Methodological recommendations for preparing and holding parent meetings. Memo for holding parent meetings

Detailed plan parent meeting

on topic:

Teacher's work experience additional education first qualification category Bukanin Mikhail Petrovich, Central Children's and Youth Theater Center of Nizhnekamsk, February 2015

Form: Parent meeting

Subject:“How to help an anxious child”

Goal: understand the causes of childhood anxiety, outline ways of correction, if necessary.

Tasks:

To update parents’ knowledge about the causes and consequences of childhood anxiety;

Identify the main problems of relationships between children in the association;

Participants: parents of the association...

Venue of the meeting: CDYUTT, Nizhnekamsk.

Technical and methodological means used: board with inscriptions.

Meeting plan:

Causes of anxiety (speech class teacher);

How parents can help their child overcome anxiety (speech by a school psychologist);

Advice for parents (memo).

Progress of the meeting.

Causes of anxiety (speech by an additional education teacher).

No parent wants their child to become anxious. However, sometimes the actions of adults contribute to the development of this quality in children. Often parents make demands on their child that they cannot meet. The child cannot understand how and how to please his parents and tries unsuccessfully to gain their favor and support. But, having suffered one failure after another, he realizes that he will never be able to fulfill everything that his mother and father expect from him. He admits that he is not like everyone else: worse, worthless, and considers it necessary to make endless apologies. To avoid the frightening attention of adults or their criticism, the child physically and mentally restrains his inner energy. He gets used to breathing shallowly and often, his head sinks into his shoulders. All this does not at all contribute to the development of the child, the realization of his creative abilities, and interferes with his communication with adults and children, therefore the parents of an anxious child must do everything to assure him of their love (regardless of success), of his competence in any area ( There are no completely incapable children).

Dear parents, please note that most often anxiety develops in a child when he is in a state of internal conflict, which can be caused by:

1. Negative demands placed on the child, which can humiliate or put him in a dependent position;

2. Inadequate, most often inflated demands;

3. Contradictory requirements that parents and/or school make of the child.

It must be emphasized that the development of anxiety in children is most often a consequence of improper upbringing. For example, parents of anxious children often place excessive demands on them that are completely impossible for the child to meet. Sometimes it's associated with dissatisfaction with one’s own situation, with the desire to realize one’s own unrealized dreams in one’s child. Excessive demands from parents may also be due to other reasons. Thus, having achieved a high position in society or material well-being, parents, not wanting to see a “loser” in their child, force him to work or study beyond measure. There are also frequent cases when parents themselves are highly anxious, with low self-esteem, as a result of which they perceive the slightest failure as a disaster, which is why they do not allow him to make the slightest mistake. The child of such parents is deprived of the opportunity to learn from their own mistakes.

The demands of adults, which the child is unable to fulfill, often lead to the fact that he begins to experience the fear of not meeting the expectations of others and to feel like a failure. Over time, he gets used to “giving up,” giving up without a fight, even in ordinary situations. Thus, the personality of a person is formed who tries to act in such a way that he does not have to face any problems.

Some parents, trying to protect their child from any real and imaginary threats his life and safety, thereby forming in him a feeling of his own defenselessness against the dangers of the world. All this does not help normal development child, the realization of his creative abilities and interferes with his communication with adults and peers.

Unfortunately, as research by specialists has shown, most parents of anxious children are not aware of how their own behavior affects the child’s character. That's why important recommendation To help an anxious child, parents self-analyze their pedagogical influence on the child and their motives in communicating with him.

How parents can help their child overcome anxiety

It is advisable to provide assistance to anxious children in three main directions: first, encouraging the child; secondly, to teach the child ways to relieve muscle and emotional tension; and thirdly, to develop self-control skills in situations that traumatize the child.

1. Encouraging the child.

It is necessary to carry out daily purposeful work. Call your child by name, praise him even for minor successes, celebrate them in the presence of other children. However, your praise must be sincere, because children react strongly to falsehood. Moreover, the child must know why he was praised. In any situation you can find a reason to praise your child. Show sincere concern for him, and give a positive assessment of his actions and actions as often as possible. Do not compare the child’s personality with the personal qualities of other children; accept the child unconditionally, that is, for who he is. Compare your child’s results only with his previous achievements/failures.

2. Learning ways to relieve muscle and emotional tension.

The emotional stress of anxious children most often manifests itself in muscle tension face, neck and abdomen. To help children reduce tension - both muscular and emotional - you can teach them to perform relaxation exercises. Using elements of massage and even simple rubbing of the body also helps relieve muscle tension. If this is not done by honey. sister, and mother, then this will be doubly good, since in addition to the massage itself, she will also establish physical contact with the child, which is very important.

3. Practicing self-control skills in situations that traumatize the child.

Knowing about the child’s difficulties, and also if the child does not speak openly about them, but has symptoms of anxiety, play together, playing out possible difficult situations through role-playing, or playing with soldiers, dolls. Maybe the child himself will suggest a plot, a development of events. It is important that the plots for the games are “difficult” incidents in the child’s life. The roles should be distributed as follows: the child speaks for the “cowardly” doll, and the adult speaks for the “brave” doll. Then you need to switch roles. This will allow the child to look at the situation with different points vision, and having experienced the “unpleasant” plot again, get rid of the negative experiences that haunt him.

Through the game you can show possible solutions one problem or another. Also, for this purpose, you can come up with fairy tales with your child, the heroes of which can find themselves in situations that worry them and find a decent way out of them.

