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Conflicts of schoolchildren: how to respond to them? Solving conflict situations in primary grades

Andreus Christina

This is a research project, 10th grade students (2009), which examines the causes of conflict situations between primary school students and ways to prevent their occurrence. As part of the project, the student, together with a psychologist, developed and conducted developmental classes for students in grades 2-3, aimed at relieving emotional stress in the classroom and improving the general culture of communication between students, which led to a decrease in conflict.

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ST. PETERSBURG GOVERNMENT

EDUCATION COMMITTEE

State educational institution

average comprehensive school № 569

Nevsky district of St. Petersburg

Conflicts in primary school:

causes and prevention

Research

10th grade students Andreus Christina

Supervisor:
Fedina Natalia Valerievna,

educational psychologist
highest qualification category

Saint Petersburg

March 2010

Introduction

The formation and development of a child as a person is a complex process that does not proceed by itself, but in interaction with others, under the influence of various factors. The comprehensive and harmonious development of the child is possible only under conditions of specially organized pedagogical influence, which are the processes of education and training. The strongest factor influencing the formation of personality is communication, especially in the learning process. M.I. Lisina gives the following definition of communication: “communication is the process of interaction between two or more people,aimed at harmonizing and uniting their efforts in order to establish relations and achieve a common result”

The need for communication is formed on the basis of biological, material, social and spiritual needs, which lead to the emergence of various motives.

A motive is a conscious or unconscious cause of human activity aimed at achieving a goal. Motives include desires, interests, beliefs, aspirations. (Lisina M. I.) Adhering to the concept of Leontiev's activity, the motive is a “objectified need”, which means that the motive of the activity coincides with its subject. This means that the motive for communication is another person, his specific qualities.

Analyzing the development of the child's communication needs, three groups of motives can be distinguished:

cognitive, when an adult or another child acts as a source of new information and organizer of new experiences;
business or active, when an adult or other child is a partner in joint practical activities, an assistant and a model of correct actions;
personal, when an adult or another child is a person that influences the formation of self-esteem in a child, the development of a child as a member of society.

Since motives are aimed at achieving goals, the child needs to master certain means.

Means of any activity according to A.N. Leontiev - these are the operations with the help of which the goal of the action is achieved. M.I. Lisina identifies three main categories of means of communication:

expressive-mimic, i.e. smile, look, expressive movements of hands and body, expressive vocalizations, etc.;
object-effective - locomotor, objective movements and postures (approach, removal, handing objects, attraction to oneself, repulsion, etc.);
speech means of communication.

The quality of communication, its productivity depends on the formation of means.

However, communication for a child is not only the ability to make contact and conduct a conversation with an interlocutor, but also to listen carefully and actively, use facial expressions and gestures to more effectively express one's thoughts, as well as be aware of oneself and others.

Chapter 1. The Problem of Conflicts in Psychological and Pedagogical Literature

Conflict is a clash of opposing goals, interests, positions, opinions and views. For a conflict to arise, an incident is necessary - when one side infringes on the other. Allocate different types conflicts:

intrapersonal conflict- such a conflict can arise with low satisfaction with life, friends, studies, relationships with peers, low self-confidence and close people, as well as in connection with stress.

interpersonal conflict- when people with different views, character traits can not get along with each other at all, their views and goals are fundamentally different.

Conflict between the individual and the group- may arise if this person takes a position that differs from the position of the group, for example, the whole class disrupts the lesson, and one teenager remains in the class, despite his stable moral position, his relationship with the class will be a conflict, as he goes against the opinion of the group .

Intergroup conflict- arises from the contradictions and ideological attitudes of two different groups.

For the emergence of any conflict, i.e., for the transition of a conflict situation into a conflict, an incident is necessary. For example, the child's aggressive behavior in response to the teacher's demands, or the actions of a classmate, manifested in a rude form, with a threat, in the form of an ultimatum, etc. An incident occurs when both sides enter into an open confrontation. At this stage, the conflict can still be stopped. Most often, conflicts arise in adolescence.

Everyone knows about the "crisis of adolescence" now.

Disputes with oneself, self-knowledge, self-affirmation and self-realization lead to conflicts within oneself.

This conflict is more characteristic of a teenager going through another age crisis, one of the most difficult and acute crises. In addition to intrapersonal conflict, a teenager is faced with various situations and problems that lead him to conflict.

First of all, the beginning of adolescence is associated with physiological changes. But the problems of physiology are exacerbated by crises from the previous stages of the child's development. The manifestation of such qualities as separating oneself from parents and their guardianship is the need to gain one's own power over one's own life. This conflict is based on a recent developmental crisis of 7 years (communicative competence or underachievement). If during the period of elementary school a child has developed such a quality as communicative competence, it is easier for him to adapt to new conditions associated with gaining power over his own life, since he has fairly stable interests and aspirations.

If from this age the child endured "failure", there will be a conflict associated with adaptation to the new state of the teenager.

Therefore, our study is aimed at identifying ways to prevent conflicts in elementary school.

Features of conflicts among primary school students

Conflicts in middle school are different from conflicts in elementary school. This is due to the age of the students. Primary schoolchildren are characterized by fragility, short duration of emotional experiences and a need for protection from adults.

The communication of a younger student is of a direct emotional nature. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior. In turn, this leads to conflicts.

The causes of conflicts are as diverse as the conflicts themselves. It is necessary to distinguish between objective causes and their perception by individuals.

Objective reasons can be relatively conditionally represented in the form of several fortified groups:

limited resources to be distributed;

difference in goals, values, methods of behavior, skill level, education;

interdependence of tasks; incorrect distribution of responsibility;

bad communications.

At the same time, objective reasons will only then be the causes of conflict when they make it impossible for an individual or a group to realize their needs, and affect personal and / or group interests. The reaction of the individual is largely determined by the social maturity of the individual, the forms of behavior acceptable for her, the social norms and rules adopted in the team. In addition, the participation of an individual in a conflict is determined by the significance of the goals set for him and by the extent to which the obstacle that has arisen prevents them from being realized. the more important the goal is for the subject, the more efforts he makes to achieve it, the stronger will be the resistance and the tougher the conflict interaction with those who interfere with this.

There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution.

Let us consider in more detail the causes of conflicts in primary school and ways to resolve and prevent them.

Chapter 2. Conflicts in elementary school in psychological and pedagogical research

The children's team actively forms interpersonal relationships. Communicating with peers, the younger student acquires personal experience of relationships in society, socio-psychological qualities (the ability to understand classmates, tact, politeness, the ability to interact). It is interpersonal relationships that give the basis for feelings, experiences, allow you to show an emotional response, help develop self-control. The spiritual influence of the collective and the individual is mutual.

The socio-psychological atmosphere of the team is also important. It should create optimal conditions for the development of a younger student: generate a sense of psychological security, satisfy the child's need for emotional contact, and be significant to other people.

The positive psychological and pedagogical potential of the children's team cannot develop spontaneously. What is needed is an “atmosphere surrounding the child” of social thought (L.S. Vygotsky), external pedagogical influence and guidance.

