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Purpose of the round table. Methodology for organizing and holding a round table

Round table on the topic "Effective forms of work with the family"

Target: consideration of the system of interaction "family and school" from the position of psychological and pedagogical support for students and their parents.
Tasks:
get acquainted with the classification of forms and methods of work with the student's family;
consider and discuss the problems of the designated issue; analyze the current state of the process of cooperation between the family and the school;
outline the way to build effective work the teaching staff of the school with a contingent of parents of students;
use the acquired theoretical knowledge in practice.

Participant category: pedagogues-psychologists of city schools.
Conduct form:"round table".
Working time: 55 minutes.
Working methods:
- method of working in groups;
- project method;
- group discussion method.
Work principles:
- the principle of activity;
- the principle of partnership communication;
- the principle of concentration of presence;
- principle feedback.
Material used:
- clean sheets of drawing paper;
- markers or felt-tip pens;
- multimedia projector, interactive whiteboard, presentation.

Event structure:
1. Organizing time(greeting ritual, emotional attitude to work);
2. Theoretical part (introduction to the thematic part of the question, familiarization of participants with new information);
3. Practical part - the work of the "round table" (use of teamwork techniques: "Interview"; "Exchange of opinions"; work in small groups);
4. Summing up, reflection.
5. Ritual of farewell.

Working process.
I. Greetings and emotional mood of the participants for the upcoming work.
Association exercise.
Working time: 6 minutes.
The facilitator names three concepts in sequence: “child”, “school”, “family”. The task of the first participant is to name his own association to the proposed word. Further in a circle, the next participant calls the association to the previous word (for example: "child" - "baby" - "carriage" - "sleep", etc.).

II. Theoretical part.
Working time: 12 minutes.

That teacher of children is bad,
who does not remember his childhood.
Ebner-Eschenbach.

Undoubtedly, all the concepts that were uttered: "child", "school", "family" are directly related to our conversation today. All of them are closely related to the process of education. The effectiveness of the educational process depends on how closely the school and the family interact. The family is considered as the main customer and ally in the upbringing of children, and the combined efforts of parents and teachers create favorable conditions for the development of the child. The family can be compared to a launching pad that defines life path person. Every adult, and first of all a parent, is responsible for ensuring that the child learns to overcome the problems that he encounters along the way.
Today, a well-thought-out and well-organized system of cooperation is of great importance in working with parents of students. Psychological and pedagogical support for parents of students can be organized through both individual and group forms of work.
Individual forms of work with parents include the following: individual consultations, conversations, questionnaires, express diagnostics, correspondence with parents, analysis of children's work, home visits.
Group forms of interaction include such forms of interaction as parent meetings, conferences, round tables, evenings of questions and answers, parent universities, parent clubs, pedagogical discussions (disputes), role-playing games, parent training. The most common form of group work with parents is the parent meeting.
Individual forms of work with the family.
Visiting a family is an effective form individual work teacher with parents. When visiting the family, there is an acquaintance with the living conditions of the student. The teacher talks with parents about his character, interests, attitude towards parents, etc.
Correspondence with parents - a written form of informing parents about the success of their children. It is allowed to notify parents about upcoming joint activities at school, recommendations on the upbringing of children.
Individual thematic consultations - are held on the questions of the parents themselves, if they are faced with the problem of raising a child, which they cannot solve on their own. Consultations with parents are useful both for themselves and for the teacher. Parents get a real idea about school affairs and the behavior of the child, while the teacher gets the information he needs for a deeper understanding of the student's problems. Each consultation involves not only a discussion of the problem, but also practical recommendations for solving it. Not every teacher can conduct such a consultation, so it is always appropriate to involve competent specialists (psychologist, social educator) to find a solution in a difficult situation.
Group work with families.
Parent meetings are a form of analysis, comprehension based on the data of pedagogical science of the experience of education. Parent meetings can be:
- organizational;
- current or thematic;
- final;
- general school and classroom.
The topics of parent meetings are determined by the class teacher based on a study of the goals and objectives of the school's work with parents and based on the requests of the parents of the class.
Parent universities are quite an interesting and productive form of work with parents. The purpose of parental universities in the school is the psychological and pedagogical education of parents. Enlightenment of parents is aimed at arming them with the basics of pedagogical and psychological culture, at acquaintance with topical issues of education. The most effective are the parent universities, where classes are held in parallel classes. This makes it possible to invite the most interested audience to the university class, which is united by a common problem and the same age characteristics. The specialists who hold the meeting are easier to navigate in the questions of parents, they can prepare for them in advance.
The forms of classes at the parent university can be very diverse: conferences, an hour of questions and answers on a topical topic, lectures, workshops, parental rings.
The conference is a form of pedagogical education that provides for the expansion, deepening and consolidation of knowledge about the upbringing of children.
Conferences can be: scientific-practical, theoretical, readers', exchange of experience, conferences of mothers, fathers. Conferences are held once a year, they require careful preparation and involve the active participation of parents. They are usually accompanied by exhibitions of student work, books for parents, and amateur art concerts. Conference topics should be specific, for example: "Playing in a child's life", "Moral education of adolescents in the family", etc. The conference usually opens with an introductory speech by the school principal (if it is a school-wide conference) or the class teacher (if it is a class conference). Parents make short, pre-prepared reports about their experience of family upbringing. There may be three or four such messages. Then everyone is given the floor. The results are summed up by the conference leader.
A lecture is a form of psychological and pedagogical education that reveals the essence of a particular problem of education. When preparing a lecture, one should take into account its structure, logic, you can draw up a plan indicating the main ideas, thoughts, facts and figures. One of the necessary conditions for lectures is reliance on the experience of family education. The method of communication during the lecture is a casual conversation, a heart-to-heart conversation, a dialogue of interested like-minded people.
Lecture topics should be varied, interesting and relevant for parents, for example: "Age characteristics of younger adolescents", "Schoolchildren's daily routine", "What is self-education?", "Individual approach and consideration of age characteristics of adolescents in family education", "Sex education children in the family”, etc.
The workshop is a form of developing pedagogical skills for parents in raising children, effectively solving emerging problems. pedagogical situations, a kind of training of pedagogical thinking of parents-educators. During the pedagogical workshop, the teacher suggests finding a way out of any conflict situation, which may develop in the relationship between parents and children, parents and schools, explain their position in a given or other alleged or real situation.
Pedagogical discussion (dispute) is one of the most interesting forms of raising pedagogical culture. A distinctive feature of the dispute is that it allows you to involve all those present in the discussion of the problems posed, contributes to the development of the ability to comprehensively analyze facts and phenomena, based on the acquired skills and experience. The success of the debate largely depends on its preparation. In about a month, the participants should get acquainted with the topic of the future dispute, the main issues, and literature. The most important part of the dispute is the conduct of the dispute. Much determines the behavior of the leader here (it can be a teacher or one of the parents). It is necessary to set the rules in advance, listen to all speeches, offer, argue your position, at the end of the dispute, sum up, draw conclusions. The main principle of the dispute is respect for the position and opinion of any participant. Any controversial issue of family and school education can serve as a dispute topic, for example: “Private school - for and against”, “Choice of a profession - whose business is it?”.
Role-playing games are a form of collective creative activity to study the level of formation of the pedagogical skills of participants. Approximate topics of role-playing games with parents can be the following: “Parents and children”, “The child came from school”, etc. role play provides for the definition of the topic, the composition of the participants, the distribution of roles between them, a preliminary discussion of possible positions and behaviors of the participants in the game. At the same time, it is important to play several options (positive and negative) of the behavior of the participants in the game and, through joint discussion, choose the best course of action for this situation.
Another form of cooperation with parents is training.
Parent training is an active form of work with those parents who are aware of problem situations in the family, want to change their interaction with their own child, make it more open and trusting, and understand the need to acquire new knowledge and skills in raising their own child. Training as a form of correction of the relationship between children and parents is the responsibility of the school psychologist. The class teacher talks to students and their parents and invites them to take part in the training. Participation of children and parents in joint training is possible only on a voluntary basis. Training sessions for children and their parents allow building relationships in a new way, helping to understand the interests and needs of children and the requirements of parents.
Parental rings - are prepared in the form of answers to the most pressing questions of pedagogical and psychological science. Parents choose questions. Parents receive a list of problematic issues for participation in the ring at the first parent meeting. During the ring, two or more families are arguing on the same issue. They may have different positions, different opinions. The rest of the audience does not enter into controversy, but only supports the opinion of families with applause. Young teachers working at the school can act as experts in parenting rings. The last word in the course of the ring remains with the specialists who must be invited to participate in the meeting, or with the class teacher, who can bring strong arguments from the life of the class team in defense of a certain position. Themes of parental rings can be very diverse:
“Bad habits: heredity or social influence?”
“What do you do if your child has discipline problems?
“What if dad is not interested in raising his own child?”
"For" and "against" school uniforms.
“Difficulties of the school lesson. What do they consist of?
Summing up what has been said, it should be noted that only in the process of interaction between teachers and parents can the problem of the development of the child's personality be successfully solved, but when using any educational technology, it is necessary to remember the commandment: "First of all, do no harm."

