Message discipline in school. Discipline - the territory of freedom or coercion

Children not only need order and rules of behavior, they want and expect them! This makes their life understandable and predictable, creates a sense of security.

The question arises: if the guys feel more secure in the conditions of routine and certain rules of behavior, then why do they strive to break these rules and rules? Why do parents, educators and teachers constantly complain about this.

Children do not rebel against the rules themselves, but against the ways they are “implemented” (you must agree that this word, which is familiar to hearing, points to forceful methods).

How to find ways to conflict-free discipline of the child?

There are six rules that help establish and maintain conflict-free discipline in the family.

The first rule: Restrictions, requirements, prohibitions must be in the life of every child.

This is especially useful to remember for those parents who seek to upset their children as little as possible and avoid conflicts with them. In these cases, children grow up as selfish, not accustomed to order, not able to limit themselves. At school, at work, in any company, no one wants to indulge them. With their excessive demands on others and inability to meet others, they remain alone, often met with ridicule and even rejection. And in old age, such “eternally compliant” parents often turn out to be lonely and abandoned.

Rule two: Restrictions, requirements, prohibitions should not be too many and they should be flexible.

This rule warns against the other extreme - when parents believe that it is necessary to defeat a child, it is necessary to break his resistance. According to the principle: “Give him freedom, so he will sit on his neck; will do what he wants.” Here they show a dubious example of behavior "always achieve what you want, regardless of the desires of another." After all, children are very sensitive to the manners of their parents and imitate them from early childhood. So in families where authoritarian, forceful methods are used, children quickly learn to do the same. They, as it were, return the lesson taught to adults, and then “the scythe finds a stone.”

When a parent demands the fulfillment of his desire from the child gently but persistently, often accompanied by explanations with which he, in the end, agrees. And if such pressure is a constant tactic of the parent, with the help of which they always get their way, then the child learns the belief: “My personal interests (desires, needs) do not count, you still have to do what the parents want or demand.”

In some families, this goes on for years, and the children are constantly defeated. As a rule, they grow either aggressive or overly passive. But in both cases, they accumulate anger and resentment, their relationship with their parents cannot be called close and trusting.

Both rules taken together imply a special sense of proportion, a special wisdom of the parent in deciding questions about “can”, “should” and “should not”.

The image of four color zones of a child's behavior helps us to find the golden mean between conniving and authoritarian styles: green, yellow, orange and red (the idea of ​​\u200b\u200bthe zones belongs to one American psychologist).

The green zone is what the child is allowed to do at his own discretion or desire. For example, what toys to play, what toys to give to friends, what circle to join, with whom to play and be friends ...

The yellow zone is actions in which the child is given relative freedom. For example, you can sit down for lessons whenever you want, but finish work by 8 pm; you can walk, but only in your yard.

In this zone, the child learns to internal discipline and the child's non-conflict acceptance of requirements and restrictions should be the subject of special parental care. Try in each case to calmly (but briefly!) Explain what caused your request. At the same time, be sure to emphasize what exactly remains for the child, for his free choice. When children feel respect for their sense of freedom and self-reliance, they are more likely to accept parental restrictions.

Orange zone of action - children who, in general, are not welcomed by us, but due to special circumstances are now allowed. For example, a toddler is frightened by a bad dream and the mother takes him to her bed until he calms down. Do not be afraid of such exceptions, if they are really rare and justified. Children are very grateful to their parents for their willingness to meet their special request. Then they are even more willing to abide by the rules in normal situations.

Red zone - actions that are not acceptable under any circumstances. You can’t beat, pinch or bite mom, play with fire, break things, offend little ones ... This list grows up with the child and brings him to serious moral standards and social prohibitions.

Rule three: Parental demands should not come into direct conflict with the most important needs of the child.

Children need to run a lot, jump, play noisily, climb trees, throw stones, grab everything, open, disassemble, draw, on anything ... - these are manifestations of natural and very important needs for the development of children in movement and cognition. Prohibiting such actions is like trying to block a full-flowing river. It is better to take care to direct its course in a convenient and safe direction.

You can explore puddles, but only in high boots; you can also disassemble the watch, but only if it is old and has not been running for a long time; you can play ball, but not indoors and away from windows; even throwing stones at a target is possible, if care is taken that no one is hurt in the process. Or, if children, while playing, begin to throw heavy toys, it is necessary to prohibit, but allow them to leave soft toys.

For example, abroad in some children's institutions there is a tiled room, especially for drawing on the walls. Each child can draw with a felt-tip pen or paint as much as he likes. After class, the drawings are washed off with a hose and the room is ready for the next group. The kids love this activity and so do the teachers.

Another example relates to adolescence. Starting from the age of ten or eleven, it becomes especially important for children to communicate with their peers. Children often stop obeying their parents and the consequences of this can be dangerous. To avoid complications, parents should be especially careful about the prohibitions “not to be friends”, “not to go”, “not to wear”, “not to participate”.

Teenage fashion is like chickenpox - many guys pick it up and carry it in a more or less serious form, and after a couple of years they themselves are smiling, looking back. But if at this time the parents entered into a protracted conflict with their son or daughter, they will not achieve agreement with their opinions, and they may lose contact and trust completely.

What is left for parents, except for patience and acceptance of the inevitability of "chickenpox"? We need to remain bearers and conductors of more common, enduring values: honesty, diligence, nobility, respect for the personality of another. Note that many of these values ​​can be discussed with a growing child and implemented in relationships with him, and this is the most important gift that he is looking for and hoping to receive in the depths of his soul.

Rule four: Restrictions, requirements, prohibitions must be agreed upon by adults among themselves.

When mom says one thing, dad says another, and grandmother says a third, it is impossible for a child to learn the rules, get used to discipline. He is accustomed to getting his own way by “splitting” the ranks of adults. Relations between adult family members do not get better from this.

Disagreements adults need to discuss without the child. Equally important is the consistency in following the rules. If your child went to bed at 10 pm instead of 9 for two days in a row, then on the third day it will be difficult for you to put him to bed on time, he will reasonably object that yesterday and the day before yesterday you “allowed” him.

It is worth remembering that children constantly test our demands “for strength” and, as a rule, accept only that which cannot be loosened. Otherwise, they learn to insist, whine, extort.

Rule Five: The tone in which the demand or prohibition is communicated should be friendly and explanatory rather than imperative.

Any ban on what a child wants is difficult, and if it is pronounced in an angry or authoritative tone, it becomes doubly difficult.

And to the question “Why not?”, You should not answer “Because I said so”, “I command it so”, “It is impossible and that’s it!” It is necessary to briefly explain: “It’s already late”, “It’s dangerous”, “It can break” ...