The behavior of junior schoolchildren is impulsive, not everyone has self-control, and it is not always able to restrain the increased emotionality of this age. Interpersonal conflicts are and are in the lower grades, but they flare up and go out easily.

In the psychological and pedagogical literature, the specifics of the emergence and development of conflicts in elementary school are quite widely described.

2.1. Causes of conflicts in elementary school

Age features of the younger student;

The specifics of the organization of the educational process in elementary school;

The attitude of younger students to the conflict, which includes: understanding the term conflict, the causes of conflicts, actions in case of conflicts.

The study of the causes of interpersonal conflicts in the relationships of younger students made it possible to reveal in the most general terms that these are: dissatisfaction with the needs of the individual in communication, self-affirmation, self-development, evaluation, recognition, as well as in its claims to a certain status in the group.

Svetlana Shabas notes: “Basically, conflicts between children occur on the basis of different levels of training (“he can read, but I can’t”), due to the different ages of classmates (“I’m older than you, so shut up altogether”) and - naturally - of different sexes (I'm a boy - I'm stronger).

But there is another important problem that is practically not talked about: it is the different incomes of families. This is a very difficult moment. First of all, the objective world of the child speaks about the prosperity of the family: what portfolios, notebooks, etc. can afford to buy a parent. The child says: "I brought a pen for myself from Paris," and a neighbor has a pen for 2 rubles. 30 kopecks... And do not think that in elementary school children do not understand this difference!

Thus, the causes can be divided into two groups, endogenous and exogenous. The first group includes reasons related to the social status of the child, the financial situation of the family, the characteristics of education, the attitude of the teacher to children. Exogenous reasons include the characteristics of the child's nervous system, his personal development, the level of development of communicative competencies.

2.2. Ways to resolve conflicts in elementary school

Let us consider the main ways of resolving and preventing conflicts that exist in the theoretical and practical literature. This is necessary in order to determine to what extent the existing ways of resolving and preventing conflicts can be used by elementary school teachers in order to form the experience of correct student relationships.

In this regard, we highlight three aspects:

- management of a conflict situation / conflict;

- directly ways to resolve the conflict;

- conflict prevention.

So, according to the formula of V.I. Andreeva, conflict is a problem + conflict situation + participants in the conflict + incident. Therefore, in order to resolve the conflict, it is necessary to make changes in the conflict situation. A conflict situation, as you know, cannot turn into a conflict without an incident, therefore, by changing the situation preceding the conflict, we can prevent the conflict.

Thus, if a conflict is a consequence of a certain conflict situation, then first of all it is necessary to conduct a correct diagnosis of the conflict situation, that is, if possible, determine the presence of a problem and potential participants in a possible conflict, their positions and the type of relationship between them.

According to H. Brodal, there are five main aspects of the diagnosis:

1) the origins of the conflict, that is, the subjective or objective experiences of the parties, the ways of "struggle", the events within the conflict, the contradiction of opinions or confrontation;

2) the biography of the conflict, that is, its history and the background against which it progressed;

3) parties to the conflict, whether individuals or groups;

4) position and relations of the parties, formal and informal; their interdependencies, their roles, personal relationships, and the like;

5) the initial attitude to the conflict - whether the parties want to resolve the conflict themselves, what are their hopes, expectations, conditions.

Therefore, the teacher in a conflict situation needs to identify its main structural elements, to objectively assess the conflict situation that has arisen, in order to find the correct constructive resolution of the conflict situation in the event of a conflict, including possible ways to prevent or extinguish the conflict, and, therefore, to establish such relationships in the environment, that will contribute to the implementation of educational goals and objectives.

In order to purposefully make changes in a conflict situation, it is necessary to know the basics of managing such a situation. Under the management of a conflict situation, we mean measures aimed at preventing an incident, and, therefore, do not contribute to the transition of a conflict situation into a conflict itself. There are no universal methods of "correct" management of a conflict situation, since the parties achieve opposite goals. But conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. This scheme includes: incident prevention, conflict suppression, conflict delay, conflict resolution

Thus, when eliminating a conflict situation, a conflict that has not yet arisen can be considered resolved.

According to A.G. Pochebut and V.A. Chiker, conflict management involves the ability to maintain its value below the level at which it becomes threatening to the organization. Skillfully managing the conflict, you can resolve it, that is, eliminate the problem that caused this conflict.

Domestic researcher T.S. Sulimova identifies the following main models for managing the development of a conflict:

Chapter 3

In the process of studying the problem of conflicts in elementary school, we have formed the hypothesis that with an organized impact on elementary school students with the participation of a high school student, the process of forming the skill of conflict-free behavior will be more effective.

Based on the hypothesis, a target pilot study – determination of ways to prevent conflicts in primary school.

In accordance with the goal, the following were set and resolved: tasks :

identify the main causes of conflicts in primary school
develop and conduct a series of thematic conversations with elementary school students;
develop and conduct psychological game aimed at developing the skill of conflict-free interaction
to determine the effectiveness of the chosen methods of conflict prevention in elementary school.

3.1. Causes of conflicts among 2nd grade students in the State Educational Institution Secondary School No. 569

As a result of the experiment, it was revealed causes the occurrence of conflicts among students of the 2nd grade in the State Educational Institution Secondary School No. 569. These include:

Difficulties in communication, which are mainly expressed in negative statements in relation to each other. 42% of students noted that such a situation happens often, 44% rarely and 14% never. It is worth noting that the majority of students noted such a situation in relation to others as never happening - 61%, and only 16% noted that they also often tease and call their classmates names.
Aggressive forms of communication, which were noted by 30% of students as a frequent manifestation, 39% as rare;
Lack of understanding on the part of classmates, only 12% of students noted as a common reason, the majority (54%) did not mark this reason, and 35% noted it as rare.

Thus, the main causes of conflicts among students of the 2nd grade of the secondary school No. 569 are communication difficulties.

Prevention of conflicts among students of the 2nd grade GOU secondary school No. 569

To form students' skills of conflict-free communication, the followingthematic conversations:

Friendship
Quarrels and peace
Attitude towards people
The value of each

aim these conversations wereTeaching students how to communicate effectively in the classroom.

During the conversations, we were able to show the children the possibility of conflict-free interaction, consolidate their self-regulation skills, increase mutual respect and develop an interest in communicating with each other.

The final stage of meetings with students was the game "Desert Island".The purpose of the game is to show students the importance of each in achieving a common goal.

During the game, the children had to complete a number of different tasks aimed at achieving a common goal. The tasks were thought out in such a way that each student of the class could prove himself. During the game, students were able to see their classmates with best sides which was highlighted in the discussion. Some students noted that they did not know about the abilities of their classmates and now treat them better.

As a result of the work carried out, there is a decrease in the number of students entering into conflict situations. The interest of students in studies in this direction has increased. We can assume that the methods we have chosen are effective, the hypothesis is confirmed.

Conclusion

The theme of conflict is inexhaustible. This is one of the problems that can be called eternal. As long as people exist, as long as society develops, there are disputes that lead to conflict situations.