III. The practical part is the work of the "round table".
Interview exercise.
Working time: 5 minutes.
Participants are asked to think for one minute and answer the question - "What forms of work with the family do you prefer in your professional activities?". The opinion of each of those present is heard. At the end of the exercise, a conclusion is made about the frequency of using certain forms and methods of interaction with students' parents.
Exercise "Exchange of opinions".
Working time: 7 minutes.
The task of the participants within two minutes on small pieces of paper is to try to formulate the topics of topical (problem) issues and topics used in work with parents of students. After that, those present share their opinions. Upon completion of the discussion, a list of the most “popular and topical” topics is recorded on the board (flip chart).
Exercise "Three Visions"
Working time: 15 minutes.
All participants are divided into three groups and within five minutes create a joint project of vision of one stated problem from three different angles.
The topic of discussion is effective forms of work with the family from the position of:
- close cooperation of the psychologist with the class teacher;
- close cooperation of a psychologist with a social pedagogue;
- close cooperation of the psychologist with the administrative corps.
At the end of the time, representatives of each group self-present their own projects. At the end of the work, a conclusion is made about the acceptable forms of work of a teacher-psychologist with the child-parent contingent and about the “sinking” directions in the activities of the psychological service.

v. Farewell ritual.
Working time: 2 minutes.
The moderator thanks all those present for their active and creative participation.

Bibliography:
1. Belchikov Ya.M., Birshtein M.M. Business games. Riga, 1989.
2. Vygotsky L.S., Luriya A.R. Etudes on the history of behavior. M., 1993.
3. Derekleeva N.I. Parent meetings. M., 2005.
4. Helping parents in raising children / Per. from English; Ed. V.Ya. Pilipovsky. M., 1991.
5. Rogov E.I. Handbook of practical psychologist in education. M., 1995.

The round table is a method of active learning, one of the organizational forms cognitive activity students, allowing to consolidate the knowledge gained earlier, fill in the missing information, form the ability to solve problems, strengthen positions, teach the culture of discussion. characteristic feature"round table" is a combination of thematic discussion with group consultation .

The main purpose of the "round table" is to develop students' professional skills to express their thoughts, argue their views, justify the proposed solutions and defend their convictions. At the same time, information is consolidated and independent work with additional material, as well as identifying issues and issues for discussion.

An important task in the organization of the "round table" is:

Discussion during the discussion of one or two problematic, acute situations on this topic;

Illustration of opinions, positions using various visual materials (diagrams, diagrams, graphs, audio and video recordings, photo and film documents);

Careful preparation of the main speakers (not limited to reports, reviews, but to express their opinions, evidence, arguments).

When conducting a round table, it is necessary to take into account some features:

a) it needs to be really round, i.e. the process of communication, communication, took place "eye to eye". The principle of the "round table" (it is no coincidence that it was adopted at the negotiations), i.e. the location of the participants facing each other, and not in the back of the head, as in a normal lesson, generally leads to an increase in activity, an increase in the number of statements, the possibility of personal inclusion of each student in the discussion, increases the motivation of students, includes non-verbal means of communication, such as facial expressions, gestures , emotional manifestations.

b) the teacher was also located in the general circle, as an equal member of the group, which creates a less formal environment compared to the generally accepted one, where he sits separately from the students, they face him. In the classical version, the participants address their statements mainly to him, and not to each other. And if the teacher sits among the students, the group members' addresses to each other become more frequent and less constrained, this also contributes to the formation of a favorable environment for discussion and the development of mutual understanding between the teacher and students.

The round table should be organized as follows:

2) Questions are divided into subgroups and distributed to participants for targeted preparation;

3) Specialists (lawyer, sociologist, psychologist, economist) may be invited to cover specific issues;

4) During the lesson, the questions are revealed in a certain sequence.

The speeches of specially trained students are discussed and supplemented. Questions are asked, students express their opinions, argue, justify their point of view.

The main part of the "round table" on any subject is discussion and debate.

Discussion(from lat. discussio - research, consideration) - this is a comprehensive discussion controversial issue in a public meeting, in a private conversation, dispute. In other words, the discussion consists in a collective discussion of any issue, problem or comparison of information, ideas, opinions, proposals. The goals of the discussion can be very diverse: education, training, diagnostics, transformation, changing attitudes, stimulating creativity, etc.