The explanation should be short and repeated once. If the child asks again: “Why?”, then this is not because he did not understand you, but because it is difficult for him to overcome his desire. Active listening will help here.

Actively listening to a child means “returning” to him in a conversation what he told, while denoting his feeling. Such a literal sympathy of the parent makes a very special impression on the child.

Important features of the conversation according to the method of active listening.

First, it is very important that your and the child's eyes are at the same level, since your position in relation to him and your posture are the first and strongest signals of how ready you are to listen and hear him.

Secondly, if you are talking to an upset or upset child, you should not ask him questions. It is desirable that your answers sound in the affirmative, since the phrase is framed as a question, does not reflect sympathy.

Often the question “What happened?” a distressed child replies “Nothing!”, and if you say “Something happened ...”, then it can be easier for the child to start talking about what happened.

Thirdly, it is very important to “keep a pause” in the conversation. Do not fill it with your thoughts and comments. The pause helps the child to understand his experience and at the same time more fully feel that you are near. If the child’s eyes do not look at you, but to the side “inward” and “far away”, then continue to be silent - very important and necessary inner work is happening in him now.

Fourth, in your answer it is also sometimes helpful to repeat what you understand happened to the child, and then indicate his feelings.

Sometimes parents have a fear that the child will perceive the repetition of his words as a mockery. This can be avoided by using other words with the same meaning. Practice shows that even if you use the same phrases, but at the same time accurately guess the child's experiences, he, as a rule, does not notice anything unusual, and the conversation continues successfully.

If you did not quite accurately guess the event that happened or the feeling of the child, do not be embarrassed, in the next phrase he will correct you. Be attentive to his amendment and show that you accepted it.

Three results of active listening:

Disappears or at least greatly weakens the negative experience of the child

The child, making sure that the adult is ready to listen to him, begins to tell more and more about himself.

The child, with active listening, moves forward in solving his problem.

Orders and “You are messages” aggravate the child’s resistance. A sentence in which you are talking about a rule is best built in an impersonal form. For example, it’s worth saying: “Don’t play with matches” instead of “Don’t you dare play with matches!”, “Candy is eaten after dinner” instead of “Now put the candy back!”, “A cat’s tail is not to be pulled” instead of “ Stop torturing the cat!”

And the last sixth rule of maintaining discipline: It is better to punish a child by depriving him of good things than by doing him bad things.

True, here you need to have a supply of large and small family holidays, family affairs, traditions (favorite pies that mom bakes on weekends, fishing trips with dad, joint walks).

And to cancel them only if there was an offense, really tangible, and you are really upset. However, do not threaten to cancel them over trifles.

middle School of General education

Abstract on the topic: "School discipline"

10-A student

Ablyakimova Elmara

leader: teacher

in jurisprudence

Gubin. G.A.

Romashkino - 2012

A little about Discipline

DISCIPLINE (lat. disciplina) - a certain order of behavior of people that meets the norms of law and morality that have developed in society, as well as the requirements of an organization.

I think the topic of discipline is very close to the topic of authority. The final solution of both questions depends on the solution of the theme of freedom in education. Freedom is a factor that connects and deepens these two topics. The topic of discipline is, of course, much lighter than the topic of authority. However, this view is correct only with a narrow understanding of the term. discipline . If the topic of discipline is extended to the question of coercion in education in general, then the topic, of course, deepens considerably.

Discipline is essentially organized coercion. Organized in the sense that not all coercion (for example, random) is discipline. Discipline, being organized by coercion, is at the same time an organizing principle, a principle that organizes a predetermined order. Of course, any discipline in itself is not an end, but there is only a means to achieve a certain goal.

SCHOOL DISCIPLINE

As for the school discipline, which serves to solve the internal problems of the school. At school, however, there is external and internal coercion; the presence of external coercion of children in school gives rise to the question of school discipline, since discipline has always been considered the basic rule of the internal structure of the school.

School discipline is a certain order of behavior of schoolchildren, due to the need for a successful organization of the educational process. Usually there is a distinction between external and internal discipline.

External discipline I call obedience, obedience and submission, which are based on external positive and negative sanctions - encouragement and punishment.

Internal discipline is the ability of a student to inhibit unwanted impulses, to independently control his behavior. It is based on the assimilation of rules and norms, which acts as an internal need.

The main condition that ensures the disciplinary behavior of schoolchildren in the classroom is a carefully designed lesson. When the lesson is well built, all its moments are clearly planned, if all the children are busy with their work, they will not violate discipline. The child regulates his behavior unconsciously: he is attracted to a situation of interest. Therefore, as soon as the lesson becomes uninteresting, disciplined behavior disappears.

But not every lesson can be made interesting by a teacher, and the secrets of pedagogical skill are not learned immediately. Discipline is needed at every lesson, from the very first day the child is in school. Is there a way out?

An important factor influencing the disciplined behavior of schoolchildren in the classroom is the type of relationship between the teacher and the children.

The main criterion of the type is the position that the teacher takes in relation to the class, organizing and regulating the disciplined behavior of students in the classroom.

In a democratic style, the teacher organizes joint activities with the children to manage their behavior, he is “inside the class”

With a liberal-permissive style of relationship, the teacher does not control the behavior of children, is away from them. Does not set goals for children.

The position of the teacher is expressed, first of all, in what methods of behavior control the teacher uses. In my practice I use 3 methods: persuasion, demand, suggestion.

The method of persuasion brings the norms and rules of behavior to the consciousness of schoolchildren. The child must feel and realize the value and significance of discipline for himself and others.

-Look, when you are not distracted and the letters turn out beautiful, and when you turn around and the letters jump.

-If anyone wants to ask something, please raise your hand. You can not shout from a place and interfere with comrades. They are busy with work, they think.

The requirement to comply with the rules of conduct in the classroom is usually expressed in categorical forms:

orders: “Everyone sat down!”, “Hands on the desks!”;

prohibitions: “Do not leaf through textbooks”, “Do not dangle your legs”;

orders: “Touched the backs of the desks”, “We work in silence!” "Absolute silence in the classroom."

A benevolent suggestion can accept confidential instruction “Sasha, you are talking and disturbing us”, “Seryozha, I am afraid that because of you we will not be able to solve the problem”, “Kolya, you will spin, you will not understand anything”.

I like teachers who use a mixed authoritarian-democratic leadership style to instill discipline. With this style, everything is subordinated to work, the teacher convinces students that discipline is the key to successful study. Disciplined behavior of children is stable. The skill of self-regulation of behavior and the skill of subordination to the teacher are developing.