The causes of conflicts are as diverse as the conflicts themselves. There are objective causes and their perception by individuals. In elementary school, you often have to deal with subjective reasons. Very often, children react violently to simple comments or demands, to any non-standard situations and some actions of other children. Misunderstanding on the part of adults and classmates, dissatisfaction with one's position in society can lead to the emergence of vivid negative emotions. Such emotions can become the causes of a deep and long-term disorder of all behavior. Being in a state of excitement, the child cannot think consistently, act consistently and systematically, and control his behavior.

Conflict researchers offer a general scheme of actions aimed at making the conflict more rational and preventing the transition of a conflict situation into a conflict. Psychological and pedagogical studies describe a very small range of preventive measures aimed at preventing conflicts and conflict situations in primary school. The main ones are conversations and psychological games.

Since the work on the formation of communication skills is already being carried out by the school psychologist, we assumed that if some of the information is presented by one of the high school students, then the effectiveness will be higher.

In the course of the work, we proved our hypothesis. We noted a decrease in the frequency of conflicts in the second grades, as well as an increase in students' interest in classes. I also changed: I began to treat younger children better, changed my attitude towards others, overcame the barrier of public speaking.

In general, we can say that such work helps not only those to whom it is directed, but also those who carry it out.

We plan to continue working in this direction next year.

Bibliography

INTRODUCTION

Conflicts in primary school age within the school, class are most often based on emotions and personal hostility. The conflict is escalating and involves more and more people.

As for any social institution, a comprehensive school is characterized by a variety of conflicts. Pedagogical activity is aimed at shaping the personality, its goal is to transfer a certain social experience to schoolchildren, to more fully master this experience.

On this occasion, the Federal State Educational Standard of Primary General Education puts forward its "requirements for the personal results of mastering the main educational program elementary general education by students: developing the skills of cooperation with adults and peers in different social situations, the ability not to create conflicts and find ways out of contentious situations.

As well as “requirements for the meta-subject results of mastering the main educational program of primary general education:

Willingness to listen to the interlocutor and conduct a dialogue; readiness to recognize the possibility of the existence of different points of view and the right of everyone to have their own; express your opinion and argue your point of view and assessment of events;

Definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities;

Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation.

It is in the general education school that the foundations of human behavior in the future in pre-conflict and conflict situations are laid. Therefore, it is at school that it is necessary to create favorable socio-psychological conditions that provide spiritual comfort to the teacher, student and parents.

Interpersonal, interpersonal-group and intergroup conflicts have a negative impact on all the life processes of the school. Conflicts between students negatively affect both the conflicting ones themselves and the whole class; in a class where an unfavorable socio-psychological climate has developed, children do not learn well program material, a simple offense may eventually lead to the manifestation of cruelty towards one's opponents, etc.

It is extremely necessary to engage in timely diagnosis and prevention of conflicts in school groups.

First, conflict prevention will undoubtedly improve the quality of the educational process. Pupils and teachers will spend their intellectual and moral strength not on fighting opponents, but on their main activity.

Secondly, conflicts have a noticeable negative impact on the mental state and mood of those in conflict. Stress generated during conflicts can be the cause of dozens of serious illnesses. Therefore, timely preventive measures should have a positive effect on the psychological and physical health of students and teachers.

Thirdly, it is at school that a child develops the skills to resolve contradictions in interpersonal interaction that happen in the life of every person.

In this work, it is planned to approach the solution of some of the identified problems of the educational process.

The following tasks were set during the study:

consider the theoretical foundations of conflicts;

understand the features of conflicts in the team of younger students;

find out the main methods of resolving interpersonal and intergroup conflicts in a team of younger students;

to diagnose conflicts in a team of younger students.

Research methods: analysis of psychological and pedagogical literature on the research problem, sociometry, survey.

The methodological basis is the works of Antsupov A.Ya., Zhuravleva A.L., Grishin N.V., Cornelius H., Dubovskaya E.M., Petrovskaya L.A., Petrovsky A.V., Zhuravlev V.I., Kozyreva G.I.

Work structure. The course work consists of an introduction, two chapters, a conclusion, a list of used literature, including 26 titles. The work contains 3 tables, 1 figure and 2 applications.

CHAPTER I. THEORETICAL BASES FOR THE STUDY OF CONFLICTS

1 The essence of the concept of "conflict" and its types

Conflict is always a complex and multifaceted social phenomenon. The English sociologist E. Giddens gave the following definition of conflict: By conflict, I mean a real struggle between active people or groups, regardless of the origins of this struggle, its methods and means mobilized by each of the parties.

“Conflict is the most important side of the interaction of people in society, a kind of cell of social life. This is a form of relationship between potential or actual subjects of social action, the motivation of which is due to opposing values and norms, interests and needs.

Conflict is understood as a collision of oppositely directed tendencies in the psyche of an individual, in the relationship of people, their formal and informal associations, due to the difference in views, positions and interests.

List of conflict elements:

) two participants or two parties to the conflict;

) mutual incompatibility of the values and interests of the parties;

) behavior aimed at destroying the plans, interests of the opposite side;

) the use of force to influence the other side;

) opposition of actions, behavior of the parties;

) strategies and tactics of conflict interaction;

) personal characteristics of the participants: aggressiveness, authority, etc.;

) character external environment, whether a third party is present, etc.

The dynamics of the development of the conflict:

) the emergence of a conflict situation,

) awareness of the conflict situation,

) conflict behavior itself - mutually directed and emotionally colored actions that make it difficult to achieve the goals, interests of the enemy and contribute to the realization of one's own interests to the detriment of the other side;

) the development of the conflict or its resolution depends on the participants, their personal characteristics, the intellectual, material capabilities that the parties have, on the essence and scale of the problem itself, on the positions of the surrounding persons, on the participants' idea of the consequences of the conflict, on the strategy and tactics of interaction.

Conflicts are divided into:

intrapersonal conflicts.

Emergence intrapersonal conflicts at primary school age, it is due to the contradiction of the younger student with himself, which can be generated by such circumstances as the need to choose between two mutually exclusive options for action, each of which is equally desirable; mismatch external requirements and internal positions; ambiguous perception of the situation, goals and means to achieve them, needs and opportunities to satisfy them; desires and responsibilities; various kinds of interests, etc.

Interpersonal conflicts.

Interpersonal conflict is very closely related to intrapersonal. There is no strict definition of interpersonal conflict. However, it is possible to name the distinctive features of interpersonal conflict:

The confrontation of younger schoolchildren takes place directly on the basis of the clash of their personal motives; opponents face off.

They are distinguished by high emotionality and coverage of almost all aspects of relations between younger students.

affect the interests of the environment.

Intergroup conflicts in primary school age include motivational and role conflicts.

Interpersonal-group conflicts.

"Conflicts between an individual and a group are mainly due to a mismatch between individual and group norms of behavior, and intergroup conflicts are generated in the struggle for limited resources or spheres of influence."

Intergroup conflicts arise when the interests of two social groups clash.

Thus, we have established that conflict is a process in which two (or more) individuals or groups are actively looking for an opportunity to prevent each other from achieving a certain goal, to prevent the satisfaction of the interests of the opponent, or to change his views and social positions, and also considered 4 types of conflicts at primary school age, namely: intrapersonal, interpersonal, interpersonal-group, intergroup.