1. Preparation of the lesson. When organizing a discussion in educational process Usually several educational goals are set at once, both purely cognitive and communicative. At the same time, the goals of the discussion are, of course, closely related to its topic. If the topic is extensive, contains a large amount of information, as a result of the discussion, only such goals as collecting and organizing information, searching for alternatives, their theoretical interpretation and methodological justification can be achieved. If the topic of discussion is narrow, then the discussion may end with a decision.

During the discussion, students can either complement each other or oppose one another. In the first case, the features of a dialogue appear, and in the second, the discussion takes on the character of a dispute. As a rule, both of these elements are present in the discussion, so it is wrong to reduce the concept of discussion only to a dispute. Both a mutually exclusive dispute and a complementary, mutually developing dialogue play big role, since the fact of comparing different opinions on one issue is of paramount importance.

In order to organize a discussion and exchange of information in the full sense of the word, so that the "round table" does not turn into a mini-lecture, a teacher's monologue, the lesson must be carefully prepared.

To do this, the organizer of the "round table" must:

Prepare in advance questions that could be put up for discussion to conclude the discussion in order to prevent it from dying out;

Do not go beyond the discussed problem;

Ensure wide involvement in the conversation of as many students as possible, and preferably all;

Do not ignore any wrong judgment, but do not immediately give the correct answer; students should be involved in this, organizing their critical assessment in a timely manner;

Don't rush to answer questions about the roundtable material yourself: such questions should be forwarded to the audience;

Make sure that the object of criticism is the opinion, not the participant who expressed it.

Compare different points of view, involving students in collective analysis and discussion, remember the words of K.D. Ushinsky that comparison is always the basis of knowledge.

Various organizational methods are used in the discussion.

Method "question - answer". This technique is a kind of simple interview; the difference is that a certain form of posing questions is used for an interview with the participants in the discussion-dialogue.

Procedure "Discussion in an undertone." This technique involves holding a closed discussion in microgroups, after which a general discussion is held, during which the leader reports the opinion of his microgroup and this opinion is discussed by all participants.

Clinical methodology. When using the “clinic methodology”, each of the participants develops their own version of the solution, having previously presented their “diagnosis” of the problem situation posed for open discussion, then this solution is evaluated both by the leader and by a group of experts specially allocated for this purpose according to a point scale or according to a pre-adopted system "accepted - not accepted".

The labyrinth technique. This type of discussion is otherwise called the method of sequential discussion, it is a kind of step-by-step procedure in which each subsequent step is done by a different participant. All decisions are subject to discussion here, even incorrect ones (dead ends).

relay method. Each participant who finishes his speech can pass the floor to the one he considers necessary.

Free floating discussion. The essence of this type of discussion is that the group does not come to a result, but the activity continues outside the class. This group work procedure is based on the “B.V. Zeigarnik, which is characterized by a high quality of memorizing unfinished actions, so the participants continue to “think” in private of ideas that turned out to be unfinished.

The effectiveness of the discussion depends on factors such as:

Preparation (awareness and competence) of the student on the proposed problem;

Semantic uniformity (all terms, definitions, concepts, etc. must be equally understood by all students);

Correct behavior of participants;

The teacher's ability to lead the discussion.

The correct organization of the "round table" in the form of a discussion goes through three stages of development: orientation, evaluation and consolidation.

2. Introduction.

At the first stage, students adapt to the problem and to each other, i.e. at this time, a certain attitude is developed to solve the problem.

At the same time, the following tasks are set for the teacher (the organizer of the discussion):

Formulate the problem and objectives of the discussion. To do this, it is necessary to explain what is being discussed, what the discussion should give.

Conduct an acquaintance of the participants (if the group in this composition is meeting for the first time). To do this, you can ask each student to introduce himself or use the "interview" method, which consists in the fact that the participants are divided into pairs and introduce each other after a short introductory (no more than 5 minutes), directed conversation.

Create the necessary motivation, i.e. state the problem, show its significance, identify unresolved and controversial issues in it, determine the expected result (solution).

Establish a time limit for the discussion, or rather, a time limit for speaking.

Formulate the rules for conducting a discussion, the main of which is - everyone should perform. In addition, it is necessary: to listen carefully to the speaker, not to interrupt, to reasonably confirm one's position, not to repeat, not to allow personal confrontation, to maintain impartiality, not to evaluate the speakers without listening to the end and not understanding the position.

Create a friendly atmosphere, as well as a positive emotional background. Here, the teacher can be helped by personalized appeals to students, dynamic conversation, the use of facial expressions and gestures, and, of course, smiles. It should be remembered that the basis of any active learning method is conflict-free!

Achieve an unambiguous semantic understanding of terms, concepts, etc. To do this, with the help of questions and answers, it is necessary to clarify the conceptual apparatus, working definitions of the topic under study. A systematic refinement of the conceptual apparatus will form students' attitude, the habit of operating only with well-understood terms, not using obscure words, and systematically using reference literature.

3. The main part.

The second stage - the assessment stage - usually involves a situation of comparison, confrontation and even a conflict of ideas, which, in case of inept discussion management, can develop into a conflict of personalities.

At this stage, the teacher (the organizer of the "round table") is given the following tasks:

Start an exchange of views, which involves giving the floor to specific participants. The teacher is not recommended to take the floor first.

Collect as many opinions, ideas, suggestions as possible. To do this, it is necessary to activate each student. Speaking with their opinion, everyone can immediately make their proposals, or they can simply speak at first, and later formulate their proposals.

Not to deviate from the topic, which requires some firmness of the organizer, and sometimes even authoritarianism. Deviants should be tactfully stopped, directing them to a predetermined “channel”.

Maintain a high level of activity of all participants. Do not allow excessive activity of some at the expense of others, follow the rules, stop protracted monologues, connect everyone present to the conversation.

Promptly analyze the expressed ideas, opinions, positions, proposals before proceeding to the next round of the discussion. It is advisable to do such an analysis, preliminary conclusions or summary at certain intervals (every 10-15 minutes), while summing up intermediate results. Summing up intermediate results is very useful to instruct students, offering them a temporary role of leader.

4. Conclusions (reflection).

The third stage - the stage of reflection - involves the development of certain common or compromise opinions, positions, decisions. At this stage, the control function of the lesson is carried out.

The tasks that the teacher must solve can be formulated as follows:

Analyze and evaluate the discussion, summarize the results. To do this, it is necessary to compare the goal formulated at the beginning of the discussion with the results obtained, draw conclusions, make decisions, evaluate the results, and identify their positive and negative sides.

To help the participants in the discussion come to an agreed opinion, which can be achieved by carefully listening to various interpretations, looking for common trends for decision making.

