the method of presentation, direct and indirect requirements are distinguished. The requirement by which the educator himself achieves the desired behavior from the pupil is called immediate. The requirements of pupils to each other, "organized" by the educator, should be considered as indirect requirements.

According to the form of presentation, direct and indirect requirements are distinguished. For direct requirements are characterized by imperativeness, certainty, specificity, accuracy, formulations understandable to pupils that do not allow two different interpretations. A direct demand is made in a decisive tone, and at the same time a whole gamut of shades is possible, which are expressed by intonation, voice power, facial expressions.

indirect the demand differs from the direct one in that the stimulus for action is no longer so much the demand itself, but the psychological factors caused by it: the feelings, interests, aspirations of the pupils. There are different types of indirect requirements.

Advice requirement. This is an appeal to the consciousness of the pupil, his conviction of the expediency, usefulness, and necessity of the actions recommended by the teacher. The advice will be accepted if the pupil sees in his mentor an older, more experienced comrade, whose authority is recognized and whose opinion he values.

Requirement-game. Experienced educators use children's inherent desire for play to present a wide variety of requirements. Games give children pleasure, and requirements are imperceptibly fulfilled with them. This is the most humane and effective form of making a claim, but it requires a high level of professional skill.

Requirement by trust is used when there are conflicts between pupils and teachers friendly relations. In this case, trust manifests itself as a natural attitude of parties respecting each other.

Requirement is a request. In a well-organized team, the request becomes one of the most used means of influence. It is based on the emergence of comradely relations between teachers and pupils. The request itself is a form of cooperation, mutual trust and respect.

hint requirement is successfully used by experienced teachers in working with high school students and in some cases exceeds the direct requirement in efficiency.

Requirement-approval. Timely expressed by the teacher, it acts as a strong stimulus. In the practice of masters of pedagogical work, approval takes various, but always expedient, forms.

order- a method of education that develops the necessary qualities, accustoms to positive actions. Depending on the pedagogical goal, content and nature of the assignment, there are individual, group and collective, permanent and temporary. Any assignment has two sides: a measure of authority (you were entrusted, you were asked, no one can do it except you, the success of the common cause depends on you, etc.) and a measure of responsibility (you need an effort of will, you need to bring the assigned task to end, etc.). If any of these parties is poorly organized (motivated), then the assignment will not be fulfilled or will not give the desired educational effect.

Creating educational situations involves the organization of the activities and behavior of pupils in specially created conditions. nurturing situations are called situations in which the child is faced with the need to solve a problem - this can be a problem of moral choice, the choice of a way to organize activities, a social role, etc. The educator deliberately creates only the conditions for the situation to arise. When in this situation the child faces a problem and there are conditions for its independent solution, the possibility of a social test (test) as a method of self-education is created. Social trials cover all spheres of a person's life and most of his social connections. Inclusion in the educational situation forms in children a certain social position and social responsibility, which are the basis for their further entry into the social environment.

This group of methods is used to form moral feelings, i.e., a positive or negative attitude of the individual to objects and phenomena of the surrounding world (society as a whole, individuals, nature, art, oneself, etc.). These methods help a person to form the ability to correctly evaluate his behavior, which helps him to realize his needs and choose the goals that correspond to them. The methods of stimulation are based on the impact on the motivational sphere of the personality, aimed at the formation of conscious motives in pupils for an active and socially approved life activity. They have a huge impact on the emotional sphere of the child, form his skills to manage his emotions, teach him to manage specific feelings, understand his emotional states and the causes that give rise to them. These methods also affect the volitional sphere: they contribute to the development of initiative, self-confidence; perseverance, the ability to overcome difficulties to achieve the intended goal, the ability to control oneself (restraint, self-control), as well as the skills of independent behavior.

Among the methods of stimulating behavior and activity, reward, punishment and competition are distinguished.

promotion is an expression of a positive assessment of the actions of pupils. It reinforces positive skills and habits. The action of encouragement involves the excitation of positive emotions, instills confidence in the child. Encouragement can manifest itself in various ways: approval, praise, gratitude, granting honorary rights, rewarding.