Advice for parents (memo).

It is necessary to understand and accept the child’s anxiety - he has every right to it. Be interested in his life, thoughts, feelings, fears. Teach him to talk about it, discuss situations from school life, look for a way out together. Learn to draw a useful conclusion from the unpleasant situations you have experienced - you gain experience, you have the opportunity to avoid even greater troubles, etc. The child should be sure that he can always turn to you for help and advice. Even if children’s problems do not seem serious to you, recognize his right to worry, be sure to sympathize (“Yes, this is unpleasant, offensive...”). And only after expressing understanding and sympathy, help find a solution and see the positive sides.

Help your child overcome anxiety - create conditions in which he will be less afraid. If a child is afraid to ask passers-by for directions or buy something in a store, then do it with him. In this way, you will show how a disturbing situation can be resolved.

If your child missed many days at school due to illness, try to make his return gradual - for example, come together after school, find out his homework, let him talk to classmates on the phone; limit your time at school - do not leave the first time for after-school activities, avoid overload.

IN difficult situations do not try to do everything for the child - offer to think and cope with the problem together, sometimes just your presence is enough.

Prepare an anxious child in advance for life changes and important events - stipulate what will happen.

Do not try to improve the performance of such a child by describing the upcoming difficulties in black and white terms. For example, emphasizing what a serious test awaits him.

It’s better to share your anxiety with your child in the past tense: “At first I was afraid of something..., but then something happened and I succeeded...”

Try to look for the positive in any situation (“every cloud has a silver lining”): mistakes in a test are an important experience, you understand what needs to be repeated, what to pay attention to...

It is important to teach your child to set small goals for himself. specific goals and achieve them.

Teach your child (and learn yourself) to relax (breathing exercises, thinking about good things, counting, etc.) and adequately express negative emotions.

You can help your child overcome feelings of anxiety with hugs, kisses, stroking the head, i.e. bodily contact. This is important not only for the baby, but also for the schoolchild.

Optimistic parents have optimistic children, and optimism is a defense against anxiety.

When communicating with your child, do not undermine the authority of other people significant to him. (For example, you should not tell a child: “Your teachers understand a lot! You better listen to your grandmother!”)

Be consistent in your actions, do not forbid your child without any reason to do something that you previously allowed.

Consider the capabilities of children, do not demand from them what they cannot do. If a child has difficulty in any academic subject, it is better to once again help him and provide support, and if he achieves even the slightest success, do not forget to praise him.

Trust your child, be honest with him and accept him for who he is.

If for some objective reason it is difficult for a child to study, choose a circle for him that he likes, so that classes in it bring him joy and he does not feel disadvantaged.

List of used literature:

Prikhozhan A.M. “Anxiety in children and adolescents: psychological nature And age dynamics» Moscow 2000;

“Practice of administrative work at school” magazine, article “Psychological education”, Moscow 2009

Plan and summary of the parent meeting on the topic “Effective communications - the path to conflict resolution” - one of the classes in the Parent Academy program for working with parents. The material can be used by class teachers in preparation for parent-teacher meetings.

Form: parent workshop

Goals: developing skills for effective communication with children; increasing the psychological and pedagogical literacy of parents.

multimedia projector, markers, flipchart, handouts for conducting exercises, organization of space (four tables for four groups to work).

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Parent meeting plan

on the topic “Effective communications - the path to conflict resolution”

Date: 19.11.2013

Time: 18.00

Developer: N.A. Morgunova, deputy Director for HR of MAOU Secondary School No. 25

Form:parent workshop

Goals: developing skills for effective communication with children; increasing the psychological and pedagogical literacy of parents.

Venue: MAOU secondary school No. 25

Equipment, resources and materials:multimedia projector, markers, flipchart, handouts for conducting exercises, organization of space (four tables for four groups to work).

Event plan

Summary of the event

Good afternoon, dear Parents.

The subject of our discussion will be the classic problem of intergenerational relationships. There has always been misunderstanding between “fathers” and “children,” but the scary thing is that this misunderstanding can cause conflict. Therefore, the topic of our parent workshop is “Effective communications - the path to conflict resolution” Step 1 (slide No. 1).

Life without conflicts is impossible, and their successful resolution depends on us – adults. I propose to consider one of the situations that almost every parent faces.

Exercise 1 “Discussion of the situation” (slide No. 2)

Situation: " Your 13-year-old child came home from school, ate in the kitchen, and once again left everything behind in a mess. And before that, you spent an hour getting it into perfect shape.”

What would you tell your child in this situation?

(Options for statements are written on a flipchart)

Parents, faced with such protest behavior of their children, use different ways exit from conflict situation. Some choose the path: “I win - you lose” and insist on their own, others “You win - I lose” and give in to the child, others cannot choose between these two and fluctuate from one to the other. There is another “win-win” approach, which requires a fundamental change in the attitudes of most parents towards their children, the time and skills to clearly communicate their feelings and effective communication between parents and children.

Adults express their feelings and emotions through the languages ​​“I-statement” and “You-statement”.

"You-statement"contains a negative assessment of another person, often an accusation, threat, advice, persuasion or sending ready-made solution(what the child needs to do). For example (“Clean up after yourself immediately!”, “Always clean up after yourself!”, “I will be angry with you if you don’t clean up,” etc.).