Make a group decision together with the participants. At the same time, the importance of diverse positions and approaches should be emphasized.

In the final word, bring the group to constructive conclusions that have cognitive and practical significance.

Achieve a sense of satisfaction among the majority of participants, i.e. thank all students for their active work, highlight those who helped in solving the problem.

When holding a "round table" in the form of a discussion, students perceive not only the expressed ideas, new information, opinions, but also the bearers of these ideas and opinions, and, above all, the teacher.

Therefore, it is advisable to specify the main qualities and skills that the organizer must possess in the process of holding a round table:

High professionalism, good knowledge of the material within the curriculum;

Speech culture and, in particular, free and competent use of professional terminology;

Sociability, or rather, communication skills that allow the teacher to find an approach to each student, to listen to each student with interest and attention, to be natural, to find the necessary methods of influencing students, to be exacting, while observing pedagogical tact;

Speed of reaction;

Ability to lead;

Ability to conduct a dialogue;

Prognostic abilities that allow foreseeing in advance all the difficulties in mastering the material, as well as predicting the course and results of pedagogical influence, foreseeing the consequences of one's actions;

Ability to analyze and correct the course of the discussion;

Self-mastery

The ability to be objective.

An integral part of any discussion is the procedure of questions and answers. A skillfully posed question (what is the question, such is the answer) allows you to get additional information, clarify the position of the speaker and thereby determine the further tactics for holding the round table.

From a functional point of view, all questions can be divided into two groups:

- clarifying (closed) questions aimed at clarifying the truth or falsity of statements, the grammatical feature of which is usually the presence of the particle “whether” in the sentence, for example: “Is it true that?”, “Did I understand correctly that?”. The answer to this question can only be "yes" or "no".

- replenishing (open) questions aimed at elucidating new properties or qualities of phenomena or objects of interest to us. Their grammatical feature is the presence question words: what, where, when, how, why etc.

From a grammatical point of view, questions are simple and complex those. consisting of several simple ones. A simple question contains a mention of only one object, subject or phenomenon.

If we look at the questions from the standpoint of the rules for conducting the discussion, then among them we can distinguish correct And incorrect both from a content point of view (incorrect use of information) and from a communicative point of view (for example, questions aimed at a person, and not at the core of the problem). A special place is occupied by the so-called provocative or capturing questions. Such questions are asked in order to confuse the opponent, sow distrust in his statements, switch attention to himself or deliver a critical hit.

From a teaching point of view, questions can be controlling, activating attention, activating memory, developing thinking.

In the discussion, it is preferable to use simple questions, since they do not carry ambiguity, they are easy to give a clear and precise answer. If a student asks difficult questions, it is advisable to ask him to divide his question into several simple ones.

At the heart of the "round table" in the form debate - free expression, exchange of opinions on the thematic thesis proposed by students. Debate participants give examples, facts, argue, prove logically, explain, give information, etc. The debate procedure does not allow personal assessments, emotional manifestations. The topic is discussed, not the attitude of individual participants to it.

The main difference between debates and discussions is the following: this form of "round table" is devoted to an unequivocal answer to the question - yes or no. Moreover, one group (affirming) is in favor of a positive answer, and the other group (denying) is in favor of a negative answer. Within each of the groups, 2 subgroups can be formed, one subgroup selects arguments, and the second develops counterarguments.

The debate is shaped by:

Ability to form and defend one's position;

Public speaking and dialogue skills;

Team spirit and leadership qualities.

"Round table" in the form of debate develops abilities and forms the necessary skills for dialogue:

Development of critical thinking (rational, reflective and creative thinking necessary in the formulation, definition, justification and analysis of the discussed thoughts and ideas);

Development of communicative culture, public speaking skills;

Formation of research skills (the arguments given require evidence and examples, the search for which requires work with information sources);

Formation of organizational skills (not only the organization of oneself, but also the presented materials are implied);

Developing listening and note-taking skills.

Two teams take part in the debate (one approves the thesis, and the other denies it). Teams, depending on the format of the debate, consist of two or three players (speakers). The essence of the game is to convince a neutral third party, the judges, that your arguments are better (more convincing) than those of your opponent.

Each stage of the debate has its own structure and system of methods and techniques used.

1. Preparation of the lesson.

Development preparatory phase for the debate.

To do this, together with the initiative students determine the following:

Subject;

Theme "Debate" (several options);

Purpose of the "Debate";

Principles of team formation;

Types of work with information on the topic "Debate";

Preparing teams for the "Debate";

Criteria for evaluating "Debates";

Form of analysis and evaluation "Debate".

Implementation of the developed classes with students or colleagues. The discussion of the results.

Preparation for the debate begins with the definition of the topic (abstracts). In debates, as a rule, it is formulated as a statement, for example: "Technological progress leads to the death of civilization."

When choosing a topic, it is necessary to take into account the requirements according to which a “good” topic should:

Provoke interest by raising issues that matter to debaters;

Be balanced and give equal opportunities to teams in presenting qualitative arguments;

Have a clear wording;

Stimulate research work;

Have a positive wording for the approver.

In general, the structure of the preparatory stage can be represented as follows.

Working with information

01 / 06

Round tables. Organization, holding and technical support of events

The Organizing Committee of the Agency "NBF" offers you a fundamentally new format of participation in business events, in the format of a round table.

"Round table" - unique platform for a dialogue between all representatives of the progressive part of the Russian population: business, officials, the media and interested parties. An event of this format creates a certain atmosphere for establishing business relations between participants and contacts. The format of the round table fits perfectly with the tasks of the customer to solve any strategic issues.
The NBF Agency invites you during the round table program to organize and hold a series of working meetings with representatives - participants of the event: from the financial sector of the Russian economy, the banking industry, insurance companies and other financial and credit organizations interested in promoting their products and services on the market . An equally effective tool for conducting a dialogue at the round table is considered to be an invitation to participants from the entrepreneurial activity of Russia and on behalf of the NBF. We have an extensive subscriber base and we invite you to take advantage of the invitation to participate: owners and managers of large and medium-sized enterprises, as well as SMEs.
For the preparatory work of such meetings, lawyers and auditors are involved with the obligatory discussion of mutually beneficial and interesting proposals. Events are covered by leading financial and analytical media, which will allow you to use well-developed contacts. To prepare working meetings in the format of round tables, we will offer you to prepare up-to-date material on the competitiveness of goods and services, products of your organization that you need to present to the round table participants - consumers, experts and competitors as part of a small event.

