Scientific works: psychological comfort in the learning process. Report to the teachers' council on the topic “Psychological comfort at school is an important condition for the effectiveness of teaching and education”

Municipal educational institution "Inshinskaya basic secondary school" Approved by the Director of the school __________ E.A. Shelobanova Report on the topic: “Psychological comfort at school is an important condition for the effectiveness of training and education.” art teacher Olga Sergeevna Vasilyeva Prepared by

Academic year 2015 Theme of the teachers' council: “Psychological comfort at school is an important condition for the effectiveness of teaching and education.” Tasks of the teachers' council (Slide 2) 1. Analyze the state of the psychological climate in the school and identify the conditions and factors that stimulate the creation of a comfortable environment at school and that impede this. 2. To create motivation for the teaching staff to create a comfortable environment in the classroom. I would like to start my report with an epigraph, authored by Vladimir Abramovich Karakovsky, Doctor of Pedagogical Sciences, founder of the humanistic educational system of modern mass schools, (slide 3) I read. . . Of all the indicators of evaluating a school, the main one should be considered the well-being of a person in it. A school is good if every child and adult feels good there. V.A. Karakovsky “School is a second home,” how often we hear these words. However, taking these words as an axiom, we sometimes do not think about how we need to build life at school so that it truly becomes a second home for everyone who crosses its threshold. (slide 4) School... For a teacher, it is a temple of knowledge. For the student, it is a home for communication with peers and adults. School is a place where it should always be interesting and exciting.    School is a very important period in the life of every person. After all, school is not only study, but a world of communication, joys, experiences, ups; the world of beauty, games, fairy tales, music; world of fantasy and creativity.

It is the duty of every teacher to make school years golden times in the life of every child. Most children come to school with a clear desire to learn. All students are spontaneous, curious, open, and trusting. They are confident that school will teach them everything, and they expect a new, interesting life from it. But often the child quickly understands that studying is hard work, and it does not always bring joy. And then the child’s desire fades, and sometimes disappears completely. And how important it is to kindle the interest in school that children bring to the unquenchable fire of knowledge. We all have an inherent desire for comfort, for nothing to overshadow our life and work. I suggest you think about how our children feel at school. The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance. A comprehensive school should form a holistic system of universal knowledge, abilities, skills, as well as the experience of independent activity and personal responsibility of students, initiative, independence, tolerance, and the ability for successful socialization in society. Psychological climate - this is how you can determine an important factor that distinguishes a good school: everyone should feel comfortable here, you won’t want to compare such a school with any other, or strive to quickly change your place of study (if we talk about students) or work. Psychological comfort at school is the most important condition for the effectiveness of training and education, self-development and self-realization of everyone who crosses the threshold of an educational institution. Creating an atmosphere of cooperation, co-creation in an educational institution, and building the foundations necessary for the community of adults and children is not an easy task, and can only be achieved by a team of caring and creative teachers who know the laws of psychology and want to teach children how to use them in their lives. The success of his education depends on how comfortable a child feels at school. In creating comfortable conditions, a significant role belongs to the personality of the teacher and the style of his relationships with students. This factor is especially significant at the initial stage of education, when the state of the class depends, first of all, on the teacher. How to create an atmosphere of comfort and friendliness in an educational institution? How to learn to live in harmony with yourself, while being a member of a large team? Where to begin the difficult work, the goal of which is to create psychological comfort at school?

Without psychological comfort in the educational environment, a creative personality capable of self-improvement cannot be formed. I believe that to create a psychological climate, methods are necessary that reflect respect for the human dignity of the child, so that the student feels calm and confident. When working with children, it is necessary to have a situation of success that builds self-confidence in the child. (Slide 5) I read Every parable has meaning. And this one, which we will read too. But after reading it, think about whose hands your life and your path are in. In yours or not? “EVERYTHING IS IN YOUR HANDS...” (eastern parable) A long time ago in an ancient city there lived a Master, surrounded by disciples. The most capable of them once thought: “Is there a question that our Master could not answer?” He went to a flowering meadow, caught the most beautiful butterfly and hid it between his palms. The butterfly clung to his hands with its paws, and the student was ticklish. Smiling, he approached the Master and asked: “Tell me, what kind of butterfly is in my hands: alive or dead?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” He held the butterfly tightly in his closed palms and was ready at any moment to squeeze them for the sake of his truth. Without looking at the student’s hands, the Master answered: “Everything is in your hands.” The parable “Everything is in your hands...” reveals a very deep meaning. The life of not only a small butterfly, but also their own destiny and state of affairs in the Universe depends on each person. We have the opportunity to create an atmosphere at school in which children will feel “at home”, an atmosphere of psychological comfort, an atmosphere of love and acceptance of students. The teachers of our school try to create a positive emotional tone, an atmosphere of goodwill, which allows us to remove adversity that destroys the health of children - this is approval, a kind, affectionate tone, praise). It is important to support the student in a timely manner, praise him, and encourage him to strive to become better. I consider praise to be the leading form of stimulating student activity. But

it must be reasonable and not excessive. It is worth noting that frequent praise encourages one child to continue working, while another is blinded. His emotions are so strong that his attention is scattered and his performance decreases. It is better to praise such a student at the end of the lesson, and during the lesson to create conditions for calm, smooth work. At the end of the lesson, it is necessary to reward each student: some for fast, correct and clear work throughout the lesson, others for working better today than yesterday, others for helping a friend, etc. At the initial stage of training, you cannot skimp on praise, approval, and support. And then children will go to school with a desire, share their joys and sorrows with the teacher and with friends, they will have a desire to help each other, learn to sympathize and empathize. And only thanks to a positive emotional climate we will be able to form cognitive activity in children and help them master skills in various types of activities. When children come to study with us, they should feel happy. A happy child is easier to teach and raise. It is important for a child to study successfully, to feel smart, resourceful, and quick-witted. After all, success is a source of joy that inspires new success. The key to a successful student should be a teacher who carries a life-affirming principle, confidence, joy and happiness. Sensitive, attentive and receptive to the interests of schoolchildren, open to everything new, teachers are a key feature of the school of the future. Psychological comfort at school is an important condition for the effectiveness of teaching and education. (Slide 6) What associations do you have when you hear the word “comfort?” Beauty Organicity C O M Mom F O R T Fantasy Relax Joy Warmth What is comfort? Let's turn to explanatory dictionaries.

(Slide7) I read Comfort, borrowed from the English language, where comfort is “support, strengthening” (“Etymological Dictionary”, N. M. Shansky). Comfort living conditions, stay, environment, providing convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov). Psychological comfort is a living condition in which a person feels calm and there is no need to defend himself. In developmental education systems, the principle of psychological comfort at school is leading. It involves removing (if possible) all stress-forming factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.” You and I all know that no academic success will be beneficial if it is based on fear of adults and suppression of the child’s personality. The highest art of a teacher in collaboration with children is to not suppress their activity while being extremely demanding of them, not to distort their emotional tone, to preserve their self-respect and self-esteem, and to stimulate their creative activity. As the poet Boris Slutsky wrote: (Slide 8) What pokes, chatters, bugs will not teach me anything... However, psychological comfort is necessary not only for the development of a child and his assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children. (Slide 9) Factors shaping health

If we consider the factors that shape human health, we will see that heredity determines 1520%, health, medicine and ecology - 1015% each, and the environment - 5055%. What does the concept of “environment” include? First of all, this is society (friends, school, etc.). Children and teachers are at school from morning to evening. And most of the time is occupied with lessons. Therefore, it is very important to what extent the school as an “environment” provides the child and teacher with a comfortable state. We must not allow children to have complexes or lack of self-confidence. At school there should be no division into “good” and “bad”, “smart” and “stupid”. Every child should feel the teacher’s faith in their abilities. A situation of success (I can!) builds self-confidence in a child, teaches him to overcome difficulties, and helps him realize his progress. (Slide 10) Criteria for what is effective from the point of view of preserving the health of schoolchildren Lack of fatigue in children and teachers Positive emotional mood Satisfaction with the work done Desire to continue working Creation of a situation of success as one of the factors in ensuring psychological comfort at school.      The teacher’s task is to organize a certain system of measures to create psychological comfort in school. We will try to develop such a system of measures today. (Slide 11) reading Currently, scientists in the field of pedagogy and psychology, practical teachers speak and write about the humanization of education, about an individual approach to the student in the process of teaching and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.