Education of conscious discipline, a sense of duty and responsibility. Life requires high discipline and performance clarity from a person - hell, our character is represented too weakly. In their formation, a significant role belongs to the educational process of the school, in particular school discipline. School discipline - observance by students of the rules of conduct at school and beyond, a clear and organized performance of their duties, submission to public duty. Indicators of a high level of discipline are students' understanding of the need to comply with it at school, public places, in personal behavior; willingness and need to comply with generally accepted norms and rules of labor discipline, training, free time; self-control in behavior; the fight against violators of discipline in the school and beyond. Conscious discipline is manifested in the conscious strict, steady implementation of social principles and norms of behavior and is based on the formation of such traits in students as discipline and a sense of duty and responsibility. Discipline is based on the desire and ability of the individual to manage his behavior in accordance with social norms and the requirements of the rules of conduct. Duty is a system of social and moral requirements realized by the individual, dictated by social needs and specific goals and objectives of a certain historical stage of development. Responsibility is a quality of a person, characterized by the desire and ability to evaluate one's behavior in terms of its expediency or damage to society, to measure one's actions with the requirements, norms, laws prevailing in society, to be guided by the interests of social progress. School discipline is a condition for the normal teaching and upbringing activities of the school. It is quite obvious that in the absence of discipline it is impossible to carry out at the proper level either a lesson, or an educational event, or any other business. It is also a means of educating students. Discipline helps to increase the educational efficiency of students' activities, allows you to limit, slow down the reckless actions and deeds of individual students. An important role in instilling a sense of duty and responsibility is played by the work of teachers regarding the assimilation by students of the rules of behavior at school. It is necessary to accustom them to the implementation of these rules, to form in them the need for their constant observance, to remind them of their content and requirements. It is inappropriate to divide the rules of conduct into basic and secondary, when one is responsible for the violation of some teachings, while the non-observance of others remains unnoticed. Appropriate work should also be carried out with the parents of students. After all, the rules cover the main duties of schoolchildren, the conscientious fulfillment of which testifies to their general upbringing. In order to help the school to develop in students the qualities provided for by these rules, parents must know them, master elementary pedagogical techniques for the formation of these qualities. The upbringing of the habit of observing the rules of behavior, discipline begins from the first days of the student's stay at school.

The primary school teacher must clearly know what methods to achieve it, remembering that even the youngest first-grader is already a citizen, endowed with certain rights and duties. Unfortunately, elementary school teachers very often see only a child in him. Some of them influence schoolchildren only by severity, they strive to achieve obedience, breaking the will of the child. In this case, the students are brought up thoughtless obedience or daring defiance. In the middle and senior grades, individual teachers often suppress the interests of schoolchildren by excessive severity, straightforwardness of judgment, and give rise to an unwillingness to go to school. Vigilant control, constant restrictions lead to opposite results, comments cause irritation, rudeness, disobedience. The exactingness and severity of the teacher should be benevolent. He must understand that a student can make mistakes not only in the lesson when he answers questions, but also make mistakes in behavior due to a lack of life experience. A stern and kind teacher knows how to forgive such mistakes and teaches minors how to behave in a difficult life situation. A. Makarenko assigned a large role in disciplining students to the school regime, believing that it fulfills its educational role only when it is expedient, precise, general and specific. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the scheduled events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school team. With regard to the teaching staff, this feature is manifested in the unity of requirements that teachers impose on pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in accustoming students to proper behavior at school and beyond belongs to a clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures to those who are systematically late or do not appear for classes without good reason. Some schools keep special journals of student behavior, in which the director or his deputy for educational work regularly records all cases of gross violations of order by students at school, on the street, in public places, as well as educational influences applied to them, and the results of these influences. This helps teachers timely analyze the state of discipline in the student team, plan and take measures to improve it, study the living conditions of students in more detail and more fully, get to know their families better, delve deeper into the inner world of individual students and thus identify the shortcomings of the educational work of the school and improve her. Such a behavior log makes it possible to specify individual educational work with students prone to violations of moral and legal norms, and contributes to their prevention. In some schools, instead of a behavior register, a special file is kept for delinquent students. The attempts of individual teachers and parents to hide cases of violation of discipline, so as not to compromise the class, impede the education of discipline in students. By not reacting to such actions, they instill in minors a sense of irresponsibility. If at a certain stage of upbringing a student begins to be reproached for bad behavior, he cannot understand why his last act is worse than the previous ones, which no one remembered, that his sense of responsibility has become dull, impudence has developed. Given this, each case of violation of the rules of conduct should be analyzed in detail and given an appropriate assessment.

Diary plays an important role in disciplining students. The teacher should require them to keep a diary accurately. Assessing the behavior of a student for a week, one should also take into account his appearance and participation in cleaning the class, duty in the dining room, attitude towards comrades and adults. Systematic control over the behavior of students in and out of school accustoms them to daily discipline. Such control is especially needed for children who have formed negative habits. It creates conditions for the development of positive habits in them, blocks the emergence and consolidation of negative ones. However, this does not mean that it is necessary to control the students all the time, they accidentally violated the rules of conduct. When they are “educated” in many instances, often reminded of the slightest misconduct, this does not contribute to their compliance with the rules of conduct, but encourages them to think that they are “Incorrigible”. Control must be tactful so that the student feels respect for himself as a person. External control to a certain extent is a coercion to positive behavior. Together, internal control operates when certain norms of behavior are learned to such an extent that they become internal beliefs of a person, and she fulfills them, often without even thinking about why she does this and not otherwise. If the fulfillment of the requirements of the school regime can be evaded, control by teachers or a team of students can be avoided, then it is difficult to hide from one's own conscience. Therefore, in education, one should achieve a reasonable combination of external and internal control over the behavior of pupils, teach them to "Do the right thing when no one hears, sees, and no one recognizes."