Round tables with the participation of representatives of state authorities, ministries, departments and heads of government departments Russian Federation, the Governments of Moscow and the Moscow Region, the Governors of the constituent entities of the Russian Federation and the heads of local administrations, in essence, the tasks set for organizing and holding such a format of events are quite common on the territory of Russia. Agency "National Business Forums" invites you to get acquainted with a fundamentally new format of participation in business events - "Round Table". The round table is a unique platform for dialogue between business representatives, officials and other interested parties. The informality of the event creates the necessary atmosphere for establishing business contacts and close discussion of the most important issues facing Russian business. This format is ideal for solving a specific question with a specific respondent. During the conference programs, the NBF proposes to organize and hold a number of working meetings for representatives of the financial business sector, banks, insurance companies and other credit institutions interested in promoting their products to the real consumer sector. In turn, the owners and managers of enterprises will be invited by the real sector on behalf of the NBF. To prepare such kind of working meetings, lawyers and auditors will be involved for a detailed discussion of mutually interesting proposals. Coverage of events by leading financial media will allow you to repeatedly use the contacts you have made. In order to prepare the above working meetings, we suggest that you prepare material on the competitive products of your credit institution, which you wish to present to consumers, experts and competitors within the round table format.

The uniqueness of the round tables is a narrow circle of invited participants according to the profile of their activities.
Round tables with the participation of government officials, heads of departments of the Government of the Russian Federation, Moscow and the Moscow Region, Governors of the Subjects of Russia (85 regions) on the organization and technical support of this format of events are widely used in the Russian Federation.

The round table is mainly designed for a small number of invited participants. Their number can range from 10 to 150 people at the same time. With such a small number of guests, we, the organizers of the round table, are pursuing the goal of achieving maximum efficiency in the implementation of the tasks set by the round table, giving the floor to the maximum number of speakers from the hall and having time to discuss a number of important issues and topics by addressing the assembled Presidium of our Round Table.

Regional authorities love the round table format! It's proven convenient and fast!
This format is most fruitful in the hands of professional organizers. Therefore, pay special attention to the selection of the contractor / contractor! After all, it is necessary to develop an effective program, comply with the rules for providing materials and clearly formulate your questions during the discussion to the moderator and speakers of the round table.

The estimate of the round table is rather unpretentious and simple.
It is enough to contact the project managers of our Agency and you will immediately receive a preliminary result.
The format of the event site can be any:
- hotel conference hall, hotel foyer, culture house / assembly hall / state reception hall / officers' house stage / concert hall area / specialized business centers, etc.
The cost of the round table and the main elements:

selection and approval of the site of the round table, conference hall;
site decoration, floral patterns, fresh flowers, tablecloths on tables and chairs;
technical equipment and support: conference calls, radio microphones, sound amplifying equipment, mini and hidden microphones, television equipment: a projector and a screen, a computer with presentations on the screen of speakers' reports, a voting system - an actual tool;
lighting equipment, both for the entire round table area and partial lighting for speakers and participants;
catering services or kitchen at the hotel and restaurant, service personnel, certain utensils and pre-approved menu content for your event;
production of corporate identity of the round table, production of banner designs and canvases with grommets, press oxen, roll-apps, backs of the presidium, approval of handouts and promotional materials of the round table: pens, notepads, folders, bags, booklets, leaflets and anything you like customer and experience of the organizer;
services for photo and video filming of the event, logging with the provision of abstracts and press releases, recording and shorthand recording of audio materials with literary processing and editing, and, if necessary, translation into any foreign language;
development and production of invitations for participants with a call according to the list of participants and speakers agreed with the customer;
portfolio of the moderator or presenters of your event;
production and production work on replicating the reporting materials of the last round table, receiving feedback from participants, their comments, reviews, further mailing to guests and participants of sets of post-materials, writing texts of diplomas and letters of thanks.

Round table - traditional business discussion. The round table, for all its democratic nature, contains elements of organization and assumes the following principles:

There are no clearly defined positions, but only participants in the discussion of the controversial issue.
· All positions are equal, and no one has the right to be superior to others.
· The purpose of the round table is to bring out ideas and opinions about the problem or dispute under discussion.

Based on the agreements, the roundtable leads to results that are new agreements.

General discussion rules:

1. There is no discussion without a key question.
2. The round table assumes a key issue in the form of an agenda.
3. The key issue must be agreed in advance with all interested participants in the discussion.
4. The nature of the discussion of the "round table" - a speech is an expression of one's own opinion;
5. Criticism is practically unacceptable here, since everyone has the right to express their point of view. Ideas are criticized, not individuals; criticism should be constructive, not destructive, loyal, not personal.

Round table - voicing problems and finding out the opinions of various parties involved in their solution. With unprofessional conduct, this event often leads to a "bazaar" and exacerbation of existing contradictions. Therefore, to conduct a round table, skills and techniques for organizing the discussion process are needed.

Has a very great importance. Much depends on the purpose of the round table and the severity of the problem that is being condemned. Of course, the participants in the discussion should be, first of all, representatives of the "involved" parties. These are people and organizations that are (or should, but are not) involved in solving the problems discussed. In order for the discussion to be effective, it is necessary to gather the maximum possible number of carriers of different points of view, to unite all the parties involved, representatives of the public, administration, business, etc. Each group has its own rules:

If invited to the round table government official, then you should not promise the rest of the participants that he will come. First, he may not come. Secondly, those who are interested in this particular person, and not in discussion, will come. The focus of the round table can be shifted.
· If invited business representative, then it is necessary to foresee the situation with the possible importunity of the participants with requests for funding of certain types of activities. At other times, representatives of firms may refuse to take part in the discussion because of this.
· Concerning media First of all, you need to decide whether to invite them or not. If the discussion is about voicing all the problems, trying to understand each other and discussing solutions, then it might be better not to invite the media. For this kind of round table, an atmosphere of freedom and openness is needed, and the press always "fetters" people, not everything can be said in the presence of the media, knowing that it can be voiced on television or in the press. As a rule, the media are invited in order to convey the very fact of the discussion or its results to certain organizations and / or the population. Another point that matters - do you invite the media to cover the event, or participate in the discussion? This must be indicated in the invitation, otherwise the journalist will come for half an hour, collect the necessary information for a story or article and leave.

There should not be random people on the round table. When inviting participants, you need to proceed from certain criteria: the participant is related to this problem; he has something to say (possession of information, figures, facts, etc.); he is ready to solve the problem constructively. Since the round table is an event that is always limited in time, extra people, non-constructive, "empty" conversations will "eat up" the time.

Preparatory stage:

Definition of the topic and purpose of the round table
· Selection of participants
Planning the content of the event
Planning of organizational issues and the technical side of the event

The development of the content of the round table includes the definition of the name

(which will appear in all documents, press releases, etc.), goals (will also be declared everywhere), the list of participants, the need to invite the media and experts. The content part determines the parameters of the discussion: what aspects will be discussed (the logic of the development of the topic), then the main information blocks are built on this. The next step is to determine the rules for organizing the discussion process: to whom and in what order the floor will be given, the time limit for speaking, how questions will be asked - a block of questions and answers can be put after each information block, or after each speech, who will be asked questions - a speaker or a friend friend / all participants in the discussion. At the stage of preparing a round table, attention should be paid to the beginning of each information block - where each new block begins - with a speech, a short message on a given topic, an example, or a provocative question (seed).

