STUDY OF “PUPIL – TEACHER” CONFLICT AT SCHOOL

The article is devoted to the issues of conflict interaction in the “pupil – teacher” system in an educational institution. The purpose of the article is to consider the voiced problem through the prism of a socio-pedagogical approach, taking into account not only the state of society, but also the educational potential of the family, as well as the structure of the class team and the personal age characteristics of schoolchildren. Special attention has been paid to the negative side of the conflict, which affects the weak psyche of the pupil, as well as the mental health of the teacher, which ultimately worsens the psychological comfort at school and interferes the educational process. It has been shown that in conflict situation teacher`s behavior in most cases relates to such types of response as “repressive measures” and “ignoring the conflict”. In conflict situations in the “pupil – teacher” system, teachers use external suppression, as well as apply sanctions. Conflicts in the “pupil – teacher” system from the point of view of age characteristics of schoolchildren have been considered. The article is intended for employees of educational organizations and those interested in conflict issues.

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Study on the nature of conflicts between parents and pedagogues in the educational institution

Педагогика и просвещение ◽

10.7256/2454-0676.2020.4.30961 ◽

2020 ◽

pp. 1-17

Author(s):

Oktyabrina Sergeevna Stepanova ◽

Alla Alekseevna Nikolaeva

Keyword(s):

Education System ◽

Educational Institution ◽

Educational Process ◽

Key Factors ◽

Pedagogical Approach ◽

Educational Organization ◽

Specific Nature ◽

Factors Influencing ◽

Conflict Situations ◽

High Propensity

This article examines the controversial problems of relations between parents and pedagogues, as well as specific nature of conflicts emerging between them in the educational organization. The author reveals the concept of “conflict” along with the key factors influencing the occurrence of conflicts between parents and pedagogues. Examination of causes and nature of such type of conflicts is carried out for finding optimal methods for settling the conflicts between parents and pedagogues. Humanization of pedagogical approach in education led to the establishment of ambiguous trend in the development of relations between parents and pedagogues. The relevance is defined by the fact that the education system in modern Russia has experienced and continues to experience serious transformations. The acquired results demonstrate correlation between the high propensity towards conflict  of the pedagogue and the nature of conflict with the parents of students. Personality of the pedagogue plays an important role within the system of pedagogue–parent relations. For determining the degree of influence of the revealed factors upon the nature of conflicts between parents and pedagogues, the author carried out a research that included several methodologies. Recommendations are made on improvement of communication competences of pedagogues, namely the ability to resolve conflict situations related to educational process, and particularly, with the parents of students.

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Warm-up as part of a training session

Vocational education and labour market ◽

10.52944/port.2021.46.3.007 ◽

2021 ◽

pp. 89-98

Author(s):

Е.И. Чучкалова ◽

О.Г. Маскина

Keyword(s):

Higher Education ◽

Training Session ◽

Practical Experience ◽

Structural Features ◽

Educational Process ◽

Point Of View ◽

Educational Organizations ◽

Business Training ◽

Warm Up ◽

Teachers And Students

Статья посвящена организации учебного процесса в высшей школе. Авторы, в частности, считают, что лекционные и практические занятия должны начинаться и заканчиваться разминкой, подразумевающей выполнение коротких упражнений. С помощью специально проведенного исследования в работе анализируются структурные особенности учебных разминок, уточняются их отличия от бизнес-разминок, применяемых в ходе тренингов, а также рассматривается с содержательной и организационной точек зрения специфика применения разминок в высшей школе. Выводы сделаны с учетом мнения преподавателей и студентов, уже имеющих опыт участия в разминках. Научная новизна публикации заключается в расширении представлений о возможностях, которые открываются при использовании разминок в учебном процессе. В статье проведена их классификация по различным критериям: виду активности, массовости, желаемому результату, формату проведения. Кроме того, автор обобщил собственный практический опыт использования инструментов бизнес-тренингов, накопленный в ходе подготовки бакалавров и магистрантов, привел примеры наиболее популярных упражнений в каждой группе матрицы разминок. Особое внимание уделено разминкам, сопровождающим вебинары, что продолжает оставаться чрезвычайно актуальным в свете современного перехода на смешанный формат обучения в профессиональном образовании. Статья предназначена для преподавателей и студентов высших и средних профессиональных образовательных организаций. The article focuses on the organization of the educational process in higher education. The author, in particular, believes that lectures and practical classes should begin and end with a warm-up, which implies doing short exercises. With the help of specially conducted research, the paper analyzes the structural features of training warm-ups, clarifies their differences from business warm-ups used during training, and also considers the specifics of using warm-ups in higher education from a substantive and organizational point of view. The conclusions are made considering the opinions of teachers and students who already have experience of doing warm-ups. The scientific novelty of the publication lies in bringing better understanding of the opportunities that open up with using warm-ups in the educational process. The article classifies them according to various criteria: the type of activity, mass character, the desired result, the format of the event. In addition, the author summarized his own practical experience of using business training tools during the preparation of bachelors and undergraduates gave examples of the most popular exercises in each group of the warm-up matrix. Special attention is paid to the warm-ups accompanying webinars, which continues to be extremely relevant in the light of the modern transition to a mixed format of training in vocational education. The article is intended for teachers and students of higher and secondary professional educational organizations.