Sending “You-messages”(slide number 3)

1) makes the child resist his parents and refuse to change behavior;

2) makes the child think that the parent considers him not very good;

3) makes the child think that the parent does not take into account his feelings;

4) causes the child to feel guilty;

5) reduces the degree of self-esteem for the child;

6) forces the child to defend himself;

7) provokes the child to attack the parent.

The child resists being told what to do. He may not like your decision. Delegating the decision communicates to your child that your needs are more important than theirs; that he should do exactly what you think is necessary, regardless of his needs

As a result, children resist, respond with defense or hostility. They feel belittled, destroyed, controlled. They "lose face". Some grow up submissively expecting others to make decisions for them. Hence the complaints of parents about the lack of independence of children, their inattention to the needs of their parents. A You message almost always begins with or contains the word You. All these messages are “You”-oriented.

Dear parents, how do you think the “I-statement” differs from the “You-statement”?

(Parents' expected responses: “I-statement”- this is a message about your feelings, it rarely causes protest because it does not contain accusations. “I-statement” presupposes an “equal” position in communication with a child, instead of a “on top” position. In these statements, you defend your interests, but at the same time do not put pressure on the other person. (“I’m upset that the room is not cleaned. What can I do to clean it?”)

Exercise 2 Identify ineffective messages

I bring to your attention situations and parent messages, after reading them, identify ineffective messages(slides No. 4-7)

Conclusion: It takes courage and inner confidence for a parent to express their inner feelings. The honesty and openness of the “I messages” in the third example creates a truly human relationship between parent and child. My child will know me for who I am; this in turn encourages him to reveal to me what he is like. Instead of moving away from each other, we develop relationships of intimacy.

Exercise 3 “Training in constructing “I am statements”

Work in groups (divide into 3-4 groups). Each group is given the task of reformulating the phrase from You - message to I - message. (the problem and “You are the message” are written on the cards)(Appendix 1)

Then (if necessary) the group returns to the discussionsituation No. 1. Formulation “I am messages”

Exercise-game “A Place in the Sun”

Instructions: Imagine that while on vacation you find yourself at a very prestigious resort. The beaches are all crowded at this time of the season. Those standing in the circle arrived a little earlier and have already found their place in the sun. Those who are outside the circle arrived later, and therefore they were faced with the task of still getting onto the beach and finding their place there.

Discussion:

What does it mean to be rejected? How did you feel?

Can a “You-statement” turn a child away from you? How does your child feel when you reject him?

To penetrate the circle, what methods did you use? Which ones are more effective?

Summing up. Reflection.

Dear parents, at our next meeting we will get acquainted and discuss three main approaches to resolving a conflict situation between parents and children. And now I ask you to express in one word your state and mood after the meeting.

Literature:

1. CM. Emelyanov Workshop on conflict management. S-P, 2000.
2. R.V. Ovcharova Practical psychology. M., 1999.
3. S.A. Levashova Psychologist and teenager. Yaroslavl, 2002.
4. E. Lyutova Effective interaction with children. M., 2003.
5. N.S. Karavaeva. Effective communication training. Tyumen, 2004.
6. K. Thorne. D. Mackay Training. S-P., 2001.
7. V.A. Rodionov I and others. Yaroslavl, 2003.
8. K. Fopel How to teach children to cooperate? M., “Genesis”, 1999.

Rough plan holding a parent meeting.

1. Announcement of the agenda. Adoption of regulations.
2. Psychological and pedagogical education.
3. Speech by parents (from the experience of family education). Exchange of views on the stated issue.
4. Analysis of students' educational achievements ( general results, private - in personal communication).
5. Familiarizing parents with the emotional climate in the classroom: behavior in lessons, breaks, in the cafeteria, relationships between children in the team, appearance, maintaining hygiene skills, etc.
6. A message from the parent committee about the implementation of the decisions of the previous meeting.
7. Discussion of organizational issues (excursions, holidays). Informing parents about upcoming events.
8. Miscellaneous.

It is important to identify the parents’ attitude towards the meeting (conduct a questionnaire - assessment and wishes). All parent meetings are recorded and the minutes are kept in the class teacher’s diary.

In the interaction between teacher and family, group and individual forms of work occupy an important place.

Group: conferences, meetings, interest clubs.

• Conference - exchange of experience in raising children or exchange of opinions on a specific problem.
• Meetings with the administration and psychological and pedagogical service workers are of great importance in the cooperation between family and school.
• Parent clubs, interest clubs, unite parents and children with common hobbies (sports, music, theater, handicrafts...)

TO individual forms work includes: consultations, conversations, home visits.

Non-traditional forms of holding parent meetings.

These forms increase the initiative of parents in matters of education and upbringing, and activate them in solving problematic issues, contribute to the creation of a friendly atmosphere.

• Meeting - presentation. Families present traditions, skills, achievements, and experience in raising children. This form recognized to encourage parents to analyze their own achievements and failures in raising a child, and to adopt some of the techniques that other parents effectively use.
• Parents meeting- concert. At such an event, after discussing the main issues, performances, programs, and game numbers prepared by students and parents can be presented. The interaction between parents and children provides valuable experience in partnerships.
• Parents meeting- conference. Parents receive a task in advance, the implementation of which is discussed from different positions. For example, some parents comment on statements on the topic of the parent meeting, others discuss the answers and share opinions on this issue. The teacher’s task is to direct the dialogue in the right direction.
• Meeting - consultation. Parents of students from several classes who are concerned about common problems are invited to such meetings: the child does not want to study, how to deal with bad habits How to overcome cruelty, the child began to steal.

