The concept of a “situation” indicates that the conflict is still in the stage of maturing and origin and has not yet taken on acute forms, but the conflict of interests of the participants in the educational process is obvious. Psychological and pedagogical conflict situations can unfold in the interaction of teachers and students, between teachers, as well as in the communication of teachers with parents of students or with the leadership of an educational institution.
Classification of conflict situations by duration and degree of tension:
1) Stormy. They are based on the personal and nervous characteristics of conflicting people. Conflict situations are fast-moving, therefore, identifying the cause of the collision or getting out of the situation are fast. Most often, an outside observer intervenes in them, because the temperamental and emotional interaction of the participants does not allow them to logically end the skirmish. Conflicts occur between students and teachers, and the “arbiter” may be the administration or other teachers of the institution.
2) Sharp. It takes a long time, and the contradictions can be deep, stable and difficult to reconcile. Such conflict situations most often occur in the interaction of adolescents with teachers who, by their personal characteristics, turned out to be tactless in communication, could not find a way out of the situation in a timely manner.
3) Slightly sluggish. Analysis of the conflict situation indicates that this type of situation occurs when only one side of the conflicting is active, and the other side tries to avoid the conflict, does not aggravate it. They can be delayed for a long time, because it depends on the claims of the initiator of the conflict.
4) Slightly expressed fast-flowing. A favorable forecast for resolving the situation is possible only if fast-moving conflicts manifest themselves in a separate episode and are not repeated in other cases. Such conflict situations are possible between educators who find the strength and tact not to bring the matter to the stage of the conflict. If there is a chain of fast-moving conflicts, then there is the likelihood that the situation will change to a different form: acute or sluggish.
Prevention of psychological and pedagogical conflicts
Strategies for behavior in a conflict situation depend on the stage of development of the conflict. At the predisposing stage, it is important for the teacher to exclude a number of conditions that can become provoking factors for the onset of a conflict:
1) Avoidance of any contradictions and quarrels between teachers and other objects of the pedagogical process. Prolonged containment of displeasure, irritation can, like a volcano, suddenly erupt at the most inopportune moment.
2) The constant overwork of students and teachers. For teachers, the administration should create comfortable working conditions, have a full staff to avoid processing and increased fatigue. For students, the lesson schedule and study conditions should be such as to prevent all possible deviations from the norms of organizing children's activities
3) Lack of information. If the collective information does not have direct access to students or teachers, then rumors, speculation, fantasies, distortion of the true meaning appear, which provokes conflict situations in the organization of the learning process.
The creation of various conditions for self-realization to participants of the pedagogical process, an authoritarian or conniving style of managing the staff of an educational institution - all this can cause conflict situations to arise. In the conditions of an educational institution, it is teachers who must find opportunities to prevent conflicts, to resolve them at the stage of origin.