Despite its apparent simplicity, encouragement requires careful dosing and caution, since the inability to use this method can harm education. The encouragement methodology presupposes the observance of a number of conditions: 1) encouragement should be a natural consequence of the student's act, and not his desire to receive encouragement; 2) it is important that the encouragement does not oppose the student to the rest of the team; 3) encouragement must be fair and, as a rule, consistent with the opinion of the team; 4) when using encouragement, it is necessary to take into account the individual qualities of the person being encouraged.

Punishment- this is a method of pedagogical influence, which should prevent undesirable actions of students, slow them down, cause a feeling of guilt in front of themselves and other people. The following types of punishment are known: the imposition of additional duties; deprivation or restriction of certain rights; expression of moral censure, condemnation. The listed types of punishments can be implemented in various forms depending on the logic of natural consequences: impromptu punishments, traditional punishments.

Like any stimulation method that has a strong influence on the emotional and motivational spheres of a person, punishment should be applied taking into account a number of requirements: 1) it must be fair, carefully thought out and in no case should humiliate the student's dignity; 2) one should not rush to punish until there is complete confidence in the justice of the punishment and its positive impact on the student's behavior; 3) when applying punishment, you should make sure that the student understands why he is being punished; 4) punishment should not be “global”, i.e. when punishing a child, it is necessary to find positive aspects in his behavior and emphasize them; 5) one offense must be followed by one punishment; if there are many offenses, the punishment can be severe, but only one, for all offenses at once; 6) the punishment should not cancel the encouragement that the child could have earned earlier, but has not yet managed to receive; 7) when choosing a punishment, it is necessary to take into account the essence of the misconduct, by whom and under what circumstances it was committed, what are the reasons that prompted the child to commit this misconduct; 8) if the child is punished, it means that he is already forgiven, and it is no longer worth talking about his previous misconduct.

Competition- This is a method aimed at satisfying the child's natural need for rivalry, leadership, comparing himself with others. Competing among themselves, schoolchildren quickly master the experience of social behavior, develop physical, moral, aesthetic qualities. Competition contributes to the formation of the qualities of a competitive personality. In the process of competition, the child achieves a certain success in relations with comrades, acquires a new social status. The competition not only stimulates the activity of the child, but also forms his ability for self-actualization, which can be considered as a method of self-education, since during the competition the child learns to realize himself in various types activities.

The methodology for organizing competitions involves taking into account the following requirements: 1) the competition is organized in connection with a specific educational task (it can act as a “trigger” at the beginning of a new activity, help complete difficult work, relieve stress); 2) not all activities of children should be covered by competition: you cannot compete in appearance (competitions "Miss" and "Mister"), the manifestation of moral qualities; 3) so that the spirit of the game and friendly communication does not disappear from the competition for a minute, it must be equipped with bright attributes (slogans, titles, titles, emblems, prizes, badges of honor, etc.); 4) publicity and comparability of results are important in the competition, therefore, the entire course of the competition must be openly presented to children, who must see and understand what activity is behind certain points or points.

This group of methods is aimed at assessing the effectiveness of the educational process, i.e., at studying the activities and behavior of pupils by the teacher (control methods) and at pupils' knowledge of themselves (self-control methods).

To the main methods control include: a) pedagogical supervision of students; b) conversations aimed at revealing good breeding; c) surveys (questionnaire, oral, etc.); d) analysis of the results of socially useful activities, activities of student self-government bodies; e) creation of pedagogical situations for studying the behavior of pupils.

Pedagogical supervision characterized by a direct perception of activity, communication, behavior of the individual in the integrity and dynamics of their change. There are various types of observation: direct and indirect, open and closed, continuous and discrete, monographic and narrow, etc.