      This is declared in the Law of the Russian Federation “On Education”. The presence or absence of psychological comfort affects the state of the student’s psyche, his desire to learn, and ultimately his academic performance. Article 56.3 states “the termination of an employment contract with a teacher in the event of the use, including one-time use, of educational methods related to physical and (or) psychological violence against the student’s personality.” Article 32.3 “An educational institution is responsible for the quality of education of its graduates.” The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance. (Slide 12) read In the UN Convention on the Rights of the Child, Article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is administered in a manner consistent with the human dignity of the child and in accordance with this Convention.” In the Concept of modernization of Russian education for the period up to 2010, paragraph 2.1 states: “Availability of quality education means state guarantees: training in conditions that guarantee the protection of the individual rights of the student in the educational process, his psychological and physical safety.” In addition, paragraph 2.2 states: “The school must form an integral system of universal knowledge, skills, abilities, as well as the experience of independent activity and personal responsibility of students,” “initiative, independence, tolerance, and the ability for successful socialization in society.” Psychological safety of the educational process is the state of a student’s protection from threats to his dignity, mental well-being, positive worldview and self-attitude. It is obvious that psychological safety is the most important condition for the full development of a child, maintaining and strengthening his psychological health. Psychological health, in turn, is the basis for the vitality of a child, who in the process of childhood and adolescence has to solve the most difficult tasks of his life: master his own body and his own behavior, learn to live, work, study and take responsibility for himself and others,

master a system of scientific knowledge and social skills, develop one’s abilities and build an image of “I”. This means that a modern school must seriously and truly become not only a place where children are taught, but also a space for their full growing up, a breeding ground for the development of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in an educational institution. And for this, the school must be a territory of unconditional psychological safety. (Slide 13) I read Psychological comfort is necessary for: Successful development Successful assimilation of knowledge Favorable physical state Favorable emotional state (Slide 14) psychological comfort. Naturally, there are various situations that interfere with I Read What interferes with psychological comfort? For students (according to psychological diagnostics), such “interfering” factors are: lack of self-confidence; increased fatigue; slow pace of activity; increased need for attention; increased physical activity; difficulties in switching from one activity to another.

For teachers (according to statistics), the factors causing discomfort are: physical and psychological stress of work; constant evaluation by various people; high level of responsibility; tendency of aggressive attitude on the part of parents and students; different styles of teaching staff management. (slide 15) Generally speaking, when analyzing potential “critical points”, we can identify several groups of factors that make up the student’s environment. These are: Groups of factors that make up the student’s environment: psychological and pedagogical factors (personality of the teacher, complexity of the curriculum, the child’s ability to master this program); social (class status, relationships with other students outside the class, etc.); physical (school space, including furnishings, lighting, daily routine, quality of food, etc.) (Slide 16) Turning to the works of modern psychologists and physiologists, we can identify the so-called school risk factors, which, according to researchers, remain stable and difficult to overcome for many decades in all schools of the world: Risk factors ∙ inconsistency of methods and technologies with the age and individual capabilities of the child;

Stress tactics of pedagogical influences; ∙ irrational organization of the educational process, especially the regime of movement, rest, nutrition; ∙ extreme strain on the child’s mental strength in class and while doing homework; ∙ mental, emotional and physical overloads that exhaust the nervous system of children; ∙ pedagogical and parental “psychosis” of excellent grades; ∙ formalism of program knowledge; ∙ nervousness of the school environment, in which haste and tension reign; ∙ distrust in the child, in his desire to learn, in his individuality. According to a survey of students from many schools, only 58% of students feel comfortable at school, 28% have conflicts with teachers. What is the situation in our school? A survey was conducted. Based on the results of a survey of students in grades 5–9. 100% of students noted that they feel comfortable in our school. And this makes us happy. The pedagogical literature provides the most complete description of the psychological climate. Under the psychological climate of A.S. Makarenko understood “style” and “tone,” emphasizing major as the main feature of the normal tone of a class group. Specifying the major tone, he identified the following features:  Friendly unity in the “teacher-student” system. In internal relations, you can criticize and punish students; outside of these special forms of influence, it is necessary to give credit to each student, protect him, not cause him any grief, not disgrace him;

    Manifestation of inner, confident calm, constant vigor, readiness for action. Each student has a sense of self-esteem; Security of all members of the class team. No student should feel isolated and defenseless; Reasonable and useful activity of everyone in the lesson; The ability to be restrained in movements and words. However, very often our tone of communication with children, the manner of teaching, causes in schoolchildren not confident calm and readiness for action, but a feeling of anxiety. Research has shown that a teacher’s position at school, his style of behavior and communication seriously influence the favorable climate and students’ attitude towards learning. The teacher's word takes on special significance. Also A.S. Makarenko said to address teachers: “... You need to be able to say it in such a way that they (the students) feel your will, your culture, your personality in your word.” At the same time, he noted that this must be learned. Indeed, mastering the culture of words is an integral component of teacher training and professional development. (slide 17) reading A favorable psychological climate at school serves as one of the indicators of the success of education and upbringing: the charge of positive emotions received by schoolchildren and the teacher himself determines the positive impact of school on health. A favorable climate at school depends on many, many factors. It is important for the teacher to remember that the psychological climate at school begins to be created outside of the lesson. The relationship between teacher and students is the most important condition for the psychological atmosphere in school. How the teacher approaches his work, how he talks with children, with parents, other teachers, whether he rejoices at the children’s successes and how he rejoices, how he expresses his emotional feelings, how he controls them, all this and much more affects the teacher’s students and their attitude towards him. In order to ensure comfortable learning, we must not forget about the individual personal approach in the educational process. Those.

strive to ensure the presence of such a regime at school, when the child is given feasible intellectual and physical exercise, when the pupil does not withdraw into himself, but strives to communicate with his peers, with the people around him. Based on the capabilities of the children's team, the content of training, curricula, programs, types of activities, methodological support for lessons, reasonable alternation of educational activities and recreation, and the creation of a system for educating and developing children's creative abilities should be determined. Low psychological comfort of students in the classroom affects the quality index of learning in the subject. The higher the level of general educational skills, the easier it is for them to learn and teach, the less negative emotions the students have, and hence the high degree of comfort. After all, each of us strives to improve our knowledge in the area that interests and needs us, based on our personal or professional needs. Likewise, schoolchildren, for the most part, strive to better master the subject whose significance for themselves they understand well or the teacher has formed a stable interest in this subject. One of the important conditions influencing the success of the educational process is the expressed motivation for acquiring knowledge in the subject. A study of this problem among high school students showed that: 83% of students do not understand at all why they are studying some subjects, because “They are not needed either for a future profession or for practical life.” The leaders here were: Chemistry - 35%, Physics 20%. 55% of students believe that only a few subjects will be especially useful for them in later life:  Physics – 4% allows them to realize their creative needs and invent;  English – 5% expands communication opportunities;  History 7% allows you to know the history of your country, broadens your horizons;  Geography – 3% allows you to learn about the world. Graduates ranked the Russian language in 1st place in terms of importance for their future lives (33%); In 2nd place – Biology – 18%; 3rd place – Social studies 15%;  Russian language – 18% for building relationships;  Social studies – 18% for knowledge of one’s rights, economics, participation in the political life of the country;