Specialists from the psychological and pedagogical service work with such parents (groups of 5-6 people). By becoming members of the same group, parents express their opinions more boldly, actively interact with each other, and share their experiences of parenting.

• Parents' meeting - talk show. This meeting is conducted by specialists, subject teachers. At the meeting you can hear answers to questions of interest, learn different points of view on the same problem, and discuss ways to solve it. After the meeting - individual consultations.
• Off-site parent meetings. Parents and their children go on an excursion or go on a hike. In a relaxed atmosphere, they exchange opinions with other parents on issues that concern them.

BAYANDAMA

Takyryba: “Rukhani-adamgershilik bilim take udarisindegi otbas men mekteptin arekettestigi”

REPORT

Topic: “Interaction between school and family in the process of spiritual and moral education”

“The child is the mirror of the family; Just as the sun is reflected in a drop of water, so the moral purity of the mother and father is reflected in the children.”

V. A. Sukhomlinsky.

In all centuries, people valued morality and good manners. Social and economic transformations taking place in modern society, make us think about the future of Kazakhstan and its youth.

The general education school is faced with the task of preparing a responsible citizen who is capable of independently assessing what is happening and building his activities in accordance with the interests of the people around him.

“Self-knowledge” is one of the practical answers to the emerging need to search for new approaches to the development of a child’s personality, to his moral and spiritual education.

The subject “Self-Knowledge” is aimed at teaching children and youth moral values, developing constructive communication skills, self-discovery of personal potential, and everyone’s search and discovery of themselves in the multifaceted world of human interactions.

And this work must begin from primary school age, since it is at this time that the active accumulation of moral experience occurs, moral self-determination and the formation of self-awareness begin.

At our school, we found ideal allies in the parents of our students. After all, it is the family that is for the child the world where he lives, learns to love and rejoice, sympathize and worry, learns the ability to live among people, comprehends the basics of good and evil.

A child, first of all, must recognize himself as a member of the family, an integral part of his small homeland, then, a citizen of Kazakhstan and only then a resident of planet Earth. Therefore, feedback is certainly necessary, that is, working with the family. The very problem of cooperation between school and parents is not new; today it requires a creative approach. The content of the Self-Discovery curriculum encourages close collaboration with the family. We carry out this joint activity through individual conversations, holidays, homework, open classes, and parent meetings.

Remembering the importance of family education, we try to involve parents in educational process. And a very important role in this direction is played by the textbook “Self-Knowledge”, the educational and methodological complex for it, intended for joint homework with parents.

Despite the fact that “Self-Knowledge” has only been used in Kazakh schools for only the second year, we realized that to implement this program we need not just the help of parents, but their direct participation in classes. We started with general individual consultations with questionnaires on the problem. Here we took into account the fact that parents are most interested in the development of their child, and they are able to effectively engage in the educational process if they see a way practical application acquired knowledge. We also needed close cooperation with parents in order to receive feedback. During the first conversations with parents and during the survey process, we found out that they lack practical knowledge in raising and communicating with their children. We started getting parents to attend these classes because I? in this case it was easier for them to carry out homework. Considering that modern parents are very busy, we have introduced some forms of correspondence communication into our practice, for example, “Recommendations of the month.” To do this, we select sayings, quotes about life, about education. We post the selected quotes on special information boards for parents, so they are remembered, imprinted in the mind and later used in practice.

When planning our work with parents, we try to give them the opportunity to understand that they themselves must be what they want their children to be, that children must be taught by the example of their lives.

Using material from educational and methodological complex, we draw up scenarios for family holidays. Such joint holidays contribute to the spiritual renewal of adults and children, thereby turning into holidays of Love and Goodness, sun and light, joy for everyone. In addition, any joint activity brings parents and children closer, teaches mutual understanding, trust, and makes them real partners. As a result of such joint holidays, parents learn to understand and feel the soul of the child. Our teachers and parents really liked the themed weeks of the decade of self-knowledge held at school, various competitions and exhibitions, joint sports and entertainment events, and health days. And the result of working with parents immediately becomes obvious: they are the most active participants in all school events.

To conduct parent lectures and round table meetings with parents, we also use parables, video recordings of fragments of lessons on self-knowledge, where children reason, express their opinions on questions or problems. At such moments, parents rediscover their children, see them from an unexpected side. Very often it is difficult for them to hold back tears, and some are forced to think about this or that statement of their child.

In the opinions of children, according to parents, new, broader concepts of goodness, love, joy, respect, and friendship appeared. At the same time, 84% of parents note that their children have changed significantly for the better, especially in relationships with loved ones and others.

As a survey of children shows, they really like the lessons of self-knowledge. Here is the feedback we receive: “I am growing up with my children and learning to be more tolerant and kinder in all situations.” We are sincerely pleased with this pedagogy of cooperation between family and school. Experienced work in our school shows the need for this unity. If a person is taught goodness, the result will be goodness. You just need to teach constantly, demandingly, persistently, taking into account individual age characteristics children.

We are confident that our students will become highly moral individuals: polite, attentive to other people, and taught to be careful when working.

BAYANDAMA

Takyryba: “12 zhyldyk bilimge koshu zhagdayyndagy bastauysh sonyp okushylarynyn belim dengeyine aser take”

Topic: “The influence of the learning process on the level of development junior schoolchildren for 12 year education"

The influence of the learning process on the level of development of junior schoolchildren in the context of the transition to 12-year education.