For the effectiveness of the use of this method, it is necessary that the observation: a) be systematic; b) was carried out for a specific purpose; c) relied on knowledge of the personality study program, criteria for assessing its upbringing; d) had a well-thought-out system for fixing the observed facts (entries in the diary of observations, in the observation map, etc.).

Conversations with pupils help teachers to find out the degree of awareness of students in the field of moral problems, norms and rules of behavior, to identify possible reasons deviations from these standards. At the same time, teachers record the opinions and statements of students in order to assess the quality of their educational influences, the attitude of children towards each other, their likes, dislikes, etc.

Psychological questionnaires reveal the nature of the relationship between members of the team, comradely attachments or negative attitudes to some of its members. Questionnaires allow you to timely detect emerging contradictions and take measures to resolve them. When compiling questionnaires, certain rules should be observed, for example, do not ask questions in a straightforward form, ensure that the content of the answers includes mutually verifiable information, etc.

Methods self-control, aimed at self-organization of feelings, mind, will and behavior of the individual, provide the process of internal spiritual self-improvement of the pupil and contribute to the transfer of the process of education into self-education. These methods include introspection and self-knowledge.

Method Essence introspection is that the child (most often a teenager) shows interest in himself as a person and thinks more and more persistently about his attitude to the world around him and his own actions, gives a moral assessment of his position in society, his desires and needs. The methodological instrumentation of the process of introspection involves taking into account the following requirements: firstly, it is important to promptly instill in schoolchildren the idea that a person’s desire for introspection is natural, since it helps him to correctly orient himself in the world around him and establish himself in it; secondly, it is necessary to teach schoolchildren ways of introspection (assessment of their specific act; formation of their own opinion about their behavior, position in the team, relations with comrades, parents and teachers).

self-knowledge contributes to the transformation of the child into a subject of education based on the perception of himself as an independent, unique, unique personality (creation of the "I-concept"). Self-knowledge is connected with the child’s discovery of his inner world, which implies, on the one hand, awareness of his own “I” (“Who am I?”, “What am I?”, “What are my abilities?”, “What can I respect myself for?” ), and on the other hand, awareness of one’s position in the world (“What is my life ideal?”, “Who are my friends and enemies?”, “What do I want to become?”, “What should I do so that both myself and those around Is the world a better place?"

Proper management of the process of self-knowledge is based on taking into account the following factors: 1) the teacher must ensure that the process of self-knowledge does not cause a mental crisis in the child, based on the realization that his inner world does not correspond to ideals and value orientations; 2) it is impossible to allow the child to “withdraw into himself” in the process of self-knowledge, thereby creating a real danger for the emergence of stable egocentrism or an inferiority complex, expressed in inadequate self-esteem and poor interpersonal contacts.

parenting techniques- this is an integral part of the methods of education, i.e. pedagogically designed actions, through which external influences are exerted on the child, changing his views, motives and behavior. As a result of these influences, the pupil's reserve capabilities are activated, and he begins to act in a certain way.

Exist various classifications upbringing practices. The proposed option is based on the methods, with the help of the teacher, to achieve changes in relations with students and others.

The first group of methods is associated with organization of activities and communication children in the classroom. This includes the following methods.

"Relay race". The teacher organizes activities in such a way that students from different groups.

"Mutual Aid". Activities are organized in such a way that the success of the jointly organized business depends on the help of children to each other.

"Focus on the best." The teacher in a conversation with children tries to emphasize the best features of each of them. At the same time, its assessment should be objective and based on specific facts.

"Breaking stereotypes". During the conversation, the teacher seeks to bring to the consciousness of the children that the opinion of the majority is not always correct. You can start such a conversation with an analysis of how often the hall is mistaken, prompting the answer to the player during the TV game “Who Wants to Be a Millionaire?”.

"Stories about myself". This technique is used when the teacher wants the children to get more information about each other and understand each other better. Everyone can make up a story about themselves and ask their friends to play it like a little play.