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CONTENT AND DIRECTIONS OF ANTIBULING POLICY AT SCHOOL

PSYCHOLOGICAL JOURNAL ◽

10.31108/1.2021.7.4.2 ◽

2021 ◽

Vol 7 (4) ◽

pp. 18-27

Author(s):

Yulia Udovenko ◽

◽

Evgeniya Gladyshko ◽

Keyword(s):

Information And Communication Technologies ◽

Educational Institution ◽

Communication Technologies ◽

Integrated Approach ◽

Educational Process ◽

Point Of View ◽

Bullying Policy ◽

Official Position ◽

Foreign Countries ◽

Information And Communication

The article is devoted to the problem of bullying and anti-bullying policy in school institutions. The problem of bullying, from a scientific point of view, began to be studied at the end of the 20th century. Today, this issue is covered in all laws and programs related to ensuring a safe educational environment for participants in the educational process. Bullying, as a social and pedagogical problem, has been actively studied since the beginning of the development of information and communication technologies, which contributed to the rapid dissemination of not only verbal, but also media information: photo and video facts about manifestations of bullying between children. The article presents the results of the research "Unicef", "La Strada-Ukraine", which indicate the prevalence of the phenomenon of bullying among children. The essence of the concept of "bullying" is revealed, as well as categories that are close in meaning: "violence", "aggression", "bullying", "bullying", "conflict". The structural components of the roles of the bullying process are described: initiators or offenders, helpers of offenders, defenders of the victim, victims and observers. The article provides data on anti-bulging programs in foreign countries and focuses on the problem of anti-bulging policy in educational institutions of our country. Three main approaches that make up the anti-bullying policy of schools are analyzed: disciplinary, restorative and an integrated approach, which is implemented using two directions: managerial and educational. The directions of anti-bullying policy at school are presented, namely managerial and educational. The managerial direction is organized and implemented by the head of the educational institution. The constituent components of activities in this area are an analysis of the current situation in an educational institution, the development of an official position of the institution regarding bullying and informing all participants in the educational process about it, the development of rules of conduct for all participants in the educational process and informing about them, defining the responsibilities and responsibilities of participants educational process in relation to the rules of safe behavior in an educational institution, instructing employees, students and parents. Whereas the educational direction is characterized by informing, explaining, developing the skills of tolerance and non-violent communication of all participants in the educational process.

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The importance of using body language in teaching the lower grades from the point of view of public school teachers in Jenin - An exploratory study: أهمية استخدام لغة الجسد في التعليم بالصفوف الدنيا من وجهة نظر معلمي المدارس الحكومية بمدينة جنين ـ دراسة استطلاعية

المجلة العربية للعلوم ونشر الأبحاث مجلة العلوم التربوية والنفسية ◽

10.26389/ajsrp.b090120 ◽

2020 ◽

Vol 4 (20) ◽

Author(s):

Nedal Fayez Abdelghafoor

Keyword(s):

Public School ◽

Classroom Management ◽

Educational Institution ◽

Body Language ◽

Educational Process ◽

Point Of View ◽

Public School Teachers ◽

School Teachers ◽

Teaching Process ◽

Management Domain

The study aimed to highlight the importance of using body language in the teaching process and determining the importance of using it in teaching the lower grades from the point of view of public school teachers in Jenin The study was followed the descriptive/exploratory method, where the researcher conducted an extensive survey of related literature to achieve the first objective, while the field data were collected by a questionnaire consisting of (34) items divided into three areas: teacher, learner, Classroom management, it was implemented on a sample of (125) teachers. The findings indicated that the use of body language acquire a great importance in more than one aspect of the educational process(learner, Teacher, Class management), and showed that the level of teachers awareness of the importance of using body language in teaching process came in a high degree. Regarding to the variables, the findings showed that there were statistically significant differences due to the sex variable in teachers' awareness degree at the level of the learner domain and classroom management domain, in favor of females, while the findings showed that there were no differences at the level of teacher domain and the tool due to the sex variable, and no differences due to the years of experience variable at the level of the tool and its three fields In the light of mentioned results, a set of recommendations were addressed to teachers and the educational institution officials and researchers.