In education in general and in strengthening discipline in particular, the establishment of the correct tone and style in the activities of the student team is of particular importance. If a cheerful tone prevails, based on conscious discipline, unity and friendship, self-esteem of each member of the team, it is easier to solve the issues of educating students. Effective is the prevention of conflict relations and the prevention of negative actions. Violations of discipline and the requirements of the school regime are more likely to occur where the activities of students are not sufficiently organized. If the pet has nothing to do in the lesson or in the workshop, if his leisure time is not organized, then there is a desire to fill his free time with something, to organize it in his own way, which is not always reasonable. The inability of some teachers to work with pedagogically neglected children, mistakes and mistakes in working with them, caused by the fact that teachers do not reveal the motives of their negative behavior, knowledge of which makes it possible to effectively build educational work with them, also leads to violations of the school regime by individual students. So, if a pet is mistreated for lack of perspective, for indifference to his future, then all the work of the teacher is directed to the formation of his faith in this future, in the ability to achieve it on his own. The school loses a lot in the education of conscious discipline because it does not always adhere to strict regulation of the life and activities of students. A. Makarenko wrote on this occasion that it was “from the very first day the school should put firm, undeniable demands of society on the student, arm the child with norms of behavior so that she knows what is possible and what is possible, what is commendable and what will not be praised for.” This regulation is determined by the rights and obligations of schoolchildren, provided for by the Law of Ukraine "On Education". Students have all the conditions for studying and working at school, so each of them must conscientiously and consciously fulfill their duties. Students' respect for the law lies in the conscious observance of the rules of conduct, discipline, the fight against violations of the requirements of the school regime, assistance to the teaching staff in organizing the educational process. In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

behavior education student lesson

Children and the problem of school discipline

To understand the specifics of discipline in the system of morality, it must be borne in mind that the same rule of conduct in one case acts as a requirement of discipline, in another - as a common moral norm. If, for example, a student is late for class, this is a violation of discipline, but if he is late for a meeting with a friend, this qualifies as a deviation from moral rules, as a manifestation of disrespect or lack of accuracy.

The fact that discipline as an ethical category is associated primarily with the implementation of mandatory norms and rules of conduct dictated by the official duties of the individual is also evidenced by the features that it has in various social spheres. There is, for example, military discipline, labor discipline, and so on. Naturally, there is also school discipline. It includes a whole system of mandatory rules and requirements for the behavior and activities of students. These rules are developed by the students themselves and are called "Rules of Conduct at School". In addition, the rules are part of the internal labor regulations. They are also included in the School Charter.

In this sense, the essence of the conscious discipline of students consists in their knowledge of the rules of conduct and the order established in the school, their understanding of their necessity and the entrenched, stable habit of observing them. If these rules are fixed in the behavior of students, they turn into a personal quality, which is commonly called discipline.

Discipline is the most important moral quality. It is necessary for every person. Whatever schoolchildren become in the future, wherever their life path leads, everywhere they will have to meet the requirements of discipline. It is needed in an educational institution and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

School discipline is hard discipline. It requires the mandatory implementation of the orders of the elders, the requirements of the bodies of the children's team. It is characterized by recognition by children of the authority of teachers and parents, a clear organization of individual and collective work of schoolchildren.

Violation of discipline at school complicates studies and hinders the preparation of schoolchildren to observe the rules of socialist community life. Undisciplined students often violate labor discipline even after graduation, take the path of hooliganism, offenses that are harmful to society. Therefore, during the school years, a lot of educational work is carried out, aimed at preventing violations of discipline and order.

There is no legal norm in domestic legislation regarding the discipline of a student's labor yet. When considering the problems of observance by students of discipline, they are based on local acts of the educational institution.

The responsibility of students for discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, fraud, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students.

It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter just qualify as offenses and are the subject of legal regulation. In accordance with the legislation on education, the legal responsibility of students occurs in the event of illegal actions, gross and repeated violations of the Charter of the institution.

Actions that give rise to disciplinary responsibility of students, as well as types of disciplinary sanctions, should be included in the charter of the institution.

Note that a number of disciplinary actions are manifested in the indiscipline of students. There are two types of indiscipline: malicious (not situational and has a stereotypical character) and non-malicious (manifested in mischief, pranks). Indiscipline can be presented in such forms as rudeness, insolence, intemperance.

Federal legislation provides for only one penalty for a student's disciplinary offense: expulsion from an educational institution for committing unlawful acts. For offenders in this situation, the following expulsion procedure applies: if the student has reached the age of 14, then expulsion for committing a disciplinary offense is carried out with the consent of the education authority to which this educational institution is subordinate. If the student has not reached the age of 14, then expulsion is possible only with the consent of his parents. The level of conscious discipline and general upbringing of the individual is reflected in the concept of a culture of behavior. As a specific term, this concept denotes a high degree of refinement, polished actions and deeds of a person, the perfection of his activity in various spheres of life. The content of school discipline and the culture of student behavior includes the following rules: do not be late and do not miss classes; conscientiously carry out training tasks and diligently acquire knowledge; take care of textbooks, notebooks and teaching aids; observe order and silence in the classroom; do not allow hints and cheating; protect school property and personal belongings; show courtesy in dealing with teachers, adults and comrades; take part in socially useful work, work and various extracurricular activities; avoid rudeness and offensive words; be demanding of your appearance; uphold the honor of one's class and school, etc.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the primary grades, a large place is occupied by the practical accustoming of schoolchildren to disciplined behavior. Especially a lot of effort and energy have to be spent on accustoming students to disciplined behavior at the beginning of the year. During the summer holidays, some students lose the skills of organized behavior. To restore them, you need time in the lesson, during changes.

Ample opportunities for accustoming schoolchildren to disciplined behavior are provided by their joint socially useful activities, work for the common good. In such work, schoolchildren acquire and consolidate the skills of organized behavior, learn to accurately follow the orders of teachers and bodies of the student body, and learn to mutual responsibility and diligence. Therefore, the correct organization of the various activities of students is a necessary condition for educating them in the spirit of conscious discipline. The teacher usually monitors how individual students behave in the process of work, gives advice, shows how to act in this or that case. Gradually, the class asset is involved in monitoring the behavior of students. This allows students to overcome disobedience and accustom them to disciplined behavior. But modern education denies the physical labor of students. And some parents protect their children from work in such a way, forgetting that it was work that turned the monkey into a man.

The design of the class, school, school site also helps to foster discipline. External order disciplines students. It is necessary from the first days of schooling to teach children to order and cleanliness in the classroom, to careful handling of school property. Students' duties play an important role in solving these problems. The attendants monitor the order and cleanliness in the classroom, ensure that the classroom is ventilated during the break, so that all leftovers from food and papers are thrown into a special box. The attendants also monitor whether the children treat school property with care, whether they damage desks, walls and school equipment, whether they take care of their belongings, whether their books are clean. So duty becomes an important means of accustoming to the observance of discipline and order in the school. It was. What now. Children are not allowed to sweep, dust, work. What helpers do we want to grow. What discipline of labor can we talk about.