The graduates ranked all subjects included in the curriculum according to the degree of importance for their future lives. The following picture emerged: The top five in terms of importance of subjects that are of greatest importance for the future lives of schoolchildren included: Russian language - 97% algebra - 78% social studies - 54%. English - 45% History - 43% Second most important subjects: Geography - 57% Literature - 54% Computer Science - 50% Geometry - 40% Biology 36% Technology - 33% The last place in terms of importance of subjects are: Life Sciences - 57% chemistry – 54% Physics – 50% Physical education – 45% Thus, school graduates have developed a stable cognitive interest, as one of the criteria for a comfortable educational environment, only in some subjects. These are the subjects that most students called interesting and useful, namely social studies and biology. The study showed that respondents did not have a stable motivation to study most academic subjects. Therefore, the school is faced with the task of forming and developing positive motivation for educational activities among schoolchildren in order to increase the efficiency of the educational process, create the success of schoolchildren, and therefore create psychological comfort for students in the classroom. Thus, in order to improve the success of student learning, a modern teacher needs to know: how the student feels in the lesson; how he perceives the teacher; how he sees his attitude towards himself, what he feels and what he thinks about. In this connection, it is important for the teacher to trace the dynamics of relations in the teacher-student system, to predict the behavior and development of the student’s personality.

Problem “In the absence of a favorable psychological climate, the school will not be able to solve its problems.” (Slide 18) What can be done in a school environment to maintain psychological comfort? It is imperative to take into account the physiological, emotional and personal characteristics of children; create situations of success in the classroom; choose the most appropriate communication style. Educational psychologists identify a number of factors that contribute to a favorable psychological climate: (Slide 19) Factors that contribute to a favorable psychological climate:    A teacher must enter a general education institution with a good cheerful attitude and be able to set himself up for a cheerful parallel with children. In general, a teacher should have the desire and desire to communicate with children, to communicate in a friendly manner. Any emotional state, including a negative one, can be expressed in a delicate manner. The teacher must be well aware of the age-related psychological characteristics of students, and also develop pedagogical observation in order to respond flexibly and adequately to a particular situation at school.

There is a special communication technology, the techniques of which are convincingly demonstrated by the American scientist and psychologist D. Carnegie. (Slide 20) reading Special communication technology 1. SMILE! A smile enriches those who receive it and does not impoverish those who give it! 2. Remember that for a person, the sound of his name is the most important sound in human speech. Address the other person by name as often as possible. 3. Let us clearly and sincerely acknowledge the good in others. 4. Be hearty in your approval and generous in your praise, and people will treasure your words and remember them throughout their lives. 5. The desire to understand another person gives rise to cooperation.

To summarize the above, I would like to announce 12 commandments, the implementation of which will have a beneficial effect on improving the comfort of the educational environment: (Slide 21) I read the Teacher’s Commandments - Respect children! Protect them with love and truth. - Do no harm! Look for the good in children. – Notice and celebrate the slightest success of the student. Children become embittered from constant failures. – Do not attribute success to yourself, but blame the student. – If you made a mistake, apologize, but make mistakes less often. Be generous, know how to forgive. – Create a situation of success in class. – Do not shout or insult the student under any circumstances. – Praise in the presence of the team, but farewell in private. – Only by bringing a child closer to you can you influence the development of his spiritual world. – Don’t look to your parents for a means of punishment for your own helplessness in communicating with your children. – Evaluate the action, not the person.

- Let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake. The teaching profession does not tolerate patterns or lags behind the demands of the time. A person who has dedicated his life to it must have all the qualities that he wants to cultivate in his students. A new man can only be raised by a new man. A teacher in our society is a person from the future who comes to children in order to inspire them with a dream about the future, to teach them to affirm the ideals of the future in the present. Used literature: 1. "Explanatory dictionary of the Russian language", Ozhegov S.I. 2. Kuznetsova, L.V. Situation of success in the lesson / L.V. Kuznetsova, // 3. Korenevskaya, V.A. Is everyone comfortable at school? methodical Primary school. - 2003. - No. 4. allowance./ V.A. Korenevskaya, - Kemerovo: ed. region IUU, 1999. - p. 112. Decision: 1. At meetings of methodological associations, discuss the problem of multi-level training, determine the possibility, ways and techniques of its implementation. (Responsible: heads of school educational institutions.) 2. Key supervisors conduct interviews, surveys, trainings with a group of students who are poorly performing and skip lessons. 3. Take the following commandments as the basis for the teacher’s behavior and his attitude towards the student: – Respect children! Protect them with love and truth. - Do no harm! Look for the good in children. – Notice and celebrate the slightest success of the student. Children become embittered from constant failures. – Do not attribute success to yourself, but blame the student.

– If you made a mistake, apologize, but make mistakes less often. Be generous, know how to forgive. – Create a situation of success in class. – Do not shout or insult the student under any circumstances. – Praise in the presence of the team, but farewell in private. – Only by bringing a child closer to you can you influence the development of his spiritual world. – Don’t look to your parents for a means of punishment for your own helplessness in communicating with your children. – Evaluate the action, not the person. - Let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake. 5. In order to prevent conflict situations caused by the teacher’s marking, each teacher should comment on the mark being given, use students’ self-assessment of their work, and involve students in evaluating their classmates’ answers. 6. At the beginning of the school year, familiarize students and their parents (at a parent meeting) with the standards for assigning grades and the system for monitoring students’ knowledge in each subject.

Smolensk regional state budgetary educational

institution for students with disabilities

health opportunities

"Dukhovshchina special (correctional) general education

boarding schoolVIIIkind"

Dissemination of work experience on the topic:

“Psychological comfort in the classroom as a condition for the development of a child’s personality”

Bochulinskaya Natalya Dmitrievna

Spirituality

Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school. This is declared in the Russian Federation Law “On Education”. The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance.

Creating psychological comfort is one of the most important and difficult tasks in a teacher’s work with children. Comfort acts as a unique condition that ensures the development of personality: against its background, the child either opens up, shows his talents, actively interacts with the teacher and other members of the group, or, on the contrary, becomes passive, withdrawn, and detached. Psychological comfort at school is an important condition for the effectiveness of teaching and education.

What is comfort?

Comfort- borrowed from the English language, where comfort “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).

Comfort- living conditions, stay, environment that provide convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).

Psychological comfort- living conditions in which a person feels calm, there is no need to defend himself.

In innovative educational systems, the principle of psychological comfort is leading. It involves removing (if possible) all stress-forming factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.”

No academic success will be beneficial if it is “involved” in fear of adults and suppression of the child’s personality. As the poet Boris Slutsky wrote:

"It won't teach me anything

That which pokes, chatters, bugs...”

However, psychological comfort is necessary not only for the development of the child and his assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children.

If we consider the factors that shape human health, we will see that heredity determines 15-20%, health, medicine and ecology - 10-15% each, and the environment - 50-55%. What does the concept of “environment” include? First of all, this is society (friends, school, etc.). At school most of the time is occupied with lessons. Therefore, it is very important to what extent the lesson as an “environment” provides the child and teacher with a comfortable state.

There are several groups of factors that make up the student’s environment. This:

Psychological and pedagogical factors (personality of the teacher, complexity of the curriculum, the child’s ability to master this program);

Social (status in the class, relationships with other students outside the class, etc.);

Physical (school space, including furnishings, lighting, daily routine, quality of food, etc.)

Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school. The teacher’s task is to organize a certain system of measures to create psychological comfort in the lesson.

Factors that interfere with psychological comfort among students:

Diffidence;

Increased fatigue;

Slow pace of activity;

Increased need for attention;

Increased physical activity;

Difficulty switching from one activity to another.

For teachers (according to statistics), the factors causing discomfort are:

Physical and psychological stress of work;

Constant evaluation by various people;

High level of responsibility;

Tendency of aggressive attitude on the part of parents and students;

Different styles of teaching staff management.
It is important for the teacher to remember that the psychological climate in the lesson begins to be created outside the lesson. The relationship between the teacher and students is the most important condition for the psychological atmosphere of the lesson. How the teacher approaches his work, how he talks with children, with parents, other teachers, whether he rejoices in the successes of children and how he rejoices, how he expresses his emotional feelings, how he controls them - all this and much more influences the teacher on students and on their attitude towards him.

Criteria for psychological comfort of a lesson:

• 
  Lack of fatigue in children and teachers
• 
  Positive emotional attitude
• 
  Satisfaction with the work done
• 
  Desire to continue working
• 
  Creating a situation of success as one of the factors in ensuring psychological comfort in the classroom.

What can be done in a school lesson to maintain psychological comfort?

It is imperative to take into account the physiological, emotional and personal characteristics of children, create situations for success in the lesson, and choose the most appropriate communication style.

• 
  The teacher must enter the classroom with a good, cheerful attitude and be able to set himself up for a cheerful relationship with the children. In general, it should be inherent in a teacher l passion and desire to communicate with children, to communicate in a friendly manner.
• 
  Any emotional state, including a negative one, can be expressed in a delicate manner.
• 
  The teacher must be well aware of the age-related psychological characteristics of students, and also develop pedagogical observation in order to respond flexibly and adequately to a particular situation in the lesson.

One of the most “explosive” stages of a lesson is the regulation and correction of student behavior and assessment of their knowledge.

• 
  Training and education should be built without punishment and shouting (V.S. Sukhomlinsky.)
• 
  You need to arrive at the office a little earlier than the bell. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.
• 
  Start the lesson with energy. Don't ask questions about someone who hasn't done their homework. Lead the lesson so that each student is busy from beginning to end.
• 
  Use specially designed didactic material in the lesson, use multi-level tasks.
• 
  Engage students with the content of the material, control the pace of the lesson, and help the “weak” ones to believe in themselves.
• 
  Motivate assessments: the student should know what else to work on. This will teach you to disciplined work.

• 
  End the lesson with a general assessment of the work of the class and individual students. Let everyone experience a feeling of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of undisciplined guys, but do not do it too often.

• 
  Stop the lesson with the bell. Remind the duty officer of his responsibilities. Refrain from making unnecessary comments.
• 
  Ask the students themselves for help.

The social and psychological atmosphere in the school presupposes humane relationships between all its members. Through the atmosphere, climate is influenced, created and maintained. Every time a teacher meets with students, he should be concerned about the atmosphere prevailing in their relationships. By changing the circumstances and conditions of the meeting, initially perceived as unfavorable, the teacher changes the atmosphere, and, consequently, influences the improvement and consolidation of a favorable climate in the group. The psychological climate always depends on the atmosphere created at a given time. Analysis of relationships, revealing the nature of the climate, is carried out by the teacher in several directions. First of all, it is the attitude towards a person as the highest value. Caring for people should permeate all areas of school life.

Another indicator that determines climate is the attitude towards the event taking place at the moment. The same event in groups with different psychological climates is accompanied by different psychological effects: for example, the unsuccessful answer of one student in an unfavorable climate in the class causes ridicule or indifference on the part of other students, but the same situation in a class with a favorable climate gives rise to completely another response is sympathy, grief, a desire to help.

The presence of a favorable climate in a group provides the child not only with security and psychological comfort, but also with the opportunity for productive work and creativity, so the teacher should make wider use of a variety of means that influence the creation of a creative atmosphere and a favorable climate. Means of influencing the psychological climate include demonstrations of goodwill, signs of attention, design, interior design, music, various entertaining forms of work in class and outside of class hours, elements of nature, speech, plastic and facial expressions.

Technologically, the impact on climate is ensured by a combination of the following operations:

Establishing personal contacts. These contacts should be built not only between the teacher and the children, but also between the children themselves. The teacher calls each student by name, shows interest, gives compliments and expresses hope for successful work, demonstrates sympathy and affection.

An encouraging, approving attitude. IN While working, the teacher’s evaluative dominant, during joint work with children, becomes encouragement towards them. It refers to both the activities and the external and internal merits of students.

Ethical noble behavior or cooperative attitude, consisting of selfless help, openness and joy for another. Through this operation, highly moral relations of mutual assistance, mutual assistance, and self-sacrifice for the sake of a friend are introduced into the group. This position in interaction with students is characterized by an emotional and personal style of relationship. The basis of such relationships is a good knowledge of the personality of each student, tolerance for their failures in mastering the academic subject and behavior. With this style of relationship, the student believes that the teacher is ready to help him and if he punishes him, it will be fair. The teacher constantly shows interest in the child, his age and individual characteristics, he sees in the child a developing personality with all its contradictions and complexities of the family environment, actions, relationships with peers and teachers.

Creating an atmosphere of psychological support in the classroom (humanistic psychologist Carl Rogers):

1) From the very beginning and throughout the educational process, the teacher must demonstrate to the children his complete trust in them.

2) He should help students formulate and clarify the goals and objectives facing both groups and each student individually.

3) It should always assume that students are intrinsically motivated to learn.

4) It should act as a source of varied experience for students, to which they can always turn for help when faced with difficulties in solving a particular problem.

5) It is important that he acts in such a role for each student.

6) He must develop the ability to sense the emotional mood of the group and accept it.

7) He must be an active participant in group interaction.

8) He must openly express his feelings to the group.

9) Finally, he must know himself well.

Preventing possible failures in the process and result of work. In this way, it is possible to remove the fear of the upcoming activity and direct the children’s attention to the most important and significant stages of the activity being organized.

Bringing element of novelty through the use of a variety of means. Novelty distracts from difficulties, destroying previous ingrained stereotypes of perception and attitude towards business and people, captivates with its unusualness, captivates and removes psychological pressures, and contributes to the creative manifestation of each child.

Creating a situation of success as one of the factors in ensuring psychological comfort in the classroom

Success is an ambiguous, complex concept and has different interpretations. From a psychological point of view, success, as A. Belkin believes, is the experience of a state of joy, satisfaction because the result that a person strived for in his activity either coincided with his expectations, hopes, or exceeded them. On the basis of this state, new, stronger motives for activity are formed, the levels of self-esteem and self-esteem change.

From a pedagogical point of view, a situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.

The main purpose of a teacher’s activity is to create a situation of success for each student. Here it is important to separate the concepts of “success” and “success situation”. A situation is a combination of conditions that ensure success, and success itself is the result of such a situation. The situation is something that the teacher is able to organize: the experience of joy and success is something more subjective, hidden to a large extent from the outside view. The teacher’s task is to give each of his students the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.

The student’s experience of a situation of success:

Increases learning motivation and develops cognitive interests, allows the student to feel satisfaction from learning activities;

Stimulates high productivity;

Corrects personal characteristics such as anxiety, uncertainty, self-esteem;

Develops initiative, creativity, activity;

Maintains a favorable psychological climate in the classroom.