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THE INFLUENCE OF PARTICIPANTS OF EDUCATIONAL PRACTICE ON THE MANIFESTATION OF TEENAGERS’ AGGRESSION

Pedagogical Review ◽

10.23951/2307-6127-2020-6-73-81 ◽

2020 ◽

pp. 73-81

Author(s):

Татьяна Сергеевна Борисова ◽

Елена Александровна Зорина ◽

Елена Евгеньевна Сартакова

Keyword(s):

Interpersonal Relations ◽

Deviant Behavior ◽

Educational Institution ◽

Educational Practice ◽

Educational Process ◽

Positive Development ◽

Necessary Condition ◽

Effective Work ◽

Long Term Study ◽

The Family

Проблема агрессивного поведения стала объектом широкого научного и практического обсуждения. Предлагается анализ отдельных аспектов содержания феномена агрессии, выделяются особенности подростковой агрессии. Приводятся результаты длительного изучения уровня агрессивности подростков и молодежи. Отмечается, что нарушения в сфере межличностных отношений подростков играют приоритетную роль в развитии отклоняющегося поведения; общение формирует конкретную модель поведения, оказывая порой влияние на совершение действий не всегда кон структивного характера; развитие навыков позитивного общения находится в поле влияния субъектов образовательной практики и является важнейшим фактором предупреждения агрессии подростков. Педагогически целесообразными действиями в части позитивного личностного становления является оптимизация взаимодействий участников образовательного процесса (детей, родителей, педагогов, социальных партнеров). Основными направлениями педагогической профилактической работы, с точки зрения авторов, являются: учет особенностей семьи каждого подростка как необходимое условие эффективной работы педагога; менеджмент классной ситуации и наблюдения за отношениями детей, что дает возможность предотвратить проявление агрессии в группе; обеспечение безопасности в образовательном учреждении посредством формирования социально-психологического комфорта учеников и педагогов; проецирование через СМИ и интернет конструктивных образцов мирного урегулирования конфликтов; интегрирование детей в систему социальных связей как в школе, так и вне, применяя социально-педагогические технологии; целенаправленное воспитательное воздействие на молодежь и работа с семьей в направлении устойчивых ориентаций на правомерное поведение рассматривается как значимый фактор предупреждения агрессии. The problem of aggressive behavior has become the subject of extensive scientific and practical discussion. The article offers an analysis of individual aspects of the content of the phenomenon of aggression, highlights the features of teenage aggression. The results of a long-term study of the level of aggressiveness of adolescents and youth are presented. It is noted that violations in the sphere of interpersonal relations of adolescents play a priority role in the development of deviant behavior; communication forms a specific model of behavior, sometimes influencing the performance of actions that are not always constructive; the formation of positive communication skills is in the field of influence of subjects of educational practice and is the most important factor in preventing adolescent aggression. The authors point out that pedagogically expedient actions in terms of shaping positive development in adolescents is to optimize interactions between all participants in the educational process (children, parents, teachers, social partners). The main directions of pedagogical preventive work, from the point of view of the authors, are: taking into account the characteristics of the family of each teenager as a necessary condition for the effective work of a teacher; management of the classroom situation and monitoring the relationships of children, which makes it possible to prevent the manifestation of aggression in the group; ensuring safety in an educational institution through the formation of social and psychological comfort of students and teachers; projecting constructive models of peaceful settlement of conflicts through the media and the Internet; integrating children into the system of social ties both at school and outside, using social and educational technologies; purposeful educational influence on youth and work with the family in the direction of stable orientations on lawful behavior is considered as a significant factor in preventing aggression.

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Supporting Learners' Interaction by Means of Narrative Activities

Educational Stages and Interactive Learning ◽

10.4018/978-1-4666-0137-6.ch007 ◽

2012 ◽

pp. 107-120 ◽

Cited By ~ 2

Author(s):

Giuliana Dettori

Keyword(s):

Meaning Making ◽

Social Activity ◽

Educational Process ◽

Pedagogical Approach ◽

Learner Interaction ◽

Object Of Study ◽

Collaborative Activities ◽

Educational Potential ◽

Personal Engagement ◽

Pedagogical Framework

It is widely recognized that learners are empowered by interacting with peers on relevant, content-related matters, and are encouraged to feel involved in their own educational process. In order to really support learning, however, interactions need to be structured and organized by means of some suitable pedagogical approach. In this chapter, the author argues that narratives (in the form of both fictional stories and narrations of experiences related to the object of study) can provide a pedagogical framework suitable to exploit the educational potential of interactions. The narrative is an expressive form which is natural and familiar to both children and adults and validly supports meaning-making as well as personal engagement. Moreover, it is an inherently social activity, which makes it particularly suitable to support collaborative activities. This chapter analyzes several examples of narrative activities carried out in different collaborative contexts in order to exemplify how they can be organized to efficaciously support learner interaction.