2 Features of conflicts in classroom groups of younger students

As noted in the review of school conflicts prepared by A.I. Shipilov, the most common among students are leadership conflicts, which reflect the struggle of two (or more) leaders and their groups for primacy in the class. As well as conflicts in relations with classmates, the cause of which is the peculiarity of age - the formation of moral and ethical criteria for evaluating a peer and related requirements for his behavior.

The main role in the emergence of conflicts is played by the so-called conflictogens (words, actions (or inaction) that can lead to conflict).

The beginning of the conflict is associated with at least three conditions:

) its first participant consciously and actively acts to the detriment of another participant through physical actions, demarches, statements, etc.;

) the second participant is aware that these actions are directed against him;

) the second participant in response takes active actions against the initiator of the conflict; from that moment it can be considered that it began.

It follows from this that the conflict begins in the event of a confrontation between the parties.

The emergence of conflict is influenced by socio-psychological reasons:

) possible significant loss and distortion of information in the process of interpersonal and intergroup communication;

) people's misunderstanding that when discussing a problem, especially a complex one, a mismatch of positions can often be caused not by a fundamental difference in views on the same thing, but by an approach to the problem from different sides;

) choice by people various ways evaluation of the performance and personality of each other;

) psychological incompatibility;

) intra-group favoritism, i.e., preference for members of their group over representatives of another group;

) the limited ability of a person to decenter, that is, to change one's own position as a result of comparing it with the positions of other people;

) conscious or unconscious desire to receive more from others than to give them;

) desire for power, etc.

Psychologists identify the five most common strategies for the behavior of younger students in conflict.

Rivalry. With this strategy, the child seeks to insist on his own, to achieve what he wants at all costs. He goes to open confrontation, does not take into account the needs and interests of a comrade, does not value the preservation of relations with him. Acts purposefully, assertively, actively defends his own position.

Compromise. In this case, conflicting students make mutual concessions. Compromise has a dual focus - on the result and on the preservation of relations. Both children will not lose, but their interests and needs will not be fully achieved. This is a highly productive strategy.

Care. This is a strategy in which one or both parties to the conflict evade a conflict clash, sacrificing both their own and partner's interests and relationships. The strategy is unproductive, but with insignificant friction, avoidance is acceptable. The cause of the conflict will be forgotten tomorrow, and there was simply no unpleasant collision.

concession. In this case, one of the parties to the conflict makes concessions, refuses to achieve his own. Thus, the second achieves the result he needs, and the first adapts to the current situation. The strategy can be very harmful if the child does not know how, is afraid to defend his interests and is forced, because of his indecision, to endure what is unpleasant for him. It happens otherwise: the child consciously sacrifices his needs for the sake of friendship or other higher interests, showing noble sacrifice.

Cooperation. With this strategy, both participants strive for mutual gain. These are joint active actions aimed at the possible full satisfaction of the interests of the conflicting parties while maintaining mutual respect. The most productive strategy If in case of compromise, the participants seek to minimize the loss, then in case of cooperation - to achieve the maximum mutual gain.

Thus, we have established the causes of conflicts in primary school age. These are both personal and psychological reasons, and socio-psychological; considered five main strategies for the behavior of younger students in conflict. This is rivalry, compromise, withdrawal, concession, cooperation.

3 Psychoprophylactic measures of conflict behavior of younger students

Conflict prevention is their prevention.

The goal of conflict prevention is to create such conditions for activity and interaction that lead to the destructive development of emerging contradictions.

One of the methods for resolving interpersonal conflict with children who have egocentrism towards the outside world is the principle of coercion. It is embodied in actions aimed at achieving the goals of one of the participants in the conflict, no matter what the cost to the opponent.

Another, directly opposite in content and intensity, way of resolving interpersonal conflict can be called problem solving rule . Its essence is the recognition of differences of opinion and readiness to get acquainted with a different point of view in an unbiased way in order to understand the causes of the conflict and find a range of actions acceptable to both warring parties. The one who uses this style (including the leader) does not seek to achieve his goal at the expense of others, but rather, is looking for the best option for joint resolution of the conflict situation.

One of the most widespread and frequently used ways of resolving interpersonal conflicts is the style of compromise. It is characterized by accepting the other party's point of view, but only to some extent.

At primary school age, the settlement of interpersonal conflicts is a complex process, so "mediation" is the most appropriate and widely used technique in elementary school.

It consists in the following: the conflicting parties turn to a neutral third party, who is respected and reckoned with his opinion. The task of this method is to find the most acceptable and accessible way for conflicting parties to resolve their confrontation, leading to the limitation of emotional and personal factors.

Ways and means of managerial influence that can prevent the occurrence of a conflict or narrow its range and scale are as follows:

A clear definition of the goals of activity and behavior at the stage of setting a goal and inducing to achieve it.

The study of the motivational structure of the activities of individuals in the class team.

Proper exercise of control in the classroom.

Cohesion of the team into a single "team".

Thus, we have listed the main methods for resolving interpersonal conflicts in primary school age. These include coercion, joint problem solving, compromise, mediation.

We also found out that conflict management includes not only recognizing the causes of conflict situations and preventing them, but also purposefully influencing them when they appear. This is a clear definition of the goals of activity and behavior, the study of the motivational structure of the activity of individuals in the class team, the correct exercise of control in the class team, the rallying of the team into a single "team".

CHAPTER II. EMPIRICAL STUDY OF INTERPERSONAL RELATIONS AND INTERPERSONAL CONFLICTS IN THE CLASS TEAM OF JUNIOR STUDENTS

1 Study organization

The organizational basis of the empirical research is MBOU "Novoposelenovsk secondary school"

The study involved 19 students of the 4th grade.

There are 11 girls and 8 boys aged 10-11 in the class.

The aim of the work is to study conflicts in primary school age.

The object of the study is the communication skills of younger students.

The subject of the study is interpersonal relationships in a team of younger students.

The hypothesis of this work is based on the assumption that the teacher, knowing the behavior of class students in conflict situations, can prevent the emergence of conflict situations in the class team by applying the methods of conflict resolution described in this work.

Tasks of empirical research:

) conduct sociometry in the classroom of younger students;

) conduct a study of behavioral strategies of younger students in conflict situations;

) to diagnose the types of interpersonal relationships of younger students;

) process the results;

) formulate conclusions.

Research methods:

) sociometry, which will reveal the cohesion of the group;

) study of behavioral strategies of younger schoolchildren in conflict situations, which will reveal typical ways personality response

to conflict situations;

) diagnostics of types of interpersonal relations of younger schoolchildren, which will reveal the individual properties of students that affect interpersonal relations in the class team.

2 Conducting research

Method 1. "Sociometry"

Sociometry is a survey method aimed at identifying interpersonal relationships by fixing mutual feelings of sympathy and hostility among group members (in the educational team). It is based on criteria formulated in the form of questions, the answers to them serve as the basis for establishing the structure of relationships. Sociometry is carried out only in teams with experience of joint work (study).

Purpose: to identify the cohesion of the group, as well as the "stars", "preferred", "accepted" and "not accepted".