Technological operations for creating a situation of success

Without a feeling of success, a child loses interest in school and academic activities, but achieving success in his educational activities is complicated by a number of circumstances, including a lack of knowledge and skills, psychological and physiological characteristics of development, poor self-regulation and others. Therefore, it is pedagogically justified to create a situation of success for the student - a subjective experience of satisfaction from the process and result of independently completed activities. Technologically, this assistance is provided by a number of operations that are carried out in a psychological atmosphere of joy and approval, created by verbal (speech) and non-verbal (facial-plastic) means. Encouraging words and soft intonations, melody of speech and correctness of address, as well as an open posture and friendly facial expressions, combine to create a favorable psychological background that helps the child cope with the task assigned to them.

Technological operations for creating situations of success:

1. Removing fear - helps to overcome self-doubt, timidity, fear of the task itself and the assessments of others. “We try and search everything, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “The test is quite easy, we went over this material.”

2. Advancement of a successful result - helps the teacher express his firm conviction that his student will definitely cope with the task. This, in turn, instills in the child confidence in his abilities and capabilities. “You will definitely succeed.” “I don’t even doubt the successful outcome.”

3. Hidden instruction of the child in the methods and forms of performing activities - helps the child avoid defeat, achieved through hints and wishes. “Perhaps the best place to start is with...”. “When doing your work, don’t forget about...”.

4. Introducing a motive - shows the child why, for whom this activity is being performed, who will feel good after performing it. “Your comrades cannot cope without your help...”

5. Personal exclusivity - indicates the importance of the child’s efforts in the upcoming or ongoing activity. “Only you could...”. “Only you I can trust...” “I can’t turn to anyone but you with this request...”

6. Mobilization of activity or pedagogical suggestion - encourages the implementation of specific actions. “We can’t wait to get started...” “I really want to see it as soon as possible...”

7. High appreciation of detail - helps to emotionally experience the success of not the result as a whole, but some of its individual details. “You were especially successful with that explanation.” “What I liked most about your work...” “This part of your work deserves the highest praise.”

Creating success is one of the conditions for humanizing the learning process. Students who have learning difficulties especially need to experience a situation of success. In this regard, it is necessary to select tasks that students in this category could cope with without much difficulty and only then move on to more complex exercises. A reliable way to create a situation of success is a differentiated approach to determining the content of the activity and the nature of assistance to students in its implementation. In this case, it should be natural to verbal encouragement, encouraging the student, giving him confidence in his abilities, the desire to meet the teacher’s assessment.

1. 
   You're on the right track.
2. 
   You're doing much better today!
3. 
   Amazing!
4. 
   Keep working the same way, you will achieve more.
5. 
   Keep it up!
6. 
   This is a successful start.
7. 
   Great!
8. 
   Fantastic!
9. 
   Congratulations!
10. 
    You are right.
11. 
    Perfect!
12. 
    Smart girl!
13. 
    Well done!
14. 
    Thank you very much!
15. 
    Your successes are becoming more and more noticeable.
16. 
    This is your victory!
17. 
    I believe in you.
18. 
    Thank you.

To make the learning process interesting for students, each teacher uses various methods, techniques, and technologies. For example, using game elements in lessons. Game activity as an element of the lesson can be used at any stage - from checking homework to generalization. The game promotes interest and makes the learning process more effective.

This type of activity helps to solve not only general educational problems, but also to cultivate in the student initiative, perseverance, and the ability to find the right solution in a non-standard situation. The collective team spirit allows the guys to reveal themselves and show an unexpected side.

For example, if repeating the material we have covered is difficult, I use a crossword game element. With its help, students not only happily recall and generalize previously studied material, but also independently name a new topic for the lesson, since it is already included in the crossword puzzle. Set goals and objectives for the lesson.

To make Russian language lessons meaningful for the children, I conduct vocabulary work related to their chosen specialty. For example, vocabulary dictations made up of professional terms (I read the definition, and the guys write the word correctly or vice versa). Thus, students understand that Russian language lessons are closely related to their future profession, and therefore necessary.

The use of problem-based learning elements also contributes to creating a situation of success in the lesson. I select tasks that would be meaningful for the children, interesting, and provoke the expression of their opinions.

The beginning of our activities in the lesson is an organizational moment. The organizational moment allows you to have a positive attitude towards students and organize their attention. At this stage, the ability to mobilize, internally organize oneself, and concentrate is formed.

Hello! It is customary to greet each other when meeting with this word (“hello”). By greeting, we express interest and respect for the person. We are already accustomed to such greetings and respond to them almost automatically. How can you greet each other differently?

For example: “Hello, guys! As always, we are glad to see each other and are ready to work together creatively. On the tables in front of you are colored stripes: red, blue, green. Look at them carefully and choose the one that matches your emotional mood right now. Red color - you are full of energy, ready to work actively. Green color - you are calm. Blue color - you experience a feeling of anxiety, restlessness."

There are three clouds on the board - white, blue, gray, expressing different emotions. Guys, which cloud do you like best? I'm glad that most of you are in a good mood. I hope that by the end of the lesson everyone will be in a good mood.

To establish emotional contact you can useExercise-game “Ball in a circle”. Students pass the ball around (throw each other) around and express their feelings, physical and emotional state, and mood. This exercise can be monologue, when each student speaks in one phrase, without comments or questions from other participants in the game; or it can become interactive if questions or comments follow in response to the statement.

There are times when students find it difficult to talk about their emotional state due to internal constraint, unestablished contact in the group, or simply due to a lack of language resources. This can be overcome by interpreting this exercise as follows: the teacher prepares cards depicting different emotional states. They are attached to the backs of the participants in the game. The “carriers” themselves do not know what is depicted on them, but they see the image of their partner. Task: in pantomime, convey the content of the image, and the “carriers” try to guess.

Using such exercise-games, the teacher can always track and correct the emotional state of students and help overcome some negative feelings. Exercise can also serve this purpose. "Compliment"(the title reflects the essence of the students’ statements - this is a verbal expression of positive emotions towards a partner). If students are not yet familiar with this exercise, a short conversation is needed about what a compliment is, why you need to give compliments, when it is appropriate. This exercise helps to establish and maintain contact, as a result - achieving a state of readiness to communicate; contributes to the establishment of a favorable psychological climate for further communication; influences changes in state, well-being, and behavioral attitudes.

You can suggest using the following variations of the “Compliment” exercise:

- Compliment on appearance. Look at your partner and tell him what he looks like today, use adjectives you know to describe his appearance. Begin your statement by calling them by name.

Compliment-praise. Tell your friend what he's doing well.

It is important to learn how to respond to compliments: thank you, give return compliments. This allows students to practice dialogical speech and introduces them to etiquette models.

Pedagogical advice: “Pedagogical comfort in the classroom as a condition for the development of the student’s personality.”

TARGET: analyze the state of the psychological climate in the classroom and identify the conditions and factors that stimulate the creation of a comfortable environment and prevent it:

TASKS:

To create motivation for the teaching staff to create a comfortable environment in the classroom;

Develop an activity plan for the teaching staff to create a psychological climate in the classroom that is favorable for the development of the student’s personality;

Develop the “Golden Rules of a School Teacher” as the basis for psychological and pedagogical support for the lesson.

Preparation:

Questioning of students in grades 7-11;

Drawing up an observation program, attending lessons;

Analysis of materials, identification of trends.

Form of implementation: productive game.

During the teachers' meeting, six groups will work.

1.Psychological attitude: “Everything is in your hands.”

“Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage is not so wise. Holding a butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands, dead or alive?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” The sage thought and replied: “Everything is in your hands.”

We have the opportunity to create such an “environment” at school so that every student feels as comfortable as possible.

2. Theoretical input

Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.

This is declared in the Russian Federation Law “On Education”.

Article 56.3 states “the termination of an employment contract with a teacher in the event of the use, including one-time use, of educational methods associated with physical and (or) psychological violence against the student’s personality.”