"Communicate by the rules." For the period of performing a creative task, rules are established that regulate communication and behavior of students and determine in what order, subject to what requirements, suggestions can be made, supplemented, criticized, and refuted by the opinion of comrades. Such prescriptions largely remove the negative aspects of communication, protect the "status" of all its participants.

"General opinion". Students speak on the topic of relationships with various groups of people in a chain: some begin, others continue, supplement, clarify. From simple judgments (when the main thing is the very participation in the discussion of each student) they move on to analytical, and then to problematic statements through the introduction of appropriate restrictions (requirements).

Position Correction. This technique involves a tactful change in students' opinions, accepted roles, images that reduce the productivity of communication with other children and prevent the emergence of negative behavior (a reminder of similar situations, a return to original thoughts, a prompt question, etc.).

"Fair distribution". This technique involves the creation of equal conditions for the manifestation of initiative by all students. It is applicable to the situation of "crushed" initiative, when the aggressive speeches and attacks of some children extinguish the initiative and desire to communicate with others. The main thing here is to achieve a balanced distribution of initiative among representatives of all groups of students.

"Mis-en-scene". The essence of the reception is to activate communication and change its nature by placing students in the class in a certain combination with each other at different stages of the teacher's task.

The second group of methods is related to organizing a dialogue between the teacher and the child, contributing to the formation of the student's attitude to any significant problem. As part of such a dialogue, the following techniques can be used.

"Role mask". Children are invited to enter the role of another person and speak not on their own, but on his behalf.

"Forecasting the development of the situation." During the conversation, the teacher offers to make an assumption about how this or that conflict situation could develop. At the same time, indirectly, a search is being made for a way out of the current situation.

"Improvisation on a free theme". Students choose a topic in which they are strongest and which arouses a certain interest in them, transfer events to new conditions, interpret the meaning of what is happening in their own way, etc.

"Exposure of Contradictions". The positions of students on a particular issue are demarcated in the process of performing a creative task, followed by a clash of conflicting judgments, points of view about relationships. various groups of people. The reception implies a clear limitation of differences of opinion, the designation of the main lines along which the discussion should take place.

"Counter questions". The students, divided into groups, prepare each other a certain number of counter questions. The questions posed and the answers to them are then subjected to collective discussion.

When using pedagogical techniques, the teacher needs to focus on a personal example, a change in the situation, an appeal to independent experts, etc. In the course of the educational process, the teacher can use an infinite number of pedagogical techniques, since new educational situations give rise to new techniques. Each teacher has the right to use those techniques that correspond to his individual style of professional activity, character, temperament, life and pedagogical experience.

Upbringing - purposeful pedagogical process organizing and stimulating the vigorous activity of a developing personality in order to master the social experience of the formation of qualities desired by society.

parenting method(from the Greek "methodos" - the way) is way realization of the goals of education. Methods of education are the main means of ensuring the success of solving the problems of each of the components of the educational process.

It is possible to conditionally distinguish groups of methods direct and indirect pedagogical influence .

Methods direct pedagogical influence suggest an immediate or delayed reaction of the student and his corresponding actions aimed at self-education.

Methods indirect pedagogical influence suggest the creation of such a situation in the organization of activities in which the child develops an appropriate set for self-improvement, for the development of a certain position in the system of his relations with teachers, comrades, and society.

Classifications

1) According to the nature of the impact on the student, the methods of education are divided into persuasion, exercise, reward and punishment(N.I. Boldyrev, N.K. Goncharov and etc.). In this case, the general feature "the nature of the method" includes the direction, applicability, feature and some other aspects of the method.

2) AND ABOUT. Maryenko such groups of methods of education , How explanatory-reproductive, problem-situational, methods of accustoming and exercising, stimulating, inhibiting, guiding, self-education.

3) Currently the most common is classification of methods of education I.G. Shchukina. Three groups of methods:

- methods of formation of consciousness(story, explanation, clarification, lecture, ethical conversation, exhortation, suggestion, briefing, dispute, report, example);

- methods of organizing activities and forming the experience of behavior(exercise, assignment, educational situations);

- incentive methods(competition, reward, punishment).