Modern school requires radical changes that allow students to adapt to a dynamically changing world, to realize themselves creatively in their personal lives and in future professional activities.

The transition to 12-year education is, in essence, a reform of the entire national system education, offering "the formation and development of a highly educated creative personality, capable of living in a dynamically developing environment, ready for self-development, self-expression and maximum self-realization both in their own interests and in the interests of society (" Concept of 12-year-old secondary general education in the Republic of Kazakhstan").

Development of thinking.

By the time a 6-7 year old child enters school, visual-effective thinking should already be formed, which is visual-figurative thinking, which forms the basis for successful learning in elementary school. In addition, children of this age should have elements of logical thinking. Thus, at this age stage the child develops different types thinking that contributes to successful mastery curriculum.

What is formed visual-effective thinking? Child with high level development of visual and effective thinking copes well with any type of productive activity, where the ability to work according to a visual model is required, the ability to correlate the sizes and shapes of objects (designer blocks, mechanical parts) to solve the task.

Visual-figurative thinking is characterized by the ability to solve a problem primarily in terms of representation and only then - on a specific subject basis.

Logical thinking presupposes that the child has the ability to perform basic logical operations: generalization, analysis, comparison, classification.

Visually - the effective is formed in preschool age in the process of mastering play activity, which must be organized in a certain way and proceed under the control and with the special participation of an adult. Only the full development of a preschooler ensures the formation of the necessary level of visual and effective thinking.

Children come to school with different levels general psychological development, therefore, due to their various reasons Not only may the rudiments of logical or visual thinking be absent, but visual-effective thinking may also be underdeveloped, the formation of which should normally be completed by the time they enter school.

What to do if the child still has not developed visual thinking? The most in an efficient way its development is object-tool activity, which is most fully embodied in the activity of design. Therefore, it is desirable that in each group, each class there is a set of a wide variety of construction sets (plastic, metal, wooden, etc.)

The development of visual and figurative thinking is promoted the following types tasks: the above-described work with constructors, but not according to a visual model, but according to verbal instructions, as well as according to the child’s own plan, when he must first come up with a design object, and then independently implement it.

The development of this same type of thinking is achieved by including children in a variety of role-playing and director's games, in which the child himself comes up with a plot and independently embodies it.

You can offer a whole range of developmental tasks that are always very well received by children and contribute to the development of thinking in general.

These include: all kinds of puzzles, various types tasks with sticks or matches (lay out a figure from a certain number of matches, move one of them in order to get another image: connect several points of one line without lifting your hand).

Exercises with matches will also help develop spatial thinking. For this purpose, in addition to those listed, you can also use the simplest tasks with paper and scissors, conventionally called “One Cut.”

Along with this, you can use puzzle games that allow you to comprehensively develop the thinking function by complicating the task conditions.

In any case, all aspects of the child’s personal developments should not be left without attention, and parents should be given full consultation on the issues that arose as a result of the examination.

Younger school age very vulnerable, because it is at this age that basic habits and rules of behavior are formed. It’s not for nothing that people say, “When you sow a habit, you reap a character.”

Sample plan for holding a parent meeting

"My baby is getting older."

Mini lecture.

One of the main prerequisites for the healthy mental development of a child is that he grows up in an emotionally warm and stable environment.

For a long time There was a debate among specialists - scientists and teachers - who is more responsible for the moral world of children - family or school? Finally, the majority came to the right conclusion - without removing responsibility from the school, more demands must be made on the family, because It is here that the foundation of a person’s moral values, orientations and beliefs is laid.

The importance of family education is undeniable. No one has more influence on children than father and mother.

For effective education child in the family must comply with the mechanisms of family pedagogy.

According to teachers of mechanisms in family pedagogy

First of all, reinforcement is used, encouraging the child for correct actions and typically punishing and reproaching him for wrongdoing, you gradually introduce a system of norms, rules, and concepts into the child’s consciousness. They must be realized and perceived by the child, and become his need.

The second mechanism is identification (identification) of oneself with loved ones, which the child respects, adores, and strives to be like them. It is important that this mechanism is often based on love for parents, and in the name of this love, the child strives to be good in everything.

The third mechanism is understanding.

Its meaning boils down to the fact that, knowing well and feeling the inner world of a child, the range of his motives and motives, immediately responding to his needs and problems, you can actively influence his actions.

Parent ring.

Target: studying the point of view of parents in solving problematic situations related to raising children in the family.

Discuss together various situations education and ways to resolve conflict situations in students’ families.

To develop among parents an interest in jointly discussing problems that arise in the upbringing of students.

Ring progress.

Explanation of the theme of the ring and its objectives. Reaching all parents in the room and working with them.

Divide parents into 3 groups of 6 people (table, chairs, sheets of paper, markers). Parents discuss the proposed situation and choose a speaker who presents the group's response.

Situation one."What to do if..." B lately the child has changed a lot, communicates little with loved ones, is silent, sits for a long time thinking about something. Not all parents' questions are answered evasively or avoided altogether. Parents tend to think that the child is suffering, but hides the reasons. What to do in such a situation?

Consider the psychologist's answer.

Situation two. At the end of the school term, you received your child’s diary and see that the result of the learning is very, very successful. You are happy, praising your child for his achievements, but after a couple of days you are invited to school for a serious conversation, and there you find out that your son or daughter corrected the grades in the diary and signed for the class teacher. The results of the study are bad and your child deceived you?