Art. 32.3 “an educational institution is responsible for the quality of education of its graduates.” The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance.

In the UN Convention on the Rights of the Child, Article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is administered in a manner consistent with respect for the human dignity of the child, in accordance with this Convention.”

In the Concept of modernization of Russian education until 2010, clause 2.1 indicates:

“availability of quality education means state guarantees: training in conditions that guarantee the protection of the student’s personal rights in the educational process, his psychological and physical safety.” In addition, paragraph 2.2 notes: “A comprehensive school should form an integral system of universal knowledge, skills, and abilities, as well as experience of independent activity and personal responsibility of students” i.e. competencies. ... “initiative, independence, tolerance, ability for successful socialization in society.”

Such a personality can be formed in conditions such psychological space where a child from the first grade given the opportunity express your "I"; make choices in accordance with your value orientations; Where encouraged generating ideas, putting forward various kinds of initiatives, making interesting proposals; Where develops willingness and ability to take responsibility; Where conditions are created for the child’s self-affirmation, taking into account the strengths of his personality; Where is being formed looking at another person. as an unconditional value.

The main criterion such psychological space is safe environment,

an atmosphere of psychological comfort, which is at the same time:

developing;

psychotherapeutic;

psychocorrectional.

And in conditions adaptive school especially, because in this atmosphere barriers disappear, psychological defenses are removed, and energy is spent not on anxiety or struggle, but on educational activities, on the production of ideas, on creativity.

3. The concept of “psychological comfort”

From a pedagogical point of view, comfort acts as a qualitative characteristic of two leading areas:

organization of the school environment;

features of the organization of educational activities of schoolchildren.

A comfortable intra-school environment is the internal space of the school, the system of its conditions that allow preserving the psychophysical health of students, promoting their optimal involvement in educational activities and successful self-realization. Comfort allows you to preserve the child’s health as much as possible, promotes adequate behavior and successful activities. Maintains a positive emotional background, creates a stable experience of pleasure from being at school. The structural components of general comfort at school are:

physical;

intellectual;

psychological (socio-communicative).

Physical comfort a schoolchild is characterized by the correspondence between his bodily, somatic needs and the subject-spatial conditions of the intra-school environment. First of all, these are the needs for a special thermal and light regime, “microclimatic” features of the premises - humidity, ventilation, etc. The peculiarities of our society for a certain category of schoolchildren determine the need for food and water, as an important factor of physical comfort. This category also includes the operating mode of the school: the duration of classes, the duration of breaks, “physical education minutes,” the optimal scheduling of lessons, etc. These are all the conditions on which a person’s life is based and which must be taken into account when organizing a favorable intra-school environment.

Intelligent comfort speaks of a person’s satisfaction with the processes of his mental activity and its results. in the educational process is satisfaction

needs for information. During the lessons, intellectual comfort is achieved by changing types of activities and individual support for individual children. Supporting interest in an academic subject is an extremely important type of development of motivation necessary for the intellectual development of the individual. The situation of the intellectual success- this is a set of pedagogical conditions that ensure the child’s self-realization in any type of activity (study, social activity, work, sports, artistic creativity.) This contributes to the formation of a positive and at the same time adequate self-esteem of the student.

Source social and communicative comfort First of all, there are organizational and communicative conditions of the intra-school environment, i.e. organization of interpersonal interactions between subjects of the educational process. (student - student, student - teacher, student - parent. teacher - parent, teacher - teacher, etc.) The interaction of all participants in the educational process within the school creates a special environment. The way of school life, traditions in which interaction is built on the basis of achieving trust, understanding, and a comfortable state for both children and adults.

A child becomes happy when he feels sincere love for himself, which reduces anxiety and gives the child a feeling of security. At the same time, the relationship between teacher and students is characterized by such qualities as trust, respect, exactingness, a sense of proportion, justice, and kindness.

In general, a state of comfort brings with it a feeling of satisfaction with one’s own activities, positive motives for its continuation, which in turn leads to the individual development of each student’s personality.

Comfort- (from English comfort)

"support, strengthening"

Etymological Dictionary N.M. Shansky

Comfort- these are living conditions, stay; an environment that provides comfort, tranquility and coziness

Explanatory dictionary of the Russian language S.I.Ozhegov

Psychological comfort-

living conditions in which the child feels calm and there is no need to defend himself.

Task: I. What associations do you have when you hear the word “comfort”?

4.Analysis of the state of the psychological climate in the classroom (based on the results of the survey)

Task III. Determine the negative and positive meaning of the “psychological climate” associations in the lesson:

Task: IV. Modeling the personality of the “Ideal” teacher:

Assignment: V. Solving pedagogical situations

Discuss the pedagogical situation in the group.

Determine solutions: a) contributing to the creation of “psychological comfort”;

b) not conducive to this.

dramatize

Pedagogical situations:

2. The whole class unanimously refuses to do their homework. Which you ask. Your actions?

3. Entering the classroom. You found the following inscription on the board: “We don’t want to learn from you.” Your actions?

4. The excited parents of a student came to you and said at home that he no longer wants to study with you. What's your reaction?

5. In a fit of anger, one of the students said in class: “My

Mom said that you don’t know the subject and your mental level is low.” What are your actions?

6. During class, a student sharply expressed dissatisfaction with the grade given by the teacher. What's your reaction?

Task: VI.Development of “Golden rules of psychological comfort in the classroom”

Techniques for creating psychological comfort (according to D. Carnegie)

SMILE! A smile enriches those who receive it and does not impoverish those who give it!

Remember that for a person, the sound of his name is the most important sound in human speech. Address the other person by name as often as possible.

Be able to clearly and sincerely recognize the good in others.

Be hearty in your approval and generous in your praise, and people will treasure your words and remember them throughout their lives.

The desire to understand another person gives rise to cooperation.

Be genuinely interested in people.

Be a good listener, talk about what interests your interlocutor, instill in him an awareness of its importance

Golden rules of psychological comfort in the classroom (result)

Study is a mountain peak,

The road is difficult in the forest,

It's easy for someone who is very strong

And the “weak” one hides in a hole.

And our goal is to remove fatigue.

And the fear that oppresses them.

To make learning a joy,

May success come to everyone!

We discussed this topic,

And the conclusion became a rule,

So that the teacher is omnipotent,

I found my own approach to everyone!

Calm, just calm!

Kindly demanding!

You always need to be ready for class!

Only humor. A smile can help us!

Laziness, anger, irritability - no!!!

THIS IS OUR MAIN ADVICE!!!

PS: “Dedicated to our teachers...”

Natalya Mikhailovna: A wonderful teacher and class teacher. Our second mother! We love you!!!

Lyudmila Konstantinovna: Thank you very much! You made us people, our class is the friendliest only thanks to you. I want to say a lot of warm words to you. For 7 years, you have become a real second mother to us.

Elena Sergeevna: You are ours the very first And the best teacher! We will never forget you!

Valentina Gennadievna: without you there would be history boring and uninteresting. The funniest teacher, she has her own joke for every grade!

Olga Nikolaevna: to me will be missed your films and an aquarium at my desk. Thank you!

Tamara Valentinovna: Thanks a lot! She is a strict, critical person, but when she sometimes says that, she will say that it’s just you will stop respecting yourself or you won't start thinking…

Lyudmila Nikolaevna: This man is simply extraordinarily amazing! Demanding woman, nose great sense of humor... RESPECT:

Elena Petrovna: My favorite topic in biology is the internal structure of the human body! Thank you1 We are with you expanded your horizons!

Albina Alexandrovna: Thank you for being one of those who couldn't hold a needle made craftswomen!