To have an effective discussion, it is important to choose the right leader and clearly delineate his spheres of influence. The task of the facilitator is to help the participants discuss the problem effectively and constructively. If the facilitator knows the topic well and has useful information for discussion, then he / she can also act as an expert. The role of the facilitator should be determined at the preparation stage and announced to those present at the very beginning of the discussion.

In the process of holding a round table, the facilitator should strictly adhere to his role, in no case use his position to speak himself or give the floor to the same people, and in general, the facilitator should be "as little as possible". His behavior as a whole can be described as neutral, tactful, unobtrusive. The facilitator must constantly monitor the timetable, sum up the intermediate results of the discussion, find out, summarize, ask leading or provocative questions if the discussion fades, and also translate the flaring emotional discussion into a constructive channel.

The main stage is conducting a round table

Where does the round table start?

1. The host calls the topic, goal, rules of discussion, rules of speech. You can specify issues that will not be discussed within the framework of this event.
2. Then the facilitator introduces the participants or invites them to introduce themselves (this is beneficial if the facilitator is an outsider and does not know the people who take part in the event, and also if the participants have complicated names, surnames or names of organizations).
3. Next, the facilitator calls the first block of discussion. As a rule, after this there is silence, it is necessary to give people a little time. If the discussion still does not occur, then you can ask a few additional (pre-prepared questions).

When and how to intervene

The facilitator should intervene in the discussion in order to:

stimulate discussion of the issue that you think is important (for example, "Does everyone agree with this?");
· "Protect" part of the group, which is aggressively "attacked" by another. At the same time, it is not at all necessary that the leader speaks "for" or "against" one of them. Just in this situation, it is worth recalling that the participants of the round table have different points of view, and everyone has the right to do so. The purpose of the round table is to exchange views, and not to bring them "to the same denominator";
Include in the discussion people who would like to speak, but cannot do so due to non-compliance with the procedure by other participants;
· to respond to comments based on conjectures, not facts ("Can you confirm this with facts?") In this case, the presenter can provide reliable information (if he has it);
Find out the opinion of the other participants on the issue or argument (“Does everyone share this point of view?”);
· "provoke" a discussion from a different point of view ("And if you look at the problem ...");
ask additional questions in order to expand / deepen / change the topic under discussion;
stimulate discussion ("How do you feel about this?" "Do you all agree with this?")
· Remind the participants of the facts that they have not yet taken into account in the discussion.

If one of the issues discussed is of fundamental importance for the participants and it takes more time than originally planned, then the program of the round table can be changed, but subject to the consent of all participants.

Methods of "intervention" in the discussion

There are six main methods of intervention in the discussion, the application of which depends on the specific situation.

1. Controlling. The facilitator determines the course of the discussion and the time required for a particular issue. For example, "And now, let's continue the discussion ...". "On this, we can complete the discussion of this issue ...".
2. Informational. The facilitator provides information that may be useful in discussing the issue. Information can be not only statistics, but also theory, trends, practical examples.
3. Confrontational. The host "breaks" stereotypes, traditional opinions, attitudes, etc.

This intervention should not look aggressive. To do this, you should start with the words "Why not ...?". You need to be prepared for a defensive reaction from the audience, since in this case certain values, views, and beliefs of specific people are affected.

4. Overwhelming. If emotions have accumulated during the discussion, then you need to remove them. The deeper the emotions, the more difficult it is to deal with them. If the facilitator has no experience in managing this kind of situation, it is better to do nothing.
5. Catalytic. It is used to summarize what has been said, analyze opinions, sum up an intermediate result, etc.
6. supportive. The facilitator in every possible way makes it clear to the participants in the discussion that their opinion is interesting, has value for those present, and deserves attention. The danger in using this method is that the facilitator may either come across as insincere to the participants or end up in the position of someone who knows the "correct answer".

Summarization / intermediate debriefing

Summarizing is especially useful because it allows you to check the degree of agreement between group members. If the participants do not agree with each other, it is better to reveal this during the discussion than later in the actual activity. If an agreement reached during the discussion is not a real agreement, then it is quite possible that it will not be fulfilled in life after the end of the discussion.

Generalization should be done periodically at certain intervals of time (they can be timed to coincide with different information blocks of the round table), especially if the discussion is designed for a long time or includes different aspects of the topic. When summarizing, you need to say the words that the participants used, and only what you heard, without adding anything new from yourself. It is important to make sure that the group agrees on the main points you have listed. It is not necessary to seek the consent of all participants on the issues discussed. The purpose of the round table is to exchange opinions and, when summarizing / summing up, it is better to identify / state the views and points of view of the group. Even if new questions, topics arise during the discussion, one should not deviate from the program. Be sure to leave enough time to complete the round table and summarize its results. If the round table is difficult to complete, the participants are eager to continue the discussion, then this is a good indicator of the success of the event.

Problems that may arise during the round table, and options for their solution

1. Too many negative opinions are expressed during the discussion.

This often happens when discussing a problem that seriously affects the interests of the participants in the discussion. When such a situation arises, the facilitator should be aware that his / her powers are limited and do not include changing the point of view or beliefs of the people who are participating in the discussion. The host should only state facts, opinions, while remaining as objective as possible. He/she can also take part in the discussion and express his/her opinion or propose a solution to the problem, but under no circumstances should he/she argue with the participants or try to convince them. It is best to allow all participants to express their opinions. Even if the discussion threatens to escalate into a stormy one. This will help "let off steam".

2. The obvious lack of knowledge/experience of the majority of the roundtable participants in the area under discussion.

If such a problem arises, then the discussion cannot be constructive, the participants will easily agree with the first point of view proposed, since there are no others and in order to argue, you need to know the subject. In this situation, you can interrupt the discussion and have a small session (to present information on the topic, experience or facts), and then continue the discussion.

3. Too emotional discussion of the problem.

The most important thing is to prevent such a situation. And for this you need to follow the rules.

Tightening blocks, performances leads to fatigue, irritation. The optimal time for performances is 3-5 minutes. Leading for comments, remarks - a maximum of 2 minutes. Strict observance of the regulations "keeps" the participants within the framework, and the change of information blocks and, accordingly, aspects and the need to adhere to them also prevents emotions from accumulating. During the round table, the facilitator should ensure that the discussion is not monopolized, and that each participant has the right to speak.