Consider the psychologist's answer.

Situation three. The child has grown up, increasingly tries to sneak out of the house and lingers further and further somewhere. He still does everything, but you feel that he lives his own life, which is more interesting to him. You are suffering, but don't know what to do...

Consider the psychologist's answer.

Situation four.“What to do if...” You don’t recognize your child. He became rudely aggressive, and sometimes even cruel. Strangers talk about this, you observe the manifestation of such qualities yourself, sometimes it even breaks through to you.

(Backup option)

Consider the psychologist's answer.

During the period when parents are engaged in the task: psychologist reads recommendations.

Creating a favorable family atmosphere.

Remember: how the parents wake up the child determines his psychological mood for the whole day.

If parents have the opportunity to go to school with their child, do not miss it. A common road is joint communication of unobtrusive advice.

Learn to greet children after school. Don’t be the first to ask the question: “What grades did you get today?”

It’s better to ask a neutral question: “What was interesting at school?”, “What did you do today?”, “How were things at school?”

Rejoice in your child's success. Don't get annoyed at the moment of his temporary failures.

Listen patiently and with interest to your child's stories about events in his life.

The child must feel that he is loved.

How often do you tell your children...

I'm busy right now...

Look what you've done!

This is not how it should be done...

Wrong!

When will you learn?

How many times have I told you!

No! I can't!

You'll drive me crazy!

What would you do without me?!

You're always getting into everything!

Get away from me!

Stand in the corner!

All these “words” become firmly entrenched in the child’s subconscious, and then don’t be surprised if the child moves away from you, becomes secretive, lazy, and unsure of himself.

These words caress the soul of a child...

You are the most beloved!

You can do a lot!

• What would we do without you?!

  Come to me!

  Sit down with us!

  I will help you...

  I rejoice at your success!

  No matter what happens, your home is your fortress.

  Tell me what's wrong with you

“My child is becoming an adult...”

How much human happiness has been shattered

to pieces only because

that someone didn’t say “Sorry” to someone?

I.D. Wilde.

Meeting objectives:

Introduce parents to the reasons that stimulate children's bad behavior.

To form among parents a culture of acceptance of difficulties associated with problems in raising their child.

Develop skills in finding a way out difficult situations communication with such children. Form of implementation: discussion club.

Questions for discussion.

Preparatory work for the meeting:

Testing students.

Questionnaire for parents.

Preparation of a parable for analysis by parents and recommendations for raising a difficult child.

Progress of the meeting.

Opening remarks class teacher.

The reason for holding our meeting was observations of students in our class and other classes, not only in lessons, but also during breaks, in informal communication with each other and you, the parents. Many parents and grandparents, speaking about their own child or grandchild, most often use the following phrase: “I can’t get along with him. He started smoking, hangs out with big guys. It’s difficult with him.” The problem of childhood difficulties has become younger and it is necessary to talk about it already in elementary school in order to determine whether he has really become difficult or has matured. Or maybe he looks at the events and people who are next to him with real eyes? Or maybe he tells us, adults, the truth about ourselves, about our relationships? Observations and research materials of many psychologists working with difficult children indicate that a difficult child is often a child with a high level of intelligence and a heightened sense of justice. If they get out of control, it is very difficult to deal with them.

But first, let's try to determine who he is - a difficult child?

Parents identify the signs of a difficult child, and the class teacher writes these signs on the board. For example, a difficult child knows no limits in anything; disrupts daily routine; spoils household property; mocks young and old; bullies and fights with other children; interferes with conducting lessons, etc.

And so, we have defined a portrait of the child’s difficulties.

Let's all think together about the reasons for the appearance of difficult children. To make it easier for you to determine these reasons, I would like to provide materials for testing your children on this problem.

2. Test analysis.

Discussion.

The reason for children's uncontrollability.

Fight for parents' attention.

The struggle for self-affirmation.

Thirst for revenge on the world around us, on adults.

Lack of faith in your success.

Analysis of the parable.

Lived in the same community different people. They were united by the desire for self-improvement. The community was led by a wise mentor. One day he needed to leave for a long period of time. In his place, he left his deputy, a sweet and pretty woman, to lead the community. When leaving, he gathered the entire community and, in front of everyone, handed the woman a notebook, in which he asked to record all the actions of the community members, regardless of their significance. While he was away, the main troublemaker in the community was one and only the boy who lived in it. The deputy had the fewest violations.

After returning from the trip, the community leader called a meeting. At the meeting, he announced that he wanted to distribute rewards for behavior to members of the community during his absence. He was the first to call the boy over and handed him such a wad of money that everyone was dumbfounded. He also gave bonuses to others, but they were much smaller than the one the boy received.

His deputy received the least. At this point the meeting ended and everyone, perplexed, dispersed.

Only the boy did not want to put up with this state of affairs. He was eager to find out why he received undeserved money.

He came to his mentor with this question. "The money is yours.

You earned them. Without conflicts, my friend, no internal development is possible. The conflicts that you were the cause of most often cannot be organized on purpose. Unlike others, you behaved naturally, without looking back at the notebook that I gave to my deputy. And it costs a lot."

The boy turned and left, understanding little. Already after him, but as if for himself, the teacher said: “This story is not an indulgence for a bully. It is for those who see the need for condemnation and punishment behind any action. It is for all of us, standing together. First of all, it is important not for those who are being educated, but for those who are educating."

Summary of the meeting.