Sergey Ignatievich: It’s impossible to say anything about this teacher without emotion, you just SUPER! Thanks that drove me to stadiums and Sorry me for arguing with you...

Galina Yurievna: How difficult it was to master the computer, but you can handle everything! Thank you!

Irina Yuryevna: I love my English teacher! I thank her very much that in addition to lessons she helps us with participation in distance competitions and earn very good places there!

Andrey Borisovich: Many thanks to my teacher!

He taught me a lot, told me a lot about the army and military equipment, and most importantly, he helped me make a choice my profession...

Marina Valerievna: Thank you! Thanks to you I feel I feel more confident, thanks to your classes I know myself better, and in general - better started living with myself...

Lyudmila Petrovna: Thank you for the tips! After all, every joke you made was a hint for us to pay more attention to this! Through great patience you taught us love school or at least treats her with respect. Thank you!

VI. Reflection “Everything is in your hands”

Trace your left hand on a piece of paper. Each finger

This is some kind of position on which you need to express your opinion.

Big- it was important and interesting for me...

Pointing- I received specific information on this issue...

Average- it was difficult for me...

Nameless- my assessment of the psychological atmosphere

Little finger- it wasn't enough for me...

THANK YOU FOR YOUR WORK!

Applications:

	Associations		Negative meaning	Positive meaning
	Desert
	Mountain peak
	Swamp
	Fog
	On the waves under sail
	Forest Road

Identify 10 personal qualities of an “ideal” teacher:
1. The student disrupts the lesson. To your demand to leave the class, he replied: “Get out of here!” How to prevent this? If such a situation occurred, what is your reaction?

Principles of psychological comfort

(humanistic psychologist Carl Rogers)

1. From the very beginning and throughout the educational process, the teacher must demonstrate to the children his complete confidence in them;

2. He should help students formulate goals and objectives facing both groups and each student individually;

3. He must always assume that students are intrinsically motivated to learn;

4. It should act as a source of varied experience for students, to which they can always turn for help when faced with difficulties in solving a particular problem;

5. It is important that he acts in such a role for each student;

6. He must develop the ability to feel the emotional mood of the group and accept it;

7. He must be an active participant in group interaction;

8. He must express his feelings openly to the group;

9. He should strive to achieve empathy, allowing him to understand the feelings and experiences of each student;

10.Finally, he must know himself well.

Igor Tsetsorin, director of Lyceum No. 9, Belgorod: Stress is prohibited

The problem of emotional comfort at school is closely related to the problem of pedagogical interaction (teacher - teacher, teacher - student, teacher - group of students, teacher - student self-government). With the participation of psychologists and a social educator, we developed a system of health care and psychological and pedagogical support for schoolchildren. The lyceum constantly runs a psychological and pedagogical seminar, the tasks of which include supporting the educational process, organizing self-diagnosis of teachers, and analyzing the state and actions of teachers in critical situations. Lyceum psychologists conduct a psychological analysis of lessons (the style of interaction between the teacher and students, analysis of the achievement of lesson goals, the psychological climate of the lesson, types of student interactions in the lesson). Psychologists also provide individual consultations to schoolchildren and parents and diagnose the individual characteristics of children.

Under the guidance of the methodological service of the lyceum, there is a permanent seminar on the problem of “Evaluating a lesson from a health perspective.” Meetings of the scientific and methodological council are systematically held, at which the results of diagnosing the microclimate in the student body are analyzed.

The lyceum has a student sociological group that conducts surveys and surveys of students in order to identify problems, conflict situations, and complaints.

Speaking about the intellectual comfort of lyceum students, we mean, firstly, that the educational process should not create a situation of “exceeding capabilities”: the level of requirements, workload, pace of work must correspond to the capabilities of students and not cause them overload, which inevitably entails This leads to increased fatigue, stress and deterioration of health. Secondly, when organizing the educational process, it is necessary to make full use of the individual cognitive characteristics of each student. These goals are achieved through various educational technologies and active forms of learning.

Don’t forget about organizing students’ leisure time. The lyceum has various clubs, a theater studio, a chess club, and sports sections. The student editorial board publishes the school newspaper “We”.

Irina PUTINTSEVA, director of gymnasium No. 6 “Ermine”, Novosibirsk: We are interested

Children spend most of their day at school. This is a second home where they should feel comfortable, light and warm. When you enter our premises, you will immediately feel the special atmosphere. Not only diplomas and certificates are hung in the halls and corridors, but also news, drawings by the children, and photographs.

Children live in a society where there are many problems. We are conducting joint projects with an orphanage, there is a program to help children with disabilities, we also organize charity concerts and evenings for elderly residents of the area. Schoolchildren learn not only through lessons, they become real citizens and realize their responsibility for what is happening around them. Several years ago we created a program for the activities of a socially active school and are faithfully implementing it.

It is not just the support of parents that is very important, but their consent and participation in our affairs. We report to the school council, post news on the website, and write about us in newspapers.

Nikolai SEREBRYAKOV, director of the Kurkino school, Vologda region: Studying on wheels is a disaster

What does the concept of “comfort at school” mean for a student? The child feels comfortable when the environment is beautiful and warm. When it’s calm: there is no anxiety or fear of teachers, because they are caring, although demanding.

At our school, lessons are 40 minutes long, and during the lunch break, which lasts an hour, all the children go home, spend this time with their parents, and thus relieve psychological stress. The same purpose of psychological relief is served by dynamic pauses between lessons and during lessons.

If we talk about the comfort of the teacher, then I believe that the lack of conflict in management is one of the main indicators that provides calm working conditions for subordinates. The teacher feels comfortable in a conveniently equipped classroom: with good furniture, computer equipment, encyclopedias on the shelves, flowers on the windows. All these conditions can be provided by the school administration. But there are conditions beyond our control. Discomfort arises if a person receives an insufficiently high salary for his work. The teacher needs to be paid decent money for his NORMAL work. And now we have a tendency to pay more to the teacher who works abnormally, outside the norm - trying to do both here and there in order to get ahead of his colleagues in the results of their work. This leads to overload of teachers - psychological and physical. At the same time, a teacher cannot rest comfortably, for example, in the summer where he wants, due to low wages.

Our teachers experience discomfort due to a lack of confidence in the future. The new wage system and per capita financing, which will be introduced in the Vologda region, worry us. Is there additional payment for a teacher’s achievements in teaching? But competition in a small rural school is unrealistic - there are 19 students in one class, and three in the other: which class will potentially “show” better results in educational activities? Small rural schools in conditions of normative per capita financing will inevitably have the least funding. But it is more difficult to work in small classes: children are diametrically opposed in their level. To train them efficiently, you need to be a true master of your craft. Now they have found a way out - to close small schools and transport children to larger ones by bus. “Learning on wheels” is a disaster for our roads, drivers and parents.

Teachers will not be able to work in the evenings with children, as they do now. What will happen to the two dozen clubs and sections that are currently being conducted at our school?! If the school is closed, there will be no cultural and sporting events in the village. 100 percent of rural children will never regularly travel to remote schools by bus. It is necessary to improve agriculture, develop it and its infrastructure, but we, on the contrary, are moving along the path of destroying the existing one. It has already reached the point of talk about the consolidation of the rural settlements themselves... So the teachers of the village schools are restless.

Vladimir EREMIN, director of the Paris Commune School of the Verkhnekhava district of the Voronezh region: Don’t raise your voice

How to create comfortable conditions at school? This is a difficult question, and it is better to divide it into two components: comfortable conditions for relaxation and for the educational process. If we talk about education, then we need to talk about the teaching staff and the material base. Our school is 100 percent staffed with teaching staff, and everyone is professionals. That is, no one has combined professions; everyone works in their own specialty and with the appropriate diploma. I know that this is not observed in every rural school, especially in a small one. We have 76 students and 16 teachers, 11 classes, the average size is 6.9 people, but there are also very small classes. For example, in the tenth year this year one student came, in the eleventh there are three students, and in the eighth and ninth there are 14 people each.