Methodology: students are given one blank sheet of paper on which they must write their first and last names, as well as list three people from their class, answering the question: “Which 3 people from your class would you like to invite to your birthday? »

Method results:

1. Student choice.

Table 1

The results of sociometry conducted in grade 4

№StudentChoice of18191Alina B.2132Roza B.3123Angelina B.1324Masha D.1235Vika D.1326Nastya Z.3127Ilya K.1328Igor K.3129Slava K.21310Kristina K.21311Diana L.32112Julia M.32113Nastya N.13214Alyona S.21315Ruslan S .21316Dima Sh.21317Yulya Sh.31218Kristin Sh.31219Sasha Sh.123Total5231125932412311453

2.2.The position of the student in the team:

·Star:

8 (Igor K.);

Preferred:

1 (Alina B.), 7 (Ilya K.), 18 (Kristina Sh.);

Accepted:

2 (Roza B.), 3 (Angelina B.), 4 (Masha D.),

(Vika D.), 6 (Nastya Z.), 9 (Slava S.),

(Christina K.), 11 (Diana L.), 12 (Julia M.),

(Nastya N.), 14 (Alena S.), 15 (Ruslan S.),

(Dima Sh.), 17 (Julia Sh.), 19 (Sasha Sh.).

3.The scheme of relations in the team:

Figure 1 Scheme for selecting students according to sociometry conducted in the 4th grade

.Mutual choice (number of mutual choices - 14)1) 1 (Alina B.) - 8 (Igor K.)

)1 (Alina B.) - 13 (Nastya N.)

)2 (Roza B.) - 6 (Nastya Z.)

)3 (Angelina B.) - 5 (Vika D.)

)3 (Angelina B.) - 12 (Julia M.)

)3 (Angelina B.) - 14 (Alena S.)

)7 (Ilya K.) - 8 (Igor K.)

)7 (Ilya K.) - 9 (Slava S.)

)7 (Ilya K.) - 19 (Sasha Shch.)

)8 (Igor K.) - 16 (Dima Sh.)

)9 (Slava S.) - 19 (Sasha Shch.)

)11 (D. l.) - 17 (Julia Sh.)

)14 (Alena S.) - 18 (Kristina S.)

)17 (Julia Sh.) - 18 (Kristina Sh.)

Sociometry conducted in the 4th grade revealed that there are no “not accepted” in this team, “accepted” - 15 out of 19 (Roza B., Angelina B., Masha D., Vika D., Nastya Z., Slava S., Christina K., Diana L., Yulia M., Nastya N., Alena S., Ruslan S., Dima Sh., Yulia Sh., Sasha Sh.); "preferred" - 3 (Alina B., Ilya K., Kristina Sh.); "stars" in the team 1 out of 19 (Igor K.).

Method 2. "Research of behavior strategies in a conflict situation"

Purpose: to determine the typical ways of responding to conflict situations.

Methodology: students are invited to choose one statement from 12 pairs of judgments that suits them best in their opinion. (The text of the methodology is presented in Appendix 1)

The results of the technique are presented in Table 2.

Table 2. Results of a study of behavioral strategies of younger schoolchildren in conflict situations, conducted in the 4th grade

№StudentsCareCooperationCompromiseRivalryConcession1Alina B. · · · · 2Rose B. · · · 3Angelina B. · · 4Masha D. · 5Vika D. · · 6Nastya Z. · 7Ilya K. · · · 8Igor K. · · 9Slava K. · · 10Christina K. · · 11Diana L. · · · 12Yulia M. · · 13Nastya N. · · 14Alena S. · 15Ruslan S. · · · 16Dima Sh. · · · 17Yulia Sh. · · · 18Christine S. · · 19Sasha Shch. · ·

Conclusions: in most children, a certain way of behavior in conflict is not clearly expressed, this indicates that they have a smooth strategy of behavior in conflicts (16 students). The rest of the class has a clearly defined strategy of behavior in conflicts (3 students). Those who have chosen a compromise (2) call for the solidarity of classmates, try to stay apart from everyone, in the case convenient for them, supporting the side of the strongest. Those who choose cooperation (1) recognize the right of others to their own opinion and are ready to understand them, do not try to achieve their goal at the expense of others, but seek a solution to the problem together.

Method 3. Diagnosis of types of interpersonal relationships.

Purpose: diagnosis of individual properties that affect interpersonal relationships.

Methodology: students are invited to answer 50 questions, confirming the statement with a “+” sign or refuting it with a “-” sign. (The text of the methodology is presented in Appendix 2)

Method results:

Table 3 The results of the diagnostics of the types of interpersonal relations of younger students, carried out in the 4th grade

Studentsinantstraight-lineaggressivedistrustfulsubmissivedependentcooperatingresponsiblegenerousinsecureAlina B.XXRoza B.Khangelina B.XXMasha D.XXVika D.XNastya Z.Hilya K.XXXXIgor K.XXSlava K.XXXKristina K.XXDiana L.XXXXXX Yulia M.ХХХNastya N.Khalena S.Khruslan S.ХХDima Sh.Hyulya S.H.Kristin S.H.Sasha S.H.

Conclusions: After conducting a diagnostic study, we found that the majority of children (10) do not have a clearly defined type of interpersonal relationships, this suggests that these students have a smooth type of relationship in communication with peers. The remaining students (9) have a clearly limited type of interpersonal relationships.

Thus, after conducting a diagnostic study, we determined that the majority of children feel good in the classroom and are able to build relationships with classmates who have a mostly collaborative type of strategy in conflicts and interpersonal relationships. This, in turn, suggests that it is important for the teacher to know the characteristics of students in conflict situations in order to prevent the emergence of conflict situations in the classroom, relying on existing and only emerging positive traits such as benevolence, responsiveness, responsibility, friendliness, humanity, generosity, etc.

interpersonal conflict student

CONCLUSION

As a result of the study, we came to the following conclusions:

) Conflict is a process in which two (or more) individuals or groups are actively looking for an opportunity to prevent each other from achieving a certain goal, prevent the satisfaction of the interests of the opponent or change his views and social positions, and also considered 4 types of conflicts in primary school age, and Namely: intrapersonal, interpersonal, interpersonal-group, intergroup.

) The causes of conflicts in primary school age are personal-psychological and socio-psychological.

) Five main strategies for the behavior of younger students in conflict: rivalry, compromise, withdrawal, concession, cooperation.

) The main methods of resolving interpersonal conflicts in primary school age are coercion, joint problem solving, compromise, mediation, and conflict management includes recognizing the causes of conflict situations and preventing them, purposefully influencing them when they appear.

) Sociometry conducted in the 4th grade showed that there are no “not accepted” in this team, “accepted” - 15 out of 19, “preferred” - 3, “stars” in the team 1 out of 19, which indicates stable relations between students, and this means that the atmosphere in the classroom is safe.

6) A study of the behavioral strategies of younger schoolchildren in conflict situations showed that in most children a certain way of behavior in conflict is not clearly expressed, this indicates that they have a smooth strategy of behavior in conflicts (16 students). The rest of the class has a clearly defined strategy of behavior in conflicts (3 students).