Psychologist G. Dosmukhanova

Currently, the interest of teachers and heads of educational institutions in the problems of education has noticeably increased. In turn, strengthening the educational function of an educational institution necessitates improving the forms and methods of interaction between school and family, teachers and parents.

A parent meeting is the main form of joint work between parents, at which decisions are discussed and made on the most important issues of the life of the class community and the education of students at school and at home. Its main purpose is to harmonize, coordinate and unite the efforts of the school and family in creating conditions for the development of a spiritually rich, morally pure and physically healthy child’s personality. Parent meetings are also held in order to improve the pedagogical culture of parents, intensify their role in the life of the class, and increase responsibility for the upbringing of their children.

The teacher's classroom management is not only to organize the children's team, but also, having understood, to accept their parents. And the teacher’s task is not to teach parents, but to share with them the experience of raising children accumulated over the years, since by the nature of his activity the teacher reads more literature on education than parents, and his circle of communication with children is much wider and more multifaceted. We must do everything so that fathers and mothers trust the teacher and listen to his advice. Therefore, at parent meetings it is always necessary to create an atmosphere of trust. Parents should be introduced to the main directions of educational work so that they understand the importance of cooperation between family and school. This is a constant process that depends both on the demands of today's society and on the current situation in the classroom. Of course, you shouldn’t understand parent-teacher meetings as an educational program for parents; you shouldn’t lecture parents in a mentoring tone, who usually come to parent-teacher meetings after work tired and sometimes irritated.

All information material should be completed in 15–20 minutes. If parents want to learn more about something, break the material into several blocks, into several meetings, where you can not only tell them the material they are interested in, but also hold a discussion where everyone can express their point of view on this issue. Parents (sometimes they are our former students) remain children at heart. In essence, they are not against advice in the difficult matter of education. But their adult shell protests against the teaching. That's why we sometimes notice their sarcastic looks.

I do not recommend scolding children at a parent-teacher meeting. Try to talk about the successes and activities of the whole class, focusing on best sides character of each child. After all, for mom and dad, their child is the best. Information about student progress should be read out not preaching, but with empathy and understanding. Be sure to emphasize that everything will be fine tomorrow if we all try. After all, every parent, deep down, expects the best results from their child. And it’s very good when parents believe in this and love their child consciously. Nowadays, it is not easy to stop and think that children are our only wealth. But you have to try to look into the child’s soul, speak the same language as him, and he will definitely respond.

Parent meetings are needed:

• to quickly obtain a variety of information about children;
• as orientation, instructive meetings in case of changes in the life and activities of the class team, its mode of operation, etc.;
• to familiarize parents with the analysis of academic performance, attendance, and results medical examinations etc. But this should be analytical material (without naming specific names of parents and children);
• as advisory services on the vacation program, employment in the additional education system, etc.;
• as an emergency, emergency in an acute conflict situation, in an extremely difficult case with one of the children. This is a collective council of adults deciding how to help a child in trouble or a mother in need of help;
• creative meetings when children show their parents their creative abilities, sporting achievements, applied skills etc.;
• meetings-lectures, psychological trainings, role playing games on various topics and problems of education and training. Such meetings can be held quite often (once a month), like a school for parents.

Preparing the meeting:

• determine the topic, main issue and main objectives of the meeting;
• clarify the rules, think through the course of the meeting;
• send out invitations to parents, written in a polite manner, indicating the issues to be brought up for the meeting;
• think about where parents will undress, who will meet them at school and how;
• think over exhibition or information material;
• determine which specialists can be invited;
• Thinking over your appearance is an important detail: after all, every time a meeting is an event and a little bit of a holiday.

Sample plan for holding a parent meeting.

The start of the meeting must be strictly set time. Parents get used to this requirement and try not to linger. Maximum duration 1–1.5 hours.

Introductory speech by the class teacher (5 min).

Analysis of parents' questionnaires; is carried out to more clearly expose the problem of the meeting (5–7 min).

Speech on the topic: specialist or class teacher. The presentation should be bright, concise and accessible (10–20 minutes).

Discussion of the problem (20 min).

Analysis of class performance. Never call the names of lagging, undisciplined children, do not “brand them with shame.” The analysis should express confidence that working together will improve the situation.

In conclusion, the teacher thanks the parents for their joint work. He asks those parents whose children have problems in learning and behavior to stay for a moment to find out the reasons and jointly decide to overcome them.

Rules of conduct for the class teacher at the parent meeting:

It is unacceptable to hold a parent meeting “on the class register.” Parents value the teacher not as an informant about the educational successes or failures of their children, but as a benevolent adviser, a person knowledgeable in teaching and, most importantly, in raising children.

Relieve tension, anxiety, anticipation of an unpleasant conversation.

Show that the school and family have the same problems, the same tasks, the same children.

Suggest how to find ways out of problematic situations. Look for these paths together.

Try to understand your parents, put yourself in their place.

Be able to talk with parents calmly, respectfully, kindly, and interestedly. It is important that parents of both good students and struggling children leave the meeting with faith in their child.

Tips for a successful parent meeting:

• you can arrange tables and chairs in a circle: everyone can see and hear each other well;
• prepare business cards with the names of the parents, especially if they do not know each other yet;
• call parents by their first and patronymic names, and not “Tanya’s mom,” “Vita’s dad,” etc.;
• use the form of conversation over a cup of tea, especially at the beginning of 1st grade;
• use group forms of work with parents, game elements;
• rely on the experience and opinions of authoritative parents;
• skillfully determine the day and hour of the parent meeting (when there are no important events, interesting TV shows, etc.);
• strictly define the rules of the meeting, protect parents’ time;
• it is necessary to end the meeting with a concrete decision.