We must not forget that compliance with the norms and rules of discipline and culture, behavior ensures success in all spheres of human activity. If he clearly complies with the norms, rules and requirements necessary for the implementation of the duties assigned to him, if he shows punctuality, accuracy and conscientious attitude to work, this creates the prerequisites for achieving high results in this activity and improving its quality, which is certainly important both for society and for the individual himself. At the same time, discipline and a culture of behavior have great educational potential. The same should be said about the school uniform. They make a person fit, restrained, contribute to the formation of the ability to subordinate their actions and deeds to the achievement of goals, encourage self-control and self-education and overcome existing shortcomings. All this makes the education of conscious discipline a very essential task of the moral formation of the personality.

From a conversation between the class teacher and the mother of one student:

"What are you, he couldn't. My son is a very calm boy. He never is rude to adults." Do parents know what their beloved children are capable of, deprived of parental control? Why are the actions of children at school so unexpected for fathers and mothers "Confusion, amazement and distrust of the words of teachers are sometimes combined with aggressiveness and a desire to defend the "innocently accused". Remarks in the diary, calls to school ... The most common reason is violations of school discipline by children. How are things with discipline in general in our school?

As the study of this issue showed, the following forms of violation of school discipline were mainly identified.

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone; Also mentioned:

absenteeism;

damage to school property and equipment;

The latter kind of infringement seems to be petty fun compared to such forms as verbal abuse of a teacher; ignoring his questions; "throwing" various objects (papers, buttons). These facts produce an extremely unfavorable impression. It is noteworthy that the range of violations of discipline by schoolchildren is quite wide. It should be noted that the most difficult situation is observed in the classrooms where adolescent children study ("they have a sharp change in mood and behavior"). An analysis of the responses showed that older teachers work very hard at school. The practice of “strength testing” of new teachers is widespread. The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the theme of crime. This is what often happens behind closed doors of the school. How is it that polite and calm children at home do such things?

Undoubtedly, in many cases there is a herd effect. Especially in adolescence, there is a strong desire to become "one's own" in a certain group, to gain the recognition of classmates, which often pushes children to the most extravagant disciplinary violations. Not everyone can resist the pressure of a group that has adopted certain norms of behavior.

Ways to solve the problem of discipline

I believe that discipline is not a means of education, but the result of education. To think that discipline can be achieved with the help of some special methods aimed at creating discipline is a mistake. Discipline is the product of the total educational impact, including here the educational process, and the process of character organization, and the process of collision, conflict, and conflict resolution in the team, in the process of friendship, and trust. To expect that discipline can be created with only one sermon, with one explanation, is to count on an extremely weak result.

It is precisely in the field of reasoning that I have had to deal with very stubborn opponents of discipline among the pupils, and if you prove to them the need for discipline verbally, you can meet the same vivid words and objections. Thus, the cultivation of discipline by means of reasoning and persuasion can only turn into endless disputes. How can this conscious discipline be achieved? There is no moral theory in our school, there is no such subject. And the task for the next year will be to develop and search for such a program.

The primary conditions for a good D. of students are a healthy lifestyle in the family and at school. The correct daily routine, normal conditions for study, nutrition and rest, the absence of conflicts with parents and teachers create the necessary basis for a healthy mood, a balanced mental state of students, and therefore even behavior. The starting point for the formation of D. is the conviction of the pupils in its necessity and for ensuring the success of common work, for the physical and moral security of everyone. The behavioral attitudes of students should be based on the norms of universal morality based on respect for another person. It is from these principles that feelings of dignity, conscience, honor and duty grow, such strong-willed qualities as self-control, restraint, organization.

Explaining the rules of conduct as the best way to achieve common goals, using vivid examples from fiction, ethical conversations and debates, discussing with students the consequences of certain incidents in the life of the class, acting out and analyzing situations that represent an opportunity for moral choice - all this helps pupils to master socially approved norms of behavior, to be convinced of their reasonableness, justice and necessity. An important means of forming D. is the moral and legal assessment of actions (by a teacher, parents, group of peers), which also stimulates self-esteem. The validity of an assessment depends on the credibility of its source. The teacher, educator work on the formation of habits and behavioral skills, relying on the student's family and the student team.

An indispensable condition for the emergence of individual and social self-discipline is the joint collective development of a code of rules, the laws of the life of the class, school and the conclusion of a kind of society, an agreement between students and teachers for their implementation. "Discipline cannot be prescribed, it can only be worked out by the entire school society, i.e. the teacher and students; otherwise it will be incomprehensible to students, quite inexpensive for them and morally optional." The routine and norms of life of an educational institution are established not only by the state, but also by public organizations: school councils, etc., bodies of student self-government. They take upon themselves the development of rules for students and the organization of the life of the school in accordance with them. Collective introspection of the life of the team, the actions of its members, the development of societies, opinions about events that destroy the contractual order, help to consolidate the positive experience of relations, to understand the causes of disciplinary violations.

What exactly is school discipline? First of all, it requires students to carefully attend classes, conscientiously do homework, keep order in the lessons and during breaks, and clearly fulfill all educational assignments. School discipline also provides for conscientious fulfillment by the student of the requirements and instructions of teachers, school administration and student organizations. It obliges everyone to strictly observe the rules concerning his attitude towards other people, as well as expressing requirements for himself.

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Speech at the pedagogical council of the school 01.11.2017

School discipline - territory of freedom or coercion

Let me name the topic. So discipline is from lat. discipline

Endurance, severity
Discipline - these are the rules of behavior of the individual, corresponding to the norms accepted in society or the requirements of the internal regulations

This concept is perceived by the school community purely at the everyday level, as a given, as body temperature, which is nothing to think about if it is normal. I don’t want to purposefully work with this value once again ... So far, nothing has happened. If it happens, we begin to strengthen school discipline.

Let's start with the fact that for most people the word "discipline" is associated with prohibitions and punishments and therefore causes negative emotions. I believe that discipline should be seen as the common impartial and uncompromising defender of all the inhabitants of the school. School discipline is a pedagogical value, and if we, teachers, do not form the correct attitude towards school discipline in a student, then there is a danger that a law-abiding person will not grow up in society, which means that a law-based state will not appear.

The territory is not only a school building and a school yard, it is also its inhabitants: students, teachers, school director, technical staff, parents.

And even today, any teacher and parent will agree that this concept is very important for the characteristics of the school. This is really the body temperature of the school, it signals about her health or illness. The statement that there is no discipline in this school or in this class sounds like a sentence: this is a bad school, a bad class, a child should not be sent there. An undisciplined student is the trouble of the whole school, an undisciplined worker is not needed by the employer

An obedient student is the pride of the school!