7) Diagnosis of types of interpersonal relationships revealed that most children (10) do not have a clearly limited type of interpersonal relationships, which indicates that these students have a smooth type of relationship in communicating with peers. The remaining students (9) have a clearly limited type of interpersonal relationships.

8) The diagnostic study, in general, showed that most children are able to build relationships with classmates, and therefore feel good in the classroom.

This, in turn, suggests that it is important for the teacher to know the characteristics of students in conflict situations in order to prevent the emergence of conflict situations in the classroom, relying on, firstly, the types of behavior in conflicts and interpersonal relationships of younger students and, secondly, secondly, already existing and only emerging positive qualities, such as benevolence, responsiveness, responsibility, friendliness, humanity, generosity, etc.

In our study, we performed the following tasks:

· considered the theoretical foundations of conflicts;

· understood the features of conflicts in the team of younger students;

· found out the main methods of resolving interpersonal and intergroup conflicts in a team of younger students;

· conducted a diagnosis of conflicts in a team of younger students.

It can be said that our hypothesis that the teacher, knowing the behavior of younger students in conflicts, can prevent the emergence of conflict situations in the class team, using the methods of conflict resolution from this work, was confirmed.

BIBLIOGRAPHY

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Development of the ability to eliminate conflict situations in younger students

INTRODUCTION

Interest in the theoretical and practical study of conflicts is currently due to the increased conflict and tension in various spheres of life. A certain contradiction has arisen between the demands of conflict management practice and the theoretical and practical possibilities of modern psychology in comprehending ongoing phenomena and developing practical approaches and recommendations for working with conflicts.
In the modern world, all spheres of human life are permeated with contradictions that create the basis for various kinds of conflict situations. Their number is steadily increasing in the context of the permanent crisis in which Russian society finds itself. Conflicts and conflict situations in the education system are largely due to the authoritarian system of management of the pedagogical process. The ongoing economic and social transformations are changing the content and functions of education.
Primary school, being a social institution, is directly affected by the aggravation of contradictions in society. Since educational, labor and family activities of people intersect in it, participants of different status and age are involved in school conflicts. Even without being participants in the conflict, students can feel its negative consequences and learn negative stereotypes of behavior. Before modern teacher the task of constructive work on the prevention and resolution of conflicts that pose a danger to the normal functioning of the educational process arises.
The relevance of this work determines that one of the most intensively developing areas of modern theoretical knowledge and practice is conflictology, which is an interdisciplinary approach to understanding, describing and managing conflict phenomena of different levels and the behavior of the subject in a conflict situation.
The analysis of special literature, the study of the practical state of the problem allow us to state that today the process of preparing a future teacher for the prevention of conflicts in its diverse aspects has not yet become the subject of a comprehensive study. Teachers generally have an abstract idea of how to deal with conflicts in various systems of relationships, both as a participant and as a mediator, and need additional knowledge and preparation for conflict resolution.
The relevance of the chosen direction of research is determined by the need to resolve contradictions between:
a) the current level of development of the science of conflictology and the insufficient development of the theory of pedagogical conflicts;
b) awareness by future specialists of the importance and significance of mastering the skills to prevent conflict situations and the lack of experience in preventing them in pedagogical communication;
c) the need for theoretical justification and scientific and methodological support for the process of preparing future specialists for the prevention of conflict situations and the insufficient development of pedagogical technologies in this area.
The identified contradictions determine the following research problem: the insufficient development of pedagogical technologies in the field of conflict resolution and the small amount of literature on this topic leads to the fact that young specialists are not sufficiently prepared to solve conflict situations that arise in pedagogical process and the development of schoolchildren's skills not to create conflicts; What technologies need to be mastered to effectively resolve the conflicts that have arisen?
Target: to study typical conflict situations, to consider the main conditions for the development of schoolchildren's skills not to create conflict situations.
An object: process of pedagogical communication.
Item: conditions for the development of schoolchildren's skills not to create conflict situations.
Tasks.
1. To identify the state of the problem of conflicts in the psychological and pedagogical literature.
2. Determine the basic conditions for successful conflict resolution.
3. To classify the methods of developing schoolchildren's skills not to create conflict situations.
Methodological basis. The conflict in its various aspects, the multifactorial nature and complexity of this phenomenon are studied by conflictology: general theoretical provisions domestic psychologists modern science of science, allowing to reveal the essence of interpersonal conflict, its determinants, content, structural-dynamic and functional characteristics(A.Ya. Antsupov, N.V., Grishina, G.V. Gryzunova, N.I. Leonov), its influence on personal and interpersonal relationships (A. Ya. Antsupov, E. E. Venderov, E. M. Dubovskaya, A. A. Ershov, G. Simmel, L. Kozer, R. A. Krichevsky), psychological climate, performance efficiency, as well as ways to regulate the conflict interaction of development (N. V. Grishina, personalities N. I. Leonov, B. G. Ananiev, L. A. Petrovskaya, B. I. Khasan, E. Erickson); domestic research I. Kon, (K. A. Abulkhanova, A. V. Petrovsky, L. A. Petrovskaya, V. I. Slobodchikov, V. V. Stolin, G. A. Tsukerman, E. Erikson, etc.) ; studies of the mechanisms of interpersonal perception (A. A. Bodalev, B. Borisenko, T. P. Gavrilova, V. Gmarin, K. E. Danilin, V. K. Zaretsky, R. May, E. R. Novikova, A. B. (Orlov, A. V. Petrovsky, L. A. Petrovskaya, E. I. Rogov, K. Roger, I. N. Semenov, Yu. Stepanov, A. B. Kholmogorova, I. M. Yusupov, etc.) ; typology of students' personality (B. G. Rubin, Yu. Kolesnikov).
Research methods: used theoretical methods research: theoretical analysis of literature, generalization and systematization of knowledge;
Theoretical significance of the results of the study: the concept of interpersonal conflict arising in the course of interpersonal interaction of schoolchildren was clarified; the concept of the conditions for the regulation of interpersonal conflicts and the idea of ways to influence the increase in the range of productive strategies for the behavior of a subject in a conflict has been expanded, due to the development of understanding and perception of a conflict situation; the forms and methods of developing schoolchildren's skills not to create conflict situations are systematized.
The practical significance of the research results: the studied and systematized material will be used in writing the final qualifying work and in the student's practical activities.
Work structure. The course work consists of an introduction, two chapters, a conclusion, a list of references and applications.