If we talk about the material base, then it also has its own achievements and problems. The school building is good, two-story, built 35 years ago, the classrooms are spacious, designed on average for 20-28 students. Heating, sewerage, water - all conditions are met. And, of course, the children feel comfortable in such a school. We have recently purchased equipment worth 100 thousand rubles - for the physics classroom, the school also has three computers, and the Internet works.

Teachers try to organize the educational process at the level. At the request of students, we open additional electives and elective courses. In 2007, we set a kind of record for medalists: we had three graduates, and all three were medalists. They all got straight A's on the Unified State Examination and entered universities on a budget: construction and agricultural universities and the forestry academy. This year, six people graduated from school, and two entered higher education. In general, it is already a tradition that our children enter universities every year. And this, I think, is also an indicator of comfort in studying, despite all the difficulties.

In general, comfort in a school, especially a small one, largely depends on the students themselves. If kids come who want to study, then the microclimate improves. Because teachers do not raise their voices, do not run after students and do not persuade them to go to class. Of course, we must try to make our school, even a small one, more interesting and attractive for students. And this largely depends on how their leisure time is organized.

Psychological comfort at school as a condition for the development of students’ personality. Analysis of psychological comfort of students at school.

“There lived a sage who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palms, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” The sage, after thinking, replied: “Everything is in your hands.”

We have the opportunity to create an atmosphere at school in which children will feel “at home”, an atmosphere of psychological comfort, an atmosphere of love and acceptance of students.

Psychological comfort at school is an important condition for the effectiveness of teaching and education.

What is comfort?

Comfort - borrowed from the English language, where comfort “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).

Comfort - living conditions, stay, environment that provide convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).

Psychological comfort is living conditions in which a person feels calm and there is no need to defend himself.

In innovative educational systems, the principle of psychological comfort is leading. It involves removing (if possible) all stress-forming factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.”

No academic success will be beneficial if it is “involved” in fear of adults and suppression of the child’s personality. As the poet Boris Slutsky wrote:

Won't teach me anything

That which pokes, chatters, bugs...

However, psychological comfort is necessary not only for the development of the child and his assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children.

If we consider the factors that shape human health, we will see that heredity determines 15-20%, health, medicine and ecology - 10-15% each, and the environment - 50-55%. What does the concept of “environment” include? First of all, this is society (friends, school, etc.). Children and teachers are at school from morning to evening. And most of the time is occupied with lessons. Therefore, it is very important to what extent the lesson as an “environment” provides the child and teacher with a comfortable state.

There are several groups of factors that make up the student’s environment. This:

Psychological and pedagogical factors (personality of the teacher, complexity of the curriculum, the child’s ability to master this program);

Social (status in the class, relationships with other students outside the class, etc.);

Physical (school space, including furnishings, lighting, daily routine, quality of food, etc.)

The teacher’s task is to organize a certain system of measures to create psychological comfort in the lesson.

Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.

This is declared in the Russian Federation Law “On Education”. The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance.

In the UN Convention on the Rights of the Child, Article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is administered in a manner consistent with respect for the human dignity of the child and in accordance with this Convention.”

Criteria of psychological space

Safe environment;

An atmosphere of psychological comfort, which is both developmental and psychocorrectional, because in this atmosphere barriers disappear, psychological defenses are removed, energy is spent not on anxiety or struggle, but on educational activities, on the production of ideas, on creativity.

Psychological safety is the most important condition for the full development of a child, maintaining and strengthening his psychological health. A modern school should seriously and truly become not only a place where children are taught, but also a space for their full growing up, a breeding ground for the development of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in an educational institution. And for this, the lesson as an educational space must be a territory of unconditional psychological safety.

Factors that interfere with psychological comfort among students:

diffidence

increased fatigue

slow pace of activity

increased need for attention

increased physical activity

difficulties in switching from one activity to another.

For teachers (according to statistics), the factors causing discomfort are:

physical and psychological stress of work

constant evaluation by various people

high level of responsibility,

tendency of aggressive attitude on the part of parents and students

different styles of teaching staff management.

Research has shown that the teacher’s position in the lesson, his style of behavior and communication seriously influence the climate of the lesson and the students’ attitude towards learning. The teacher's word takes on special significance. Also A.S. Makarenko said to address teachers: “... You need to be able to say it in such a way that they (the students) feel your will, your culture, your personality in your word.” At the same time, he noted that this must be learned. Indeed, mastering the culture of words is an integral component of teacher training and professional development.

A favorable climate in the classroom depends on many factors.

It is important for the teacher to remember that the psychological climate in the lesson begins to be created outside the lesson. The relationship between the teacher and students is the most important condition for the psychological atmosphere of the lesson. How the teacher approaches his work, how he talks with children, with parents, other teachers, whether he rejoices in the successes of children and how he rejoices, how he expresses his emotional feelings, how he controls them - all this and much more influences the teacher on students and on their attitude towards him.

Criteria for psychological comfort of a lesson:

Lack of fatigue in children and teachers

Positive emotional attitude

Satisfaction with the work done

Desire to continue working

Creating a situation of success as one of the factors in ensuring psychological comfort in the classroom.

What can be done in a school lesson to maintain psychological comfort?

It is imperative to take into account the physiological, emotional and personal characteristics of children, create situations for success in the lesson, and choose the most appropriate communication style.

The teacher must enter the classroom with a good, cheerful attitude and be able to set himself up for a cheerful relationship with the children. In general, a teacher should have the desire and desire to communicate with children, to communicate in a friendly manner.

Any emotional state, including a negative one, can be expressed in a delicate manner.

The teacher must be well aware of the age-related psychological characteristics of students, and also develop pedagogical observation in order to respond flexibly and adequately to a particular situation in the lesson.

One of the most “explosive” stages of a lesson is the regulation and correction of student behavior and assessment of their knowledge.

Training and education should be built without punishment and shouting (V.S. Sukhomlinsky.)

Please come to the office a little before the bell rings. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.

Start the lesson with energy. Don't ask questions about someone who hasn't done their homework. Lead the lesson so that each student is busy from beginning to end.

Use specially designed didactic material in the lesson, use multi-level tasks that allow the student to choose the type and form of the material (verbal, graphic, conditionally symbolic).

Engage students with the content of the material, control the pace of the lesson, and help the “weak” to believe in their strength.

Motivate knowledge assessments: the student should know what else he can work on. This will teach you to disciplined work.

End the lesson with a general assessment of the work of the class and individual students. Let everyone experience a feeling of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of undisciplined guys, but do not do it too often.

Stop the lesson with the bell. Remind the duty officer of his responsibilities. Refrain from making unnecessary comments.

Ask the students themselves for help. Violators who are not supported by the class are easier to deal with.

Teacher's Commandments

– Respect children! Protect them with love and truth.

– Do no harm! Look for the good in children.

– Notice and celebrate the slightest success of the student. Children become embittered from constant failures.

– Do not attribute success to yourself and blame the student.

– If you make a mistake, apologize, but make mistakes less often. Be generous, know how to forgive.

– Create a situation of success in class.

– Do not shout or insult the student under any circumstances.

– Praise in the presence of the team, but farewell in private.

– Only by bringing a child closer to you can you influence the development of his spiritual world.

– Do not look to your parents for a means of punishment for your own helplessness in communicating with your children.

– Evaluate the action, not the person.

– Let your child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.