The foundation on which the school way of life rests, the core that determines the position of the child in the system of school relations, are student behavior rules. This is the core of school legislation, this is the first meeting of a person with debt. You say - the charter of the school? The charter of the school for the student is the same as the Constitution for us - the townsfolk. Before her, as before God - far away. And the Rules of Conduct are nearby, close, in the mouths of teachers, on the stand, they are reproached, shamed, punished, etc.

In fact, any laws of a person, first of all, protect, as rules are recognized to protect a schoolchild. The following principle works in the school of A.N. Tubelsky: "everyone has the right to do everything, as long as it does not violate the rights of others."

The creation of rules for students, and even more so of holistic school legislation, should not be a single agenda of the school parliament, conference or teachers' council. This is a whole separate area of ​​pedagogical work at school.

At primary school age, this is the development of a code of elementary foundations of ethics of behavior - respect for the teacher, respect for elders, care for girls ... This age is the most suitable for laying the foundations of human culture. Psychologists say that if you miss this time, you can be late forever.

I start working with the rules of conduct from the first parent meeting. Thanks to the authors of the textbook "The World Around" They placed the rules for students on the flyleaf. This makes it possible to repeat the rules of behavior at school and at home. I often show videos.

But not only strokes and infarctions and other diseases have become younger, the number of students with deviant behavior, maladjusted, has increased. This year, the school psychologist conducted a survey on the readiness of first-graders for school, a risk group was identified, with which systematic work is being carried out. In the old days in elementary school, we managed the discipline ourselves, now we also need the help of a social pedagogue

Breach of discipline

1st place in distribution among all forms of violations of discipline was taken by the conversations of schoolchildren in the classroom;

2nd place - being late for lessons;

3rd place - games with the phone;

absenteeism;

Running up the stairs and along the corridor of the school;

Damage to school property and equipment.

The reasons for violations of school discipline also included the negative impact of television programs, the preaching of violence, and the theme of crime. I would also add that this is the introduction of a single educational space: a school for everyone.

Compliance with the norms and rules of disciplined behavior should become a habit of students, become their inner need. Therefore, already in the primary grades, a large place is occupied by the practical accustoming of schoolchildren to disciplined behavior. Especially a lot of effort and energy have to be spent on accustoming students to disciplined behavior at the beginning of the year.During the summer holidays, some students lose the skills of organized behavior. To restore them, you need time in the classroom, during breaks.

Appropriate work should also be carried out with the parents of students. After all, the rules cover the main duties of schoolchildren, the conscientious fulfillment of which testifies to their general upbringing. In order to help the school to develop in students the qualities provided for by these rules, parents must know them, master elementary pedagogical techniques for the formation of these qualities. The upbringing of the habit of observing the rules of behavior, discipline begins from the first days of the student's stay at school.But judging by the “My Family” test, parents and children do not hear each other well. Children draw themselves and their parents without ears.

A.S. Makarenko said that discipline adorns the team, that children should be proud of discipline. He owns a wonderful formula that removed the contradiction between discipline - freedom and discipline - prohibition:as much as possible requirements for a person and as much respect for him as possible!

A. Makarenko assigned a large role in disciplining studentsschool regime, believing that he fulfills his educational role only when it is expedient, precise, general and specific. The expediency of the regime lies in the fact that all elements of the life of students at school and at home are thought out and pedagogically justified. The accuracy of the regime is manifested in the fact that it does not allow any deviations in time and place of the scheduled events. Accuracy, first of all, should be inherent in teachers, then it is passed on to children. The universality of the regime is its obligation for all members of the school team. With regard to the teaching staff, this feature is manifested in the unity of requirements that teachers impose on pupils. Each pupil must clearly understand how he should act, performing certain duties. Such a regime contributes to the development of students' ability to manage themselves, useful skills and habits, positive moral and legal qualities. An important place in accustoming students to proper behavior at school and beyond belongs to a clear control over their behavior, which includes taking into account their attendance at lessons, taking appropriate measures for those who are systematically late.

In a word, the student must deeply realize that the behavior and attitude to learning is not only his personal business, that his duty as a citizen is to study conscientiously, behave in an exemplary manner and keep others from unworthy acts.

The main condition that ensures the disciplinary behavior of the student in the classroom iscarefully crafted lesson . When the lesson is well built, clearly planned, if all the children are busy with their work, they will not violate discipline.

An important factor influencing the disciplined behavior of schoolchildren in the classroom isrelationship typebetween teacher and children.

Three types of relations are usually distinguished: authoritarian, democratic, and liberal-permissive. Children should be treated kindly: "Sit down like Olya, as Sasha answered well, she did not forget to stand up when answering" ....

So what is school discipline?territory of freedom or coercion? I think this is the area where comfortable to all its inhabitants! And for this, each of its members must comply with the rules and norms of behavior

If you can't be the broad road

be a narrow path.

If you can't be the sun

be a star in the sky.

Just find your business and try to become

the very best.

Douglas Malloch

What, the teacher is the enemy of children? Power-hungry? Tyrant by nature?
Of course not. It's just that the very idea of ​​freedom in ordinary pedagogical consciousness contradicts the main condition of normal school life - discipline.
School in our minds is first of all order. And freedom, it seems to us, freedom is contrary to discipline. Freedom, after all, consists, we believe, in the absence of discipline, otherwise what kind of freedom is it.
We think: either freedom or discipline. And we choose, of course, discipline, because without it it is impossible. We can live without freedom, but not without discipline in the classroom.
There is no room for freedom in such a choice. But is this really so? Is there a choice, is there a contradiction between freedom and discipline? Is freedom the opposite of discipline?

What is discipline?

Every teacher knows from experience what discipline is and how difficult it is in a class that does not listen, does not hear the teacher.
Discipline in the common sense is obedience, submission to school rules. The student must obey the teacher.
But for what? So that the teacher can teach, so that the class and each of the students individually work - learn and move forward.
This means that the ultimate meaning of discipline is not in obedience, but in work, in the efficiency of the class and the student.
Discipline is not obedience, but focus on work.
A disciplined class is not the one where everyone sits and looks into the mouth of the teacher, afraid to move, but the one that works in the classroom. All work. They work with a certain amount of effort and therefore productively.
The discipline of a class is measured by the productivity of its work. And nothing else.
And here the main thing begins. Let us think about it, and we will see that the work, efficiency, and productivity of the school class are achieved not only in one, but in two ways, between which we have to choose.
In reality, the teacher chooses not between discipline and freedom, but between one or the other way to achieve discipline.
Please dwell on this thought. If we understand and accept it, then we will see that there is no contradiction at all between freedom and discipline, and that the whole question is transferred to a new plane: in what ways is discipline obtained.
One way to achieve discipline is through the use of repressive means: a reprimand, a teacher's stern voice, a shout, a threat, a bad mark, punishment and its highest measure - an exception. This repressive, aggressive method most often generates retaliatory student aggression. Sometimes it can be suppressed, sometimes not - then this student is considered as undisciplined, with all the ensuing consequences, up to the colony.
Such a method, such a school, is usually called authoritarian, but this is not entirely correct, because the authority of a teacher is necessary in any school; a teacher without authority, a teacher whom children do not consider, is not a teacher. The essence of such a school is not that it is authoritarian, but in the ways in which the authority of the teacher is obtained - repressive or otherwise.