CHAPTER 1. THEORETICAL FOUNDATIONS OF CONFLICT SETTLEMENT

1.1 The state of the problem of conflict resolution in the psychological and pedagogical literature
Conflict is defined as "the way complex systems interact". It can serve as a factor of separation and unification of the conflicting parties. Conflicts of two systems can lead to the formation of a supersystem, which is a new integrity. In managing conflicting systems, the lack of awareness of the conflicting about the state of each other is essential. Here are some more definitions of the concept of "conflict":
A conflict is a complex system of confrontation with poorly predictable behavior of the conflicting parties. The conflict, according to the dictionary of S.I. Ozhegova - clash, serious disagreement, dispute.
In the "Philosophical Encyclopedic Dictionary" the concept of "conflict" is not included in the composition of lexical units. Its equivalent - "contradiction" - is defined as the interaction of opposite, mutually exclusive sides and tendencies, objects and phenomena. The term "conflict" is used only to denote acute hostile clashes of class interests, contradictions.
The Sociological Dictionary defines the concept of social conflict as "an open struggle between individuals or groups in a society or between nation states". In the "Concise Political Dictionary", the definition of conflict in literal word combination repeats what is indicated above.
Thus, the common thing in the definitions, as already noted, is disagreement, confrontation. The variety of definitions of modernity leads to the idea that conflict is a polysemantic concept that characterizes disagreement in any sphere of human life. And if it comes to a person, then, therefore, the primary conflicts of people, built on certain positions, or problems.
Russian conflictologists F. M. Borodkin and N. M. Koryak clarify the concept of conflict. In their opinion, conflict is the activity of people, and, therefore, always involves the pursuit of a goal. Attributing to the conflict action the category of goal allows us to single out as conflicting parties only those that are capable of expedient, conscious behavior, that is, of understanding their position, planning their actions, and conscious use of means. It follows that the conflicting parties must necessarily be active subjects. And this allows you to separate the real participants in the conflict from such individuals and groups that act as tools, tools, means of struggle of any subjects of conflict interaction.
Conflict is the main immanent factor of progress.
The number of large-scale conflicts that require an effective solution in a short time is growing.
Conflict can disrupt order, maintain order, establish a new order.
Conflict means a struggle to achieve the specific goals of the conflicting parties. There are general laws on the basis of which the processes of confrontation develop.
Conflicts, even if they are typical, are always situational and unique.
Thus, consideration of various approaches to the definition of conflicts made it possible to dwell on the following: the main primary cause of the conflict is confrontation, the struggle of opinions about a problem. When considering all subsequent questions, we will proceed from this definition. When transforming the concepts of "conflict" and "interpersonal conflict" to schoolchildren, emphasis should be placed on individual and age characteristics using the main specified characteristics of the conflict.
The next paragraph will introduce the types of conflicts learning activities.

1.2 Types of conflicts in the educational process
The school is characterized by various kinds of conflicts. The pedagogical sphere is a combination of all types of purposeful personality formation, and its essence is the activity of transferring and mastering social experience. Therefore, it is here that favorable socio-psychological conditions are needed that provide spiritual comfort to the teacher, student and parents.
In the field of education, it is customary to distinguish four subjects of activity: student, teacher, parents and administrator. Depending on which subjects interact, the following types of conflicts can be distinguished: student - student; student - teacher; student - parents; student - administrator; teacher - teacher; teacher - parents; teacher - administrator; parents - parents; parents are administrator.
Consider conflicts between students. The most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for primacy in the class. In the middle classes, often, a group of guys and a group of girls are in conflict. There may be a conflict between three or four schoolchildren with a whole class, or a conflict confrontation between one student and the class may flare up.
The personality of the teacher has a great influence on the conflict behavior of schoolchildren. Its impact can manifest itself in various aspects.
First, the teacher's style of interaction with other students serves as an example for reproduction in relationships with peers. Studies show that the communication style and pedagogical tactics of the first teacher have a significant impact on the formation of interpersonal relationships between students and classmates and parents. The personal style of communication and the pedagogical tactics of "cooperation" determine the most conflict-free relations of children with each other. However, this style is owned by a small number of elementary school teachers. Primary school teachers with a pronounced functional style communication adhere to one of the tactics ("dictatorship" or "guardianship"), which increase the tension of interpersonal relations in the classroom. A large number of conflicts characterize relations in the classes of "authoritarian" teachers and at senior school age.
Secondly, the teacher is obliged to intervene in the conflicts of students, to regulate them. This, of course, does not mean their suppression. Depending on the situation, administrative intervention may be necessary, or it may simply good advice. The involvement of conflicting students in joint activities, participation in conflict resolution of other students, especially class leaders, etc., has a positive effect.
The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today can not be called favorable, is a common part of reality. According to M.M. Rybakova, different conflicts arise between the teacher and the student.
Conflicts of activity arise between the teacher and the student and are manifested in the student's refusal to complete the educational task or its poor performance. Similar conflicts often occur with students experiencing learning difficulties; when the teacher teaches the subject in the classroom for a short time and the relationship between him and the student is limited to academic work. These situations often cause capable, independent students to leave the school, while the rest of the motivation to learn in general decreases.
It is important that the teacher knows how to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the best way out of this situation. If the class begins to have fun together with the violator of discipline or takes an ambivalent position, this leads to negative consequences (for example, conflicts can become permanent).
Relationship conflicts often arise as a result of the teacher's inept resolution of problem situations and, as a rule, are of a long-term nature. These conflicts acquire personal meaning, give rise to a student's long-term dislike for the teacher, and disrupt their interaction for a long time.
It is known that in the course of a conflict there is a decrease in discipline, a deterioration in the socio-psychological climate, an idea arises of "good" and "bad", "our" and "them", of the vanquished and the winners as enemies. After the end of the conflict, the degree of cooperation decreases, it is difficult to restore trusting relationships and mutual respect.
The behavior of students, due to the characteristics of their personality, as a cause of school conflicts. Academician I.S. Kohn sees the main obstacle on the way to mutual understanding between teachers and students in the absolutization of role relations. "The teacher, who is primarily concerned with academic performance, does not see the student's individuality behind the marks." The ideal student in his understanding is the one who is most social role student - disciplined, active, inquisitive, hardworking, executive. One of the main reasons for misunderstanding and the emergence of conflict relations between teachers and students is that the student's attitude to the teacher is much more personal, emotional, while teachers have an "active" approach to students (assessment based on the results of activity), that is, a functional one. relation. IN professional work As a teacher, the problem of conflict acquires particular complexity, because the development of the child occurs through the overcoming of objective (not created by us, but created by them) contradictions. The ability not only to painlessly resolve, but also to prevent the occurrence of conflicts is one of the greatest professional and human abilities of a teacher.
A primary school student is characterized by fragility, short duration of emotional experiences, unless, of course, we are talking not about deep shocks and constant stimuli that depress the child. Emotional switchability and a high degree of comfort contribute to the security of the psyche of a younger student. Children of primary school age are characterized by the need for protection from adults and, above all, teachers. In any stressful situation, he directs his gaze towards the teacher and expects help and support from him. The stronger the shock if his expectations are not justified, if he is left alone with the experience. And even worse, when instead of help from the teacher, the child receives the opposite.
In addition to sudden conflicts, there are also those whose character and course are typical. Here, in the teacher's experience, there are usually already more or less worked out response scenarios. It remains only to correct them in connection with this situation.
Finally, the teacher's field of vision should be situations where it is necessary to create a directed conflict, involve his wards in its resolution, and thereby ensure progress.
Stressful events in the process of teaching younger students are essentially not diverse. Three groups of student-teacher relationships dominate, where schoolchildren's psychotraumas occur. They occur in the classroom and do not concern the methodology in its own sense, but the behavior of the teacher, that is, his tactics, style, and reaction to the actions of students. The second group of conflict situations in the primary grades is formed by the actions of teachers, which can be combined with the term "discrimination" in relation to students. Their forms of manifestation do not differ in variety. Discriminatory forms of communication between primary school teachers and children are quite tenacious. And this is especially important for those who intend to reduce or exclude psycho-traumatic forms of communication from their style of working with kids.
Thus, successful conflict resolution involves a cycle consisting of defining the problem, analyzing it, taking action to resolve it, and evaluating the result. In any given situation, the source of the conflict must be identified before a policy can be developed to resolve it.
In the next paragraph, the individual psychological causes of conflicts will be considered.

