Pedagogical situations and an example of their solution. Methods for solving complex pedagogical situations

Consider pedagogical situations and an example of their solution. Perhaps these questions cannot but excite almost any person. Why? The thing is that each of us is either a parent, or an older friend, or someone's relative, which means that from time to time we have to face childish or teenage vagaries, serious grievances or even cruel fights.

According to experienced specialists, even if complex pedagogical situations (and an example of their solution will be shown below, by the way) are not included in the scope of your professional activity, it is still possible to cope with them. To do this, you just need to know the basic laws and rules.

This article will tell you how to find a common language with the younger generation. About the solution of pedagogical situations at school, as, indeed, at home, will be described from a scientific point of view.

Section 1. What is the situation in teaching practice?

With the advent of situational approaches in raising children, such concepts as “pedagogical situation” and “pedagogical task” began to sound more and more often. What do these terms mean? Is it possible to consider them as part of such a concept as a learning problem?

First of all, let’s try to give a definition.

So, the pedagogical situation is, as a rule, life circumstances, facts and stories that have arisen in the process of professional activity of a teacher or educator and have generated certain tasks and psychological and pedagogical conditions that require further resolution.

Some regular pedagogical situations that occur quite often allow the teacher, educator or parent to quickly analyze the actions of students (household members), identify the problems that have arisen and positively resolve them.

Non-standard (abnormal) pedagogical situations (and an example of their solution, as a result) are complex, and therefore require a longer period to be eliminated, although sometimes they can be completely unsolvable.

The role of such situations in studying and evaluating the educational process is enormous. Why? The answer suggests itself. It is through such problems that one can see the advantages and disadvantages of all activities.

Section 2. The solution of psychological and pedagogical situations. What is the basis?

The primary cause of this situation is the event that arose as a result of any problematic factors in the school environment. Such conflict situations usually arise in the event of:

• dissatisfaction expressed in irritation or negative attitude towards a person or subject;
• disagreement due to lack of coherence and similarity in opinions or views;
• confrontation in the form of rivalry or resistance to the actions of someone, something;
• counteraction - an action that prevents the manifestation of another action;
• a gap resulting from a violation of the relationship between someone or something.

Section 3. Basic actions in case of conflict detection . An example of solving a pedagogical situation

Any conflict event needs to be resolved, and the teacher’s job is to conduct step-by-step detailing of all his actions.

Such events may occur intentionally or accidentally. But, despite the reason, they should be resolved deliberately and carefully, taking into account the interests of all parties to the conflict. For this, special methods for solving complex pedagogical situations are intended.

When a fact is discovered, it is necessary to describe a specific pedagogical problem and determine the nature of its content. The analysis and assessment of the situation helps to identify the essence of the conflict and formulate the most significant tasks. In accordance with the information received and analyzed, the specialist can choose specific methods of pedagogical work.

The choice of decision options largely depends on the professional experience of the teacher, as well as on his additional theoretical and practical training. Of great importance for the resolution of the conflict is the teacher’s ability to properly conduct self-analysis and evaluation of their actions and the decision made.

Teachers with extensive professional experience and experience do not particularly need step-by-step detailing of their actions. But this technique can help young teachers in working with children when a quick and clear solution to pedagogical situations is necessary in a preschool educational institution, for example, or in junior high schools.

Section 4. Situation Detection

During the school day, the teacher constantly interacts with students and faces various difficulties. For experienced professionals, methods for solving complex pedagogical situations have been developed over the years, but for beginners it is sometimes very difficult.

Why so? The thing is that it is difficult for schoolchildren to adhere to the rules of behavior daily and fulfill the requirements of teachers, therefore, in the school environment, violations of order, quarrel, resentment, etc. are possible.

The first action is the discovery of a fact. For example, a teacher saw a primary school student ruin a railing with a knife on a staircase. Either one of the students had a fight with a classmate during a break or did not fulfill his obligations, and the teacher also found out about it.

Section 5. Case Study

It is better to describe and title the event in detail, which in the future will help to find the essence of the conflict. In the search for truth, dialogue and even argument are important.

Here we have a ready pedagogical situation. In fact, the examples can be cited endlessly, but we will analyze, for example, the situation with damage to the stair railing, which can be called this: “This is impossible!”

The teacher, going down the steps, accidentally noticed how the student was trying to cut the railing of the stairs with a penknife . Seeing the teacher, the boy ran away, forgetting even the jacket on the site. The teacher told the mother of the child about everything that happened, who simply did not believe that her son could have done such a thing. She was convinced that her son was not at all to blame, and the other guys did it, because they live in an apartment with an ideal order and a beautiful atmosphere, everyone in the family takes care of things and furniture with care.

To the mother’s question, the son admitted that he simply wanted to try his knife in action. What was the boy’s surprise and indignation when the teacher invited him to cut a table or chair at home. He simply was sure that this should not be done, because his father bought this table for him.

After restoring the picture of this situation, we can proceed to its analysis.

Section 6. The main pedagogical situations arising in preschool and school institutions

A ready-made solution to pedagogical situations with answers to all questions is almost impossible to find. After all, even for each age category their standard cases are characteristic.