Why does a repressive school turn into an elitist one?

The repressive teacher dominates the bodies: "Sit still!" His pride: "You won't spoil me!" He fetters the student with invisible chains and handcuffs, plugs his mouth with a gag invisible from the outside - and in this form he teaches him, chained and immobilized. Such a teacher does not even notice that he thereby fetters the thought that he himself is trying to awaken. Then he is surprised at the futility of his efforts and gets angry at the students: “Brainless! Why am I being punished like this?"
To be a repressive teacher, you don't need to be kind, you don't need to love children, and you don't need truth in speech or fairness in relationships in the classroom. It is enough to have character and stick to one's line consistently so that each student knows that he will not escape reprimand or punishment if he moves.
A repressive school looks like a good school. Since there are quite a lot of talented children who are able to break through the drill and maintain inner dignity, inner freedom, such a school can almost always boast of outstanding students, which greatly strengthens its position.
But this applies only to children who by nature have the privilege of talent. A repressive school is a highly elitist school, it is able to teach only selected, talented children, although it slows down their development. It destroys pupils of average ability and low ability, wean them from freedom and independence, accustom them only to external discipline. Outside the school, deprived of supervision, they sometimes turn into dissolute people - and this is the terrible harm of a repressive school for society.
Discipline obtained by repressive methods leads to the habit of disobeying the laws, creates weak characters - people with low or, conversely, unjustifiably high self-esteem. It requires ever-tougher methods and throws out more and more teenagers from school. It is in this purely external school discipline and in the adolescent's struggle with it that future criminals are formed.

Why is the old school productive?

However, there is a secret in something: why does a repressive school cling so stubbornly to life, why are there hundreds of times more such schools than free ones?
The secret that explains why the position of the repressive school is so strong is that in some cases it is productive.
In a repressive school, a student is forced to study and behave well in class. With a talented student, submission to discipline sometimes (but not always, this is a matter of chance and nature) turns into self-discipline, into the habit of working hard and hard. He gets used to this compulsion, accepts it as given, and eventually ceases to be burdened by it: they say, such is life, and he does not know, has not seen, cannot imagine another. This is how everyone learns, this is how his parents learned.
Yes, and the average student - if he obeys the rules, he manages to avoid repressions (this is the meaning of the existence of many schoolchildren - to avoid possible repressions), he really receives knowledge, and with them reaches a certain level of development. Indeed, in fact, there is no “knowledge or development” dilemma; The question posed by L. Vygotsky looks like this: does development follow knowledge or does knowledge follow development? In a repressive school, knowledge comes before development, so students have to cram a lot. However, in the end, they also develop, if only because the very acquisition of knowledge, especially in high school, requires not only memory, but also a rather sophisticated mind, especially in the lessons of mathematics, physics, and chemistry.
It is this method of teaching that is traditionally considered reliable, its history goes back centuries! Therefore, the so-called strict schools with strict academic discipline are often considered the best, their graduates almost always go to universities, because those who are not able to obey or have little ability to learn are eliminated in the lower grades. Parents, especially intelligent or rich ones, usually prefer just such a school, because some of them do not need anything other than a trip to the institute. Few parents strive to raise their child free and therefore look for a free school.
However, this is a trap for parents, for school and society.
Is independence possible without freedom?
Being suspicious of freedom, everyone, meanwhile, dreams that their children will grow up independent, not hang around the neck of the family, but, on the contrary, they themselves could, when they grow up, create and support a family. After all, the transformation of children into parents is the biological meaning of education. The only contradiction is that children are brought up obedient, and something opposite is required from future parents - independence. But is it always possible to bring up independent from obedient? Such a transformation amounts to a miracle, and miracles are always rare.
The way out of this contradiction can be found if we notice that freedom and independence are almost the same thing. There is no freedom without independence and independence without freedom. By depriving a child of freedom, by sending him to a repressive school, parents undermine his future independence. They can refer to the experience of closed privileged lyceums in Western countries. But after all, they are mainly high-class government officials, people who, by the nature of their service, are contraindicated for independence, who will move through life through family ties and formal education.
...But what to do? the teacher thinks. If you don’t stop pranksters, and even hooligans, if you don’t force lazy people, if you don’t call your parents, if you don’t write in your diary: “I was spinning in a geography lesson,” if you don’t threaten: “You will stay for the second year,” then how to establish discipline in class? There is no other way. Go try it, take my place. We have seen these kind or weak-willed teachers - the class sits on their necks, the students cannot be shouted down. Whatever they want, they do with the teacher.
However, there is another way to discipline.

How is discipline born in a free school?

As a matter of fact, because of him, there is a hidden dispute between the traditional and the new school, between the aggressively repressive school and the free school, and this dispute has been going on for a hundred years, if not more, it has only escalated today, has become more relevant.
The second way is to involve students in the work; a system of motivations that makes each work necessary for students; creative nature of the work.
Involvement! Cooperation! The teacher was and remains an authoritative and even authoritarian person, he can dispose and command, he really manages the class and its work - but he leads by involving children in work, and not suppressing disobedience.
The strength of a repressive teacher is in character, voice, evil look, power.
The strength of a free teacher is in skill, in the ability to involve everyone, in the ability to organize work in such a way that everyone has a job according to his abilities.
A free teacher rules not over the child, but over the deed. He does not rule over the child - neither over his mind, nor over his soul, nor over his body. The mind, soul and body of the child remain free in the most intense lesson.
The teacher does not rule, but communicates. This is what is usually called cooperation with children: the class and the teacher in common work. Such a school is called free not at all because children do what they want and take power over the teacher, but because children do not know suppression, coercion, violence against themselves, they really feel free and grow up as free people. The class is functional, that is, disciplined without disciplinary techniques, without repression, without teacher aggression.
At the same time, the work itself, the very communication with the teacher, the very atmosphere in the classroom awaken and sharpen the child's conscience. Conscientious - and therefore free. Free - and therefore conscientious.
Thus, the practical answer to the question of how to raise a free person lies not in opposing freedom to discipline, but in the ability to organize a lesson in which all children are involved in the work so that disciplining, repressive methods become unnecessary. This means that in our traditional lessons, built according to the well-known scheme “I came, asked the lesson, fixed it, gave homework, left”, the upbringing of free children is unlikely and free children grow up only as an exception - if they have naturally strong characters that do not manages to break even the teacher.
The freedom of a student begins with a lesson.