4. Not everyone present takes part in the discussion.

The facilitator should carefully monitor the behavior and reactions of the participants, not allow individual present to monopolize the discussion (“Thank you, we understand your position, and now let's listen to others ...”), give the rest an opportunity to speak (this can be planned in advance, knowing the composition of the participants and contact people in the process of discussion (Among us there is a representative of ..., I think he has something to say on this issue" or: "We know that the solution to this problem also depends on ... I would like to hear the opinion of ...).

Lead Tips:

· Throughout the discussion process, the facilitator must constantly control the content, the discussion process and his behavior.
· The main job of the roundtable facilitator is to ensure that the participants do not wander off the topic of discussion, to clarify unclear questions and statements, and to ensure that all participants have the opportunity to speak.
It is important that all participants in the discussion understand what is being said. As a rule, people from different areas of life, with different professional and life experience, take part in the discussion. The facilitator's task is to ensure that statements and examples are understandable, if terminology is used, then it is familiar to everyone, etc.
The behavior of the leader is important. Most often, it is it that “sets the tone” for the discussion.
· In addition to the actual discussion process, the leader must control the behavior and mood of the audience.
o If the participants start fidgeting, whispering, flipping through papers, etc. These are signs that they are not interested.
o If there is silence, then you need to understand what it means - reflection, bewilderment, or people are simply tired and do not want to speak out.
o When participants look at the facilitator, it means that they are interested and have good contact. If not, something needs to be done urgently.
o How do participants look at each other when they are having a dialogue? If they do not look away, this is an indicator of good contact and a normal environment.
o Postures of interested people - slightly leaning forward, towards the interlocutor or leader. Everyone knows the postures and facial expressions of angry or disinterested people.

The technical side of the round table

The room should be bright and spacious (in a stuffy room, people get tired faster, and this is one of the reasons for negative emotions). There are two options for placing people: in a circle (less formal), in the form of a closed or open square. There must be water on the tables. In front of each participant are signs indicating the names, surnames, positions and organizations they represent. Each participant should be given the program of the round table and materials that will be used in the discussion. The media must receive press packages. If possible, participants in the discussion are provided with pens and notepads. Sometimes the results of the discussion are recorded by the organizers using a voice recorder. This allows quotes to be included in a press release or roundtable outcome document.

Report on the Round Table on the topic:

"Improvement of legislation in the field of implementation of the state language policy"

Moscow, conference hall of the hotel "Troika"

On October 6, 2017, a round table meeting was held in Moscow on the topic “Improving legislation in the field of implementing the state language policy”.

The round table was organized by the Federal Center for Educational Legislation.

The meeting was attended by representatives of the Administration of the President of the Russian Federation, the Federation Council, the Ministry of Education and Science of Russia, Rossotrudnichestvo, as well as well-known scientists and specialists, teachers, and experts.

The round table was opened by Director of the Legal Department of the Ministry of Education and Science of Russia Svetlana Anatolyevna Nuzhdina, who, in her welcoming speech, informed the participants about the main activities of the Ministry of Education and Science of Russia in the field of implementing the state language policy, problems and difficulties associated with the legal regulation of the relations in question and expressed hope for effective cooperation and interaction with regional authorities to develop the most optimal, balanced and relevant proposals for improving the language legislation.

Director of the Federal Center for Educational Legislation Vladimir Vladislavovich Nasonkin addressed the audience, who informed about the relevance of the chosen topic, the most recent most significant events held in Russia and abroad on language policy, and pointed out the importance of the Round Table meeting, as it is supposed to discuss exclusively issues of legal regulation of the use and teaching of the Russian language and the languages of the peoples of Russia.

During the round table, the main attention was focused on the issues of legal regulation of the Russian language as a national language, as well as on the problems of the regions for the preservation and development of national languages in the Russian Federation.

The director of the Legal Department of the Ministry of Education and Science of the Russian Federation Svetlana Anatolyevna Nuzhdina, Deputy Head of the Department for Interaction with Political Parties and Public Associations of the Internal Policy Department of the President of the Russian Federation Elena Vladimirovna Leontyeva, Head of the Personnel and Legal Department of Rossotrudnichestvo Vadim Vitalyevich Chekha, Advisor to the First Deputy Chairman took an active part in the discussion Committee of the Federation Council on the Federal Structure, Regional Policy, Local Self-Government and Affairs of the North Alexander Evgenyevich Korobchenko, teachers and researchers of the Federal Center for Educational Legislation, St. Petersburg State University, National Research University " high school Economics”, Russian State Social University, Kazan National Research Technological University, Oryol State University. I.S. Turgenev, Vladimir branch of the Financial University under the Government of the Russian Federation, Dagestan Research Institute of Pedagogy named after. A.A. Takho-Godi, Institute of Legislation and Comparative Law under the Government of the Russian Federation, School No. 1375 in Moscow.

The working part of the event began with the report of the leader of the topic, Candidate of Legal Sciences Dmitry Vladimirovich Bondarenko, who in his report noted the special role of such subjects of the Russian Federation as the republics and paid special attention to the issues of legislative regulation of linguistic legal relations and judicial practice, which is currently developing rather non-uniformly and even contradictory. In addition, D.V. Bondarenko informed the participants of the main intermediate results of the study, among which, in particular, he noted a number of serious issues of a legal and linguistic nature that remain unresolved despite the consolidation of the legal status of the state language of the Russian Federation for the Russian language. Among them is the problem of interaction between the state language of the Russian Federation and the state languages of the republics within Russia (more than 30 national languages currently also have the status of a state language).

D.V. Bondarenko also noted that the modern language situation in the Russian Federation today is generally characterized by lack of system, fragmentation and heterogeneity. Programs aimed at the preservation and development of languages are adopted chaotically, there is no system of unified central planning and management.

The participants of the Round Table were presented with specific proposals for improving the current legislation in the field of implementing the state language policy.

Barabanova Svetlana Vasilievna, Professor of the Department of Law of the Kazan National Research Technological University, Doctor of Law, paid special attention to the issue of the relationship between the laws of the republics of the Russian Federation and the by-laws of the Russian Federation in the field of language policy. In particular, S.V. Barabanova spoke about the positive experience of the Republic of Tatarstan in the distribution of hours for the study of Russian and Tatar languages. According to S.V. Barabanova, the federal state educational standards do not provide for an equal opportunity to study the Russian language and the native languages of the peoples of the constituent entities of the Russian Federation. S.V. Barabanova also drew attention to the absence in the Code of Administrative Offenses of measures of responsibility for violation of legislation on language.