Methods of influencing the intellectual sphere : persuasion methods are used to form views, concepts, attitudes. Belief implies a reasonable proof of some concept, moral position, assessment of what is happening.

Persuasion is realized through excerpts from various literary works, historical analogies, biblical parables, fables.

Persuasion corresponds self-persuasion- a method of self-education, which assumes that children consciously, independently, in search of a solution to any social problem, form their own set of views. This formation is based on logical conclusions made by the child himself.

Methods of influencing the motivational sphere include stimulation- methods based on the formation of students' conscious motives for their life activity.

encouragement expresses a positive assessment of the actions of pupils. It reinforces positive skills and habits. Encouragement can manifest itself in various ways: approval, praise, gratitude, granting honorary rights, rewarding. Encouragement requires careful dosage and caution, since the inability to use this method can be harmful to education.

Punishment- this is a component of pedagogical stimulation, the use of which should prevent undesirable actions of students, slow them down, cause a feeling of guilt in front of themselves and other people. Types of punishment: the imposition of additional duties; deprivation or restriction of certain rights; expression of moral censure, condemnation.

Punishment should be fair, carefully thought out and in no case should humiliate the dignity of the student.

Methods of influencing the emotional sphere involve the formation of a person's necessary skills in managing their feelings, understanding their emotional states and the reasons that give rise to them. The method that influences the emotional sphere of the child is suggestion and the methods of attraction associated with it. Suggestion can be done both verbally and non-verbally. To inspire is to act on the senses, and through them on the mind and will of a person.

The process of suggestion is often accompanied by a process self-hypnosis when a child tries to inspire himself with this or that emotional assessment of his behavior, as if asking the question: “What would teachers or parents say to me in this situation?”

Methods of influencing the volitional sphere suggest: the development of initiative in children, self-confidence; development of perseverance; the formation of the ability to control oneself (restraint, self-control). Dominant influence on the formation of the volitional sphere can have requirements And exercises.

According to the form of presentation, direct and indirect requirements are distinguished (advice, request, hint, expression of confidence, approval, etc.)

The requirement significantly affects the process of self-education of a person, and the consequence of its implementation are exercises- repeated execution of the required actions: bringing them to automatism. The result of the exercises is stable personality traits - skills and habits.

Methods of influencing the sphere of self-regulation aimed at developing in children the skills of mental and physical self-regulation, developing the skills of analyzing life situations, teaching children the skills of understanding their behavior and the condition of other people, developing the skills of an honest attitude towards themselves and other people. One of them is the method of behavior correction. Correction method It is aimed at creating conditions under which the child will make changes in his behavior, in relation to people. Such a correction can take place on the basis of a comparison of the student's act with generally accepted norms, an analysis of the consequences of the act, and clarification of the goals of the activity. Correction is not possible without self-correction. Relying on an ideal, an example worthy of emulation, established norms, a child can often change his behavior and regulate his actions, which can be called self-regulation.

Methods of influence on the subject-practical sphere aimed at developing in children the qualities that help a person to realize himself. Methods for organizing the activities and behavior of pupils in specially created conditions are abbreviated as methods nurturing situations. These are situations in which the child is confronted with the need to solve a problem. When a problem arises for a child in a situation and there are conditions for its independent solution, an opportunity is created social test (tests) as a method of self-education. Social trials cover all spheres of a person's life and most of his social connections. A modification of the method of educational situations is competition, which contributes to the formation of the qualities of a competitive personality. This method relies on the child's natural inclination to leadership, to rivalry. The competition causes the activity of the child, forms his ability to self-actualization, which can be considered as a method of self-education.

Methods of influencing the existential sphere aimed at including students in a system of new relationships for them, forms in children the ability to make judgments based on the principle of justice, and even better - to solve the so-called dilemmas of L. Kohlberg.

Dilemma method consists in a joint discussion of moral dilemmas by schoolchildren. For each dilemma, questions are developed, in accordance with which the discussion is built.