For children of primary school age, for example, the following situations are characteristic:

• Fraud, denunciation and complaints. Children know that peers have a negative attitude to shedding and denunciation. However, schoolchildren constantly complain to teachers: “But he took it from me ...”; "And she writes off from me ..."; “And he pushed me,” etc.
• Fights, brawls. The reasons for the child’s aggressive and cruel behavior towards another person are many: because of disagreements in opinions and views; because of the desire to take revenge, to stand out or to establish oneself, etc. Such behavior begins to emerge and strengthen even in primary school age. Subsequently, more serious psychological and pedagogical problems may arise.
• Exchanges. The relationship of children among themselves on the principle of "I to you, you to me" is widespread and supported by children. But an exchange without rules can provoke quarrels and contribute to the development of ambitions, self-interest or resentment, leading to conflict situations.
• Fears. Junior children are prone to fear. They are afraid of parents, teachers, strangers, animals, etc.
• Corruption of things. Many children neglect personal and other people's things, spoil them.
• Nicknames and nicknames. In schools, children, when communicating with each other, call each other most often not by name, but by nickname, and quite often precisely for the purpose of humiliating dignity.

Such a plan pedagogical situations (and an example of their solution will not be universal) can be listed indefinitely.

Section 7. How to properly analyze the conflict

In order to correctly analyze the above example of the pedagogical situation regarding damage to school property, it is necessary to obtain answers to the following questions:

• Who is the main participant in this event and dialogue?
• What is the cause of the conflict?
• What was the motive for this act?

The main participant in the event is the student. He treats his personal belongings carefully, but calmly spoils school property. At the heart of this conflict is disagreement. The boy is sure that his act does not contradict the accepted norms of behavior. Although it is clear that you need to protect not only your things, but also public ones. He commits his actions unintentionally, as he does not realize that he is violating the rules of behavior.

The pedagogical problem, as they say, is obvious. Apparently, the father, giving his son a penknife, did not explain the main purpose of this item.

Section 8. What tasks need to be formulated first

The analysis of the event allows us to correctly formulate the tasks, among which the most significant should be highlighted. After determining the significance, they proceed to their solution and settlement. In our example, the following tasks arise:

• help the child to realize his mistake so that in the future he does not commit such acts;
• to convey to the understanding of parents that during education it is necessary to pay attention to such qualities as frugality and accuracy: the child should be careful not only about his things, but also about strangers;
• to conduct a conversation with children in the class where the boy is studying, and not to ignore cases when schoolchildren spoil things.

Section 9. Methods of solving the pedagogical problem

The most difficult stage after detecting a situation is the choice of a solution method.

It is safe to say that this is not easy for a modern teacher. Of course, there is experience in solving standard situations, but it has not been studied much. It is through the resolution of pedagogical situations that the teacher interacts with students, where he directly contacts the child about his specific action and deed.

If we return to our example of the situation, it can be seen that the parents made mistakes in the upbringing of the child, which led to their violation of generally accepted norms of behavior. The first mistake of the parents - they did not accustom their son to take care of extraneous things. The second mistake - the father, giving him a knife, did not explain his purpose. In this case, the teacher can advise parents to discuss the situation with their son, help him understand the incorrectness of his misconduct, talk about the purpose of the penknife, and then, together with his father, repair the stair railing.

Further educational work largely depends on the effectiveness of the applied solution to the pedagogical problem.

Section 10. Examples of solutions

So, as they say, there is a pedagogical situation. Examples of solutions to both this and similar cases are discussed below. What are the features of the psyche and behavior of children, in particular adolescents?

• Children of adolescence are characterized by conflict, expressed as a challenge to society, obstinacy. For them, the opinion of peers is of great importance and higher than the opinions of adults. The best way out of these situations is to try to understand them and the reason for such behavior, take into account their opinion, provide more controlled independence, cooperation.
• Manifestation of anxiety, unstable emotional state, fear, shyness or inability to communicate with peers. What to do? Try not to compare with others, use body contact more, promote self-esteem, make less comments about the child (only in extreme cases), be an example. Also in this case, it is better not to force the teenager to participate in any competitions and works that take into account speed.
• Theft, theft of other people's things. When identifying such an act, the teacher should talk with the teenager, try to convince him of the need to return things to the owner with an apology. To support him, you can go with him, but only in the role of a silent escort. If the classroom knows about what happened, then it is necessary to discuss this unpleasant act with the children. In this case, one should listen to the opinion of everyone and draw a conclusion together. Children must understand that such actions are unlawful.
• Lies, deceit. If a fact of fraud is discovered, discuss the situation with the child and explain further negative consequences for him and for others. The main thing is for him to understand that a lie leads to a loss of confidence in the people around him.
• Loneliness, isolation, strong vulnerability, short temper and irritability. Using individual conversations, help the child get rid of these emotional and psychological problems, explain how to smooth them out and overcome them. In the team, try to praise the teenager and emphasize his positive qualities.
• Negative leadership. With such a child it is better not to argue or conflict, not to make comments in the presence of others. We must try to find contact with him and make friends, suggest how to become a real leader with authority.
• The manifestation of school "bullying" - a social phenomenon expressed in an aggressive mood with deliberate persecution, cruelty, insults and humiliation of other children in the presence of peers. It is important to remember that the teacher, having noticed such a phenomenon, should not focus on this and put it on general consideration. This can set up the instigators even more aggressively against their victim, which in turn will cause the victim to experience even greater self-doubt and shame. Particular attention must be paid to the development of creativity, mental transformation and creative thinking. The basis of education should also include the development of empathy - feelings of empathy with the emotional state of another person.