Vadim Chekha, Head of the Personnel and Legal Department of Rossotrudnichestvo, candidate of legal sciences, voiced the position of Rossotrudnichestvo on the issues of spreading the Russian language abroad. In particular, V.V. Chekha pointed out that at the moment there is no unified legal and organizational system for promoting the Russian language abroad, and individual events in this area cannot replace systemic regulation in this area. This problem is especially acute against the background of the growing process of “squeezing out” the Russian language in the territories of the former Soviet republics. As supporting measures, V.V. Chekha proposed granting benefits to universities that carry out activities to promote the Russian language abroad, establishing a flexible grant mechanism on a competitive basis to support compatriots living abroad and making efforts to promote the Russian language abroad.

Head of the Department for the Development and Support of the Russian Language of the Department for Cooperation in Education and Science of Rossotrudnichestvo Natalya B. Tsyrendashieva also spoke about the problems of supporting and promoting the Russian language abroad, promoting Russian culture, Russian education and programs of international cooperation in this area.

Speech by the Chief Researcher of the Sector of Native Languages of the Dagestan Research Institute of Pedagogy. A.A. Tahoe-Godi, Dr. pedagogical sciences, Professor Zagirov Zagir Mirzabekovich was associated with the problems of ethno-cultural education. Z.M. Zagirov noted that the adoption of the idea of ethno-cultural education at the regional level, in particular in the Republic of Dagestan, means the creation of such a system of education and upbringing that could combine the modern level of technical equipment of education with traditional cultural values. In order to improve the quality of teaching the Russian language in educational organizations Republic of Dagestan, taking into account regional features, to the fore, from the point of view of Z.M. Zagirov, it is necessary to raise the issue of improving the qualifications of teachers. The second, no less significant issue is the need to create bilingual teaching aids and comparative grammars, contributing to the speedy assimilation of the Russian and Dagestan languages.

In addition, Zagirov Z.M. noted that it is with the Cyrillic alphabet that the transition to ethnocultural education is associated, which has a huge pedagogical potential in the formation of ethnic identity, tolerance, and a culture of interethnic communication. However, in practice, the question often arises of how to formulate curricula and programs. educational institutions in such a way that the right to learn their native language is ensured, observing all the standards of the teaching load. In the methodology of teaching the Russian language, and any other foreign language, in linguodidactics the question of the use of the native language has been and remains debatable.

Professor of the Department of Financial Law of the National Research University "Higher School of Economics", Doctor of Law Alexander Alibievich Yabulganov spoke in an open discussion among the participants of the round table, drawing the attention of those present to a number of problems, the main of which is the personnel problem, which consists in the lack of the necessary number of teachers of the native language in regions, as well as the lack of motivation among young people to acquire the profession of a teacher of their native language. One of the solutions to this problem can be the creation of circles for the study of native languages, in particular A.A. Yabulganov pointed to a successful example of the creation of such circles for the study of the Nogai language.

Professor of the Department of Social Pedagogy and Organization of Work with Youth of the Russian State Social University, Doctor of Philosophy, Professor Alexander Mikhailovich Egorychev also took an active part in the discussion of the round table participants. The Russian Federation, in connection with which, it is necessary to revise the technology of language teaching, adopt legislative acts establishing the ratio of the study of the Russian language and the languages of the peoples of Russia, a ban on the excessive use of borrowings from other languages. In addition, A.M. Yegorychev pointed to the need to support Russian-speaking diasporas in the territory of the former USSR.

Associate Professor of the Department of Criminal Law of St. Petersburg State University, Candidate of Law Sergei Mikhailovich Olennikov touched upon the problem of the Russian language used in the field of professional communication and, above all, in the development of regulatory legal acts. Legal technique, language and expressions used in the drafting of legal norms are often not understood common man. In this case, we are talking about the correct ratio of the use of professional vocabulary, in cases where it is necessary, and commonly used language structures that are understandable to everyone,” Olennikov emphasized.

Associate Professor of the Department "Philosophy, History, Law and Intercultural Communication" of the Vladimir Branch of the Financial University under the Government of the Russian Federation, Candidate of Philological Sciences Ekaterina Kuznetsova in her report touched upon the specific features of the law enforcement practice of the subjects of the Russian Federation in the field of language policy. In particular, the report paid great attention to the implementation of the Federal Target Programs, the existence of which makes a significant contribution to strengthening the position of the Russian language in Russia and abroad. At the same time, E.A. Kuznetsova noted that regional legislative regulation in the field of language policy is carried out differently in the regions of the Russian Federation. In multinational regions, targeted programs were adopted and implemented to preserve and develop the languages of the peoples of these constituent entities of the Russian Federation, however, as for regions where, with a certain national diversity, representatives of Russian nationality still make up the majority of the population (in most cases these are subjects of the Central Federal District), then in the data regions, legislation in the field of language policy is limited in many respects by the regional target programs "Russian language", which were adopted in some regions of the country. In this regard, the speaker noted that the well-developed legislation in the field of language policy in the national republics and subjects characterized by a multi-ethnic population correlates with almost no elaboration of this issue in the regions (mainly Central Russia), where the majority of the population is made up of representatives of one nationality. In these territories, work is largely limited to the framework of certain targeted programs.

Director of the Center for Internationalization of Scientific and Educational Activities of the Oryol State University. I.S. Turgenev, Andrey Aleksandrovich Zhidikin, Candidate of Economic Sciences, presented a number of theses for discussion by the round table participants, in particular, the thesis about the need to make the registration of mass media dependent on compliance with the legislation on the state language, the possibility of obtaining qualifications for journalists only if these specialists correctly apply the state language. On the issue of establishing the responsibility of A.A. Zhidikin noted that today the functions of protecting the state language are assigned to the executive authorities, however, responsibility for violating the law in this area is not provided. In order to establish the appropriate responsibility, it is necessary to have a clear legislative concept of the object of protection, the extension of responsibility not to all citizens, but only to special groups - government officials, media workers, service workers, etc.

Completed the event program senior Researcher Federal Center for Educational Legislation, teacher of history, social studies, law, GBOU School No. 1375 Elena Anatolyevna Prokofieva, interesting report on the historical aspects of the state language policy in tsarist Russia.

The participants of the round table noted, on the whole, a sufficiently developed level of normative legal and organizational regulation of relations in the field of the implementation of the state language policy in all 22 republics that are part of the Russian Federation. At the same time, the results of a study conducted by the Federal Center for Educational Legislation led to the conclusion that there is no effective uniform public policy on the preservation, development and enhancement of the predominant role of the Russian language as the only means of consolidating the peoples of Russia, which, according to a number of experts, is primarily due to the rather liberalized legislation of the constituent entities of the Russian Federation.

In this regard, it should be noted that, in a number of cases, fixing as a state language, in addition to the languages of the titular nations and other languages, including the Russian language (along with the fact that it is also recognized as a national language) still does not become a guarantee of a balanced linguistic politics in individual republics.