One of the methods of self-education is reflection, meaning the process of thinking of an individual about what is happening in his own mind. Reflection involves a person's knowledge of himself in a certain situation, clarifying the attitude of others around him.

KSU "Gymnasium BEST"

Prepared and conducted for teachers

Topic of the report: "Encouragement and punishment

as methods of pedagogical

impact"

Reward and punishment as methods of stimulating human activity are not only the most famous among the ancient methods of education, but also the most common and widely used at the present time.

promotion - this is the stimulation of positive manifestations of the personality with the help of a high appreciation of her actions, the generation of a feeling of pleasure and joy from the consciousness of recognition by others of the efforts and efforts of the individual. Reward reinforces positive skills and habits. The action of this method is based on the excitation of positive emotions. That is why it inspires confidence, creates a pleasant attitude to work, increases responsibility.

Punishment - this is a method of pedagogical influence, which should prevent undesirable actions, slow them down

The first Soviet teacher who managed not only to understand the fundamentally new purpose and content of encouragement and punishment, but also to reveal the "mechanism" of the action of these educational means in the system of organizing the educational process, was.

He saw the main meaning of punishment in that it should "resolve and destroy a separate conflict and not create new conflicts."

Rewards and punishments are a set of means of regulating relations that make up the content of the pedagogical situation, in which these relations must be noticeably and quickly changed.

There are the following types of incentives And punishment:

1. Rewards and punishments related to the change in children's rights.

2. Rewards and punishments associated with changes in their duties.

3. Rewards and punishments associated with moral sanctions.

As a rule, approval, praise becomes encouragement. Usually this finds expression in the declaration of gratitude, the awarding of certificates, cups. In turn, and condemnation, remark, reprimand are one of the most common methods in the practice of punishment.

Basic forms of encouragement- this is approval, praise, rewarding, gratitude, awarding a place of honor in the competition.

OK- the simplest form of promotion. The teacher can express approval with a gesture, facial expressions, a positive assessment.

Praise - this is verbal encouragement. It, like approval, evokes positive emotions in the child and the desire for higher achievements and results.

Among the incentives, it should also be noted Gratitude- collective and individual. Gratitude usually marks the manifestation by students of initiative, independence, creative attitude to the assigned work. Gratitude is issued in the form of a note in the diary, letters of commendation or sheets.

A very serious form of punishment - rebuke(entry in the diary).

General rules which should be guided in deciding the appropriateness of rewards and punishments:

1. An analysis of a specific situation should prompt the teacher to make such adjustments in the relationship with these students, in his rights and obligations, which can only be achieved with the help of encouragement and punishment.

2. To help the child choose the right course of action in a difficult situation - this is the main purpose of rewards and punishments as a means of pedagogical stimulation.

3. In terms of their content and nature, encouragement and punishment should correspond to the content and nature of those pedagogical requirements that are most essential for working with these specific children.

A long experience of using the method shows that inability or excessive encouragement can bring not only benefits, but also harm to education.

When choosing incentives, it is important to find a measure. The main thing is to be fair. That is, encouragement should begin with an answer to the questions - to whom, how much and for what.

Also great is the importance of self-esteem of schoolchildren when using encouragement, the internal state of the child. On this occasion, an example can be given when a boy who completed a task with a group of his classmates and did not cope with it was told, like everyone else, that he was doing well, and they gave him candy. Another in his place would be pleased, but this boy said that the candy is bitter. He could not rejoice at the treat, feeling that he had not completed the task.

The situation of punishment is a conflict situation.

Conditions that determine the effectiveness of the method of punishment.

1. Punishment is effective only when the student understands why he is being punished, and he considers it fair. After the punishment, they don’t remember him, but they maintain normal relations with the student - punished means forgiven.

2. Punishment is a powerful method.

Punishment must not be allowed to become an instrument of revenge.