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Mobile Applications in Mastering Mining Engineers' Competences

E3S Web of Conferences ◽

10.1051/e3sconf/20184104041 ◽

2018 ◽

Vol 41 ◽

pp. 04041

Author(s):

Roman Islamov ◽

Oksana Greenwald ◽

Nina Tunyova

Keyword(s):

Foreign Language ◽

Language Learning ◽

Mobile Applications ◽

Positive Impact ◽

Foreign Language Learning ◽

Educational Process ◽

Point Of View ◽

Educational Institutions ◽

Language Competence ◽

Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

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THE PROBLEM OF PROVIDING GUARANTEES ON THE QUALITY OF MILITARY SPECIALISTS’ TRAINING: RESULTS OF EXPERIMENTAL STUDIES

Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences ◽

10.17721/1728-2217.2019.41.50-55 ◽

2019 ◽

pp. 50-55

Author(s):

Y. Chernykh ◽

O. Chernykh

Keyword(s):

Professional Competence ◽

Educational Institution ◽

Research Work ◽

Experimental Studies ◽

Educational Process ◽

Point Of View ◽

Professional Activity ◽

Sociological Study ◽

Military Institute

The article examines the quality of training of cadets – the graduates of higher military educational institutions and military educational units of higher education institutions (hereinafter – HMEI). The quality of training is assessed by future officers as the main components of their own competencies. The main factors contributing to the improvement of the quality of military specialists’ training are analyzed.In order to assess the quality of training of military specialists during the implementation of research work among graduates of HMEI, a sociological study has been conducted. The main attention is paid to the problem of identifying the current state of the quality of training of military specialists and the identification of factors that will increase the effectiveness of the educational process in the HMEI. The sample was taken in seven leading HMEI: National Army Academy, Kharkiv National Air Force University, Military Academy (Odesa), Institute of Armored Forces of National Technical University “Kharkiv Polytechnic Institute”, Zhytomyr Military Institute, the Military Institute of Telecommunications and Informatization, Military Institute of Taras Shevchenko National University of Kyiv.The quality of training of military specialists was considered from the point of view of graduates’ self-examination, namely: awareness of their own professionalism; possibilities of realization of individual abilities and inclinations; mastering the methodology of self-education, self-improvement; psychological readiness for professional activity; competence; ability to perform employment duties in the troops successfully.When planning a sociological study, all questions were brought together into five main blocks: socio-demographic characteristics of respondents; level of readiness of graduates to perform employment duties in troops, forces (the formation of appropriate competencies); changes (directions of improvement) in the content and methods of studying in HMEI offered by graduates to improve the quality of their own training; organizational measures that, in future officers’ opinion, should be used to improve the quality of training of military specialists; factors that are more of a concern for graduates after completing their studies;Key words: quality of training, professional competence, graduate of higher military educational institution, sociological survey

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Lifestyle and Educational Environment of Modern Confessional Educational Organizations

Profession-oriented School ◽

10.12737/1998-0744-2020-58-65 ◽

2020 ◽

pp. 58-65

Author(s):

Dmitrii Horin

Keyword(s):

Educational Environment ◽

Educational Process ◽

Point Of View ◽

Educational Organizations ◽

Educational Organization ◽

Problem Situations ◽

General Scientific ◽

Methodological Approaches ◽

The Individual

The article deals with the phenomena of lifestyle and educational environment of confessional educational organizations. The methodological basis of the research is based on general scientific methodological approaches (system, comparative, historical, ontological) and special scientific methodological approaches: a system-activity approach, which assumes a motivated solution of problems in the educational process determined by problem situations; a cultural approach that allows us to correlate general, individual and special cultural phenomena, in particular religion and education; an anthropological approach that allowed the interpretation of knowledge from various spheres of life from the point of view of pedagogy. The article contains definitions of the following concepts: «Lifestyle of a confessional educational organization» and «Educational environment of a confessional educational organization». The role of religious worship in the development and functioning of the confessional educational environment is noted. The main factors of the external environment that have a determining influence on the confessional educational environment are highlighted. The author emphasizes the open nature of the modern confessional educational process, which unfolds in the context of a dialogue between all its parties: the religious denomination, the state and the individual.

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