Useful tips for parents.

Whether upbringing is going well or poorly - this can be reliably judged by whether your child can say: “I am happy!”

Don’t rely too much on your own example; alas, only bad examples are contagious. An example, of course, is important, but only if you respect your child.

Is your child seeking freedom from his parents? This means that something is wrong in the family; in a good family, children feel free, and it does not even occur to them to rebel against their parents.

We are not the masters of our children's lives; we cannot know their fate. We don’t fully know what is good and what is bad for their future, so we will be more careful in all decisions that may affect the child’s path.

When we talk to children, we are always sure that this is the truth, but we do not notice that sometimes we are embarrassed in the eyes of our children. Don't be afraid of children's doubts that you are right.

It is necessary to look after children; trouble can await neglected children.

Learn to control your intonation; unmistakable intonation can smooth out even a pedagogical mistake.

Tell your child the main words more often: “Don’t worry! Don't be discouraged! Don't be afraid! No food!”

Whether or not to protect your child from bullies is one of the most difficult aspects of parenting, but don't leave him alone if you feel he's being bullied.

Sometimes children take all the school troubles too personally. Constantly teach them to distinguish between what is important and what is not so important.

If children are too captivated by TV: they don’t go for walks and have lost friends, then the TV should... break. At least for 2-3 months, until the children come to their senses. What about adults? Raising children, like an art, requires sacrifice.

Do you remember how long ago you heard laughter in your house? The more often children laugh, the better their upbringing goes.

John Steinbeck said: “A boy becomes a man when the need for a man arises.” If you want to raise a man, create such a need in your home.

You came home and saw that your eight-year-old son and his guests had literally destroyed the house. Let's understand that malice it wasn’t: the children were just playing hide and seek, let’s take this opportunity to say: “Nothing, let’s clean up together.”

Tell your son or daughter: “People should feel at ease with you.” Don't be afraid to repeat it.

Never reproach a child with his age: “You’re already big!”, or with his gender: “And he’s also a boy!”, or with a piece of bread: “We feed you, we give you water.”

Try not to criticize anyone in front of your children. Today you will say bad things about your neighbor, and tomorrow your children will talk bad things about you.

The most difficult thing in parenting is to teach children to be humane. Loving children can be difficult. Praise your child, but praise people even more often in his presence.

Rousseau believed that a child should know: how good he is with others, so they will be good with him.

Parents are annoyed when their children do not obey them from the first word. Learn to repeat a request without irritation and see how calm your home will become.

When you scold a child, do not use the words: “You always”, “You in general”, “You always”... Your child is generally and always good, he just did something wrong today, tell him about it.

There are children whom you cannot win either with punishment or with kindness, but a generous attitude, in after all, saves them.

How? Do you still put your child in a corner? Nobody in Europe does this anymore. You are hopelessly behind pedagogical fashion.

When your child leaves the house, be sure to walk him to the door and tell him on the way: “Take your time, be careful.” This must be repeated as many times as the child leaves the house.

They say: “As the first day of the year passes, so will the whole year pass.” Praise your child from morning to evening!

Instill in your child a well-known formula mental health: “You are good, but not better than others.”

Tell your child: “Don’t be neat - they don’t like neat people in the class, don’t be dirty - they don’t like dirty people in the class.” Just be careful."

Usually, when a child returns from school, he is asked: “Did they call you?” What mark did you get?” Better ask him: “What was interesting today?”

Memo to parents from their child:

• Don't spoil me, you're spoiling me. I know very well that it is not necessary to provide me with everything I request. I'm just testing you.
• Don't be afraid to be firm with me. I prefer this approach. This allows me to determine my place.
• Don't rely on force in your relationship with me. This teaches me that only strength needs to be taken into account.
• Don't make promises you can't keep. This will weaken my faith in you.
• Don't make me feel younger than I really am. Otherwise I will become a “crybaby” and a “whiner”.
• Don't do for me and for me what I can do myself. I can continue to use you as a servant.
• Don't correct me in front of strangers. I pay much more attention to your comments if you tell me everything calmly, face to face.
• Don't try to discuss my behavior in the midst of a conflict. My hearing becomes dull at this time, and I have little desire to cooperate with you. It will be better if we talk about this later.
• Don't try to lecture me. You will be surprised to know how well I know what is good and what is bad.
• Don't make me feel like what I'm doing is a mortal sin. I have to learn to make mistakes without feeling like I'm no good.
• Don't nag me or nag me. If you do this, then I will be forced to defend myself, to pretend to be deaf.
• Don't forget that I love to experiment. This is my way of experiencing the world, so please bear with it.
• Don't protect me from the consequences of my mistakes. I learn from my own experience.
• Don't pay too much attention to my little ailments. I can learn to enjoy feeling bad if it brings me a lot of attention.
• Don't try to get rid of me when I ask honest questions. If you do not answer them, I will stop asking you questions altogether and will look for information on the side.
• Never even hint that you are perfect and infallible. This makes my attempts to equal you futile.
• Don't forget that I cannot develop successfully without your attention and encouragement.
• Treat me the same way you treat your friends. Then I will become your friend too.

And most importantly, I love you so much! Please answer me the same...