3. Punishment requires pedagogical tact, a good knowledge of psychology, as well as an understanding that punishment alone cannot help the cause. Therefore, punishments are rarely used and only in combination with other methods of education.

Thus, an important specific feature of encouragement and punishment as a means of pedagogical stimulation of schoolchildren's activity is that they should be used much less frequently than other means of pedagogical influence, in particular, such forms of indirect requirements as approval and condemnation.

Approval, condemnation are used by teachers literally every day. Reward and punishment are used only in certain difficult situations,

As experience shows, it is the presence of pedagogical tact that allows the teacher to build communication on positive emotions.

Pedagogical tact means "touch". Being tactful is a moral requirement for every teacher who communicates with a developing personality.

Pedagogical tact does not allow extremes in communication with students. The dosage of influence is especially manifested in the use of educational means: encouragement and punishment. So the word of the teacher, his methods should be applied optimally, unobtrusively, delicately.

The objectives of incentive methods are:

1) consolidation of positive forms of behavior;

2) prevention and suppression of negative actions and manifestations;

3) formation of positive motivation of behavior.

Reward Technology :

1) careful dosage and caution;

2) comparing the child only with himself;

3) taking into account the motive of action;

4) obligatory encouragement with evidence of a positive act with positive motivation and public support.

Punishment Technology:

1) weak measures;

2) not punish large groups of students;

3) rare use;

4) prohibition of physical punishments and punishments degrading the dignity of a person;

5) not to remind about the punishment (“punished means forgiven”);

6) late with the punishment - do not punish.

Rewards and punishments, like drugs in medicine, require a clear dosage and regimen, the inability or excessive use of these methods can lead not only to negative results, but also to an irreparable error.

Since ancient times, such methods of stimulating human activity as reward and punishment.

promotion can be called an expression of a positive assessment of the actions of the pupil. Actions of encouragement are based on the excitation of positive emotions. It inspires confidence, creates a pleasant mood, increases responsibility. Types of promotion very varied: approval, encouragement, praise, gratitude, granting of honorary rights, awarding with diplomas and gifts.

OK- the simplest kind of encouragement, which can be expressed by gesture, facial expressions, positive assessment of behavior. The reward method requires careful dosage and a certain amount of caution.

Competition- this is a method of directing the natural need of schoolchildren to rivalry and priority in education necessary to a person and quality society . Competing among themselves, schoolchildren quickly master the experience of social behavior, develop physical, moral, aesthetic qualities. A significant role is played by the display of the results of the competition. The effectiveness of the competition is significantly increased when its goals, objectives, conditions are determined by the students themselves. They sum up the results and determine the winners. Punishment- this is a method of pedagogical influence, which should prevent undesirable actions, slow them down, cause a feeling of guilt in front of oneself and other people. The following types of punishments are known: the imposition of additional duties, the deprivation and restriction of certain rights; expression of moral censure, condemnation.

The modern school uses forms of punishment: disapproval, remark, warning, discussion at the meeting, penalty, suspension from classes, expulsion from school.

Methods of self-education and their techniques:

The process of education can be considered effective if the child has a need for self-education– in conscious, planned work on oneself. The most commonly used of the methods of this group is the method of personal obligations, which is a list of voluntary assignments of the child to himself for a certain period of time.

self-report- is usually carried out about work in public organizations. Self-report increases the responsibility of the child for his own affairs, teaches him to be responsible for his actions and deeds, and helps to share experience in self-education.

Introspection- this is a reflection on the individual qualities of your personality or on yourself as a whole. Self-analysis teaches a child to think about his actions and deeds, to establish cause-and-effect relationships.

self control- this is a regular record of one's behavior in order to identify new qualities of character and deal with shortcomings.

Self-esteem helps to weigh and evaluate your capabilities, look at yourself from the outside, give an objective assessment of the development of both individual qualities of the personality and the personality as a whole, and cause dissatisfaction with your behavior. It is important to teach a child to evaluate himself, his behavior, not to overestimate or underestimate the level of self-esteem, not to overestimate himself.