Why does authority not contradict freedom?

The traditional lesson in a repressive school is built everywhere according to the same scheme, so teachers of such a school can easily replace one another, and children can attend any school - they will find the same thing everywhere, the same rules and procedures. The traditional scheme has been simplified to the last limit so that any teacher could teach, regardless of his human qualities, if only he knew the subject at least approximately.
Not so with lessons in a free school. Coercion is always the same, it differs only in the degree of ferocity. And freedom is infinitely varied. There is only one traditional school - there can be countless alternatives.
The most common version of alternative, non-traditional, non-repressive education is not special schools with lessons that are completely different from the usual ones, but the lessons of great masters in ordinary schools. They fit perfectly into the usual schedule, and not everyone notices that these are lessons of a completely different type. The secret of great masters is that they have almost indisputable personal authority - this is the authority of the mind, soul, outlook on the world, kindness, in a word - personality. Children fall under the charm of personality so much that the main thing happens - coercion becomes unnecessary. Usually such a teacher leads the lessons clearly, energetically, excitingly - and the children give themselves to the teacher without losing their personal freedom.
As a rule, even such a teacher cannot teach everyone, but even weak students do not feel humiliated in his lessons.
In such lessons, it turns out that it is not at all necessary to resort to sophisticated methods and involve children in the work in an artificial way. Children just sit and listen, and the teacher says - but how!
That's the whole point. Some speeches lull or suppress thought, others make the mind work.
A teacher of this rank sometimes even looks tough, especially in the upper grades; you won’t bargain with him because of the mark, you won’t be late for a lesson: he will incinerate with a look or joke so that you don’t want to be late anymore.
And yet - here's the mystery! - students really feel free, moreover, they accept such a teacher as a model of a free person, as an example to follow. There is the strictest discipline in the classroom, such as happens, for example, in a small scientific laboratory at the time when they are on the way to a big discovery: everyone is captured by the prospects.
This is the freedom of an authoritative teacher who does not have to resort to coercion precisely because of his authority, his visible and universally recognized personal superiority. After all, an internally free person is not at all one who does not recognize any authorities; free one who appreciates the free.
Usually such teachers are in the senior classes, most often they are mathematicians or physicists, less often they are writers. They do not even think about freedom, do not care about it, they possess it as if innately, they are simply not capable of oppressing, they free the child with their every word and deed.
And from the side everything is the same - he came, asked, told ... But what did he say? Ten times out of ten, such teachers tell the children something other than everything, something that you will not find in our very bad textbooks. They teach their own, open, understood, found, and this is what impresses the students. Usually such teachers are recorded, afraid to utter even a word, and there is complete silence in the classroom.
But they don't feel good in a non-free school. They are envied by colleagues, they are accused of deviating from the program, their independence is explained by arrogance, they seem too proud, and even quarrelsome - adults sometimes understand them worse than children, because children, in general, are closer to freedom than adults. Yes, and their students look like some kind of proud - who can stand it?

Why is love more important than authority in elementary grades?

In the elementary grades, too strong a teacher's authority can be dangerous, because young children obey him thoughtlessly. Here the basis of freedom is the teacher's love for children and the communication of children among themselves. Here, freedom in a traditional lesson is almost impossible. Therefore, it is in the lower grades that the search for alternative forms of education takes place; here, we repeat, the diversity is endless, because the goals of teaching in elementary school can also vary: some teachers are more concerned with the development of the mind (developmental education), others are more concerned with intuitions, others are concerned about the emotional sphere, fourths are about relationships, fifths claim to be comprehensive development. Do not just consider the chosen direction as the only correct one.
World practice tends to give a little student at least some opportunity to choose an occupation to his liking, and everyone is striving to destroy the rigid boundaries of the lesson and class: the class-lesson system is especially dangerous at a younger age, it forces everyone to step in step just at that age, when everyone has a different pace of development.
Freedom in the lower grades is self-disclosure, freedom in the middle grades is self-assertion, freedom in the older grades is self-determination. Accordingly, discipline is achieved in different ways, and its goals change.
So, freedom does not contradict discipline, but strengthens it. Freedom does not destroy the school, but recreates it. The school can no longer live with repressive pedagogy, if only because such pedagogy in modern conditions leads to the loss of thousands and thousands of students. The turn towards freedom is very difficult, almost impossible today, but the future, undoubtedly, belongs to a free school - there is no doubt about it.

Description of the presentation on individual slides:

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Description of the slide:

Discipline (from lat. Disciplina) - restraint, severity - the rules of behavior of the individual, corresponding to the norms accepted in society or the requirements of the rules of the order. Strict and exact implementation of the rules adopted by a person for implementation.

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Academic discipline - the rules of conduct for a student in a general education institution, corresponding to the charter of the school and internal school regulations, generally binding on each participant in the educational process.

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Discipline is the most important moral quality. It is necessary for every person. Whatever schoolchildren become in the future, wherever their life path leads, everywhere they will have to meet the requirements of discipline. It is needed in an educational institution and in production, in any institution and in everyday life, at home. At school, as in all areas of life, organization, a clear order, precise and conscientious fulfillment of the requirements of teachers are necessary. School discipline should be conscious, based on an understanding of the meaning and significance of the requirements of educators and the bodies of the children's team. Students should not only comply with the requirements of the school themselves, but also help teachers and school leaders to deal with violators of discipline.

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The responsibility of students for discipline arises when they commit disciplinary offenses. These include: violation of the charter of an educational institution, hooliganism, fraud, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students. It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter just qualify as offenses and are the subject of legal regulation. In accordance with the legislation on education, the legal responsibility of students occurs in the event of illegal actions, gross and repeated violations of the Charter of the institution.

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The content of school discipline and the culture of student behavior includes the following rules: - do not be late and do not miss classes; - conscientiously carry out training tasks and diligently acquire knowledge; - take care of textbooks, notebooks and teaching aids; - keep order and silence in the classroom; - do not allow hints and cheating; - take care of school property and personal belongings; - show courtesy in relations with teachers, adults and comrades; - take part in socially useful work, work and various extracurricular activities; - avoid rudeness and offensive words; - to be exacting to the appearance; - uphold the honor of your class and school, etc.

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