1.3 Individual psychological characteristics of a person as an individual psychological cause of the conflict
Primary school age is the age of a fairly noticeable formation of personality.
It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - a teaching that makes a number of serious demands on the student.
All this decisively affects the formation and consolidation of a new system of relations with people, the team, teaching and related duties, forms character, will, expands the circle of interests, develops abilities.
At primary school age, the foundation of moral behavior is laid, the assimilation of moral norms and rules of behavior takes place, and the social orientation of the individual begins to form.
The nature of younger students differs in some features. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, motives, without thinking and weighing all the circumstances, for random reasons. The reason is the need for active external discharge with age-related weakness of volitional regulation of behavior.
An age-related feature is also a general lack of will: the younger student does not yet have much experience in a long struggle for the intended goal, overcoming difficulties and obstacles. He can give up in case of failure, lose faith in his strengths and impossibilities. Often there is capriciousness, stubbornness. The usual reason for them is the shortcomings of family education. The child is accustomed to the fact that all his desires and requirements are satisfied, he did not see a refusal in anything. Capriciousness and stubbornness are a peculiar form of a child's protest against the firm demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.
Great opportunities are provided by the primary school age for the education of collectivist relations. For several years, with proper education, the younger student accumulates the experience of collective activity, which is important for his further development - activity in the team and for the team. The upbringing of collectivism is helped by the participation of children in public, collective affairs. It is here that the child acquires the basic experience of collective social activity.
As noted in the review of school conflicts, the most common among students are leadership conflicts, which reflect the struggle of two or three leaders and their groups for primacy in the classroom.
The main conflictogenic factor that determines the characteristics of conflicts between students is the process of socialization of students Socialization is the process and result of the assimilation and active reproduction by the individual of social experience, manifested in communication and activity. The socialization of schoolchildren occurs naturally in everyday life and activities, as well as purposefully - as a result of pedagogical influence on students at school. One of the ways and manifestations of socialization among schoolchildren is interpersonal conflict. In the course of conflicts with others, the child realizes how it is possible and how not to act in relation to peers, teachers, parents.
The peculiarities of conflicts between schoolchildren are also determined by the nature of their activities at school, the main content of which is study. In psychology, A.V. Petrovsky developed the concept of activity mediation of interpersonal relations. He emphasizes the determining influence of the content, goals and values of joint activities on the system of interpersonal relations in a group and team. Interpersonal relationships in student groups differ markedly from relationships in teams and groups of other types. These differences are largely due to the specifics of the pedagogical process in a secondary school.
“Student-student” conflicts arise due to insults, gossip, envy, denunciations, lack of understanding in connection with the struggle for leadership, due to the opposition of the student’s personality to the team, in connection with social work.
The main reasons for hatred of peers are meanness and betrayal, sycophancy, the existence of "fake" excellent students and favorites of teachers, personal resentment, lies and arrogance, rivalry between classmates.
The students' conflicts are significantly influenced by their individual psychological characteristics, in particular, aggressiveness. The presence of aggressive students in the class increases the likelihood of conflicts not only with their participation, but also without them - between other members of the class team. The genesis of the aggressive behavior of schoolchildren is associated with defects in the socialization of the individual. Thus, a positive relationship was found between the number of aggressive actions in schoolchildren and the frequency of their punishment used by parents. In addition, it was confirmed that conflict boys were brought up, as a rule, with parents who used physical violence against them. Therefore, a number of researchers consider punishment a model of conflict behavior of a person.
Conflicts between students at school arise, including because of misconduct, violations of generally accepted norms in the behavior of schoolchildren. The norms of student behavior in the school are developed in the interests of all students and teachers. If they are observed, it is meant to reduce contradictions in school groups to a minimum. Violation of these norms, as a rule, leads to infringement of someone's interests. Conflict of interests is the basis for conflict.
There are different types of conflict personalities, and each of them has its own characteristics:
Demonstrative type: seeks to be the center of attention, behaves emotionally, feels comfortable during the conflict.
Rigid type: a person is suspicious, straightforward, with high self-esteem, it is difficult to accept the points of view of others, touchy, uncritical of himself.
Uncontrollable type: impulsive, unpredictable, aggressive, blames others for everything, does not learn from the past.
Super-accurate type: meticulous, anxious, attention to detail excessively, suffers from his failures, reserved.
"Conflict-free" type: often changes his mind, we inspire, depends on the opinions of others, does not see the future, does not see the connection in cause and effect.
"Tank": rude, selfish, unceremonious, preoccupied with his own authority, believes that everyone should yield to him.
"Leech": this person is not rude and does not scream, but after communicating with him, his mood and well-being deteriorate, he knows how to connect a person to his problems and make him worry about them.
"Vata": A compliant person who verbally agrees but does not deliver on promises due to "unforeseen circumstances" that he does not talk about in time.
"The accuser": everyone is guilty except him, and these are specific people; He is always dissatisfied and talks about it all the time.
"Know-it-all": interrupts, sticks out his competence and mental superiority.
"Pessimist": gets others around critical remarks, often truthful.
Passive-aggressive: seeks to achieve goals at the expense of others.
“Super flexible”: agrees with everyone and everything, offers his help, but then does nothing.
Taking into account the characteristics of the individual, one can not only understand which group a person belongs to, but also find an approach to him.
Also important is temperament. Temperament is the basis for the development of a person's character, influences the way a person communicates and behaves.
The choleric person is distinguished by decisiveness, initiative, straightforwardness, is almost always resourceful in a dispute, in a critical situation he shows determination and pressure, feelings quickly arise and are clearly manifested. The choleric type of temperament is characterized by sharp, impetuous movements, restlessness, imbalance, a tendency to vehemence, it does not differ in patience, in relationships and in communication with people it can show sharpness and straightforwardness, is aggressive, very quick-tempered, and not sustained, provokes conflict situations. Cholerics need to learn to restrain themselves, not to be arrogant. They may be advised to count to ten before reacting to the situation.
Sanguine is distinguished by cheerfulness, energy, cheerfulness, responsiveness. Maintains composure in stressful, critical situations. The disadvantages of a sanguine person are haste in decisions, reckless decisions, lack of composure. An unstable mood prevails. To achieve success in their activities, sanguine people should not be scattered over trifles, they need to be purposeful, accurate, diligent.
The phlegmatic is distinguished by calmness, composure, prudence, caution, patience, perseverance, poise and endurance, both in ordinary life and in a stressful situation. Phlegmatic people are practically not receptive to approval and censure in their address. They react poorly to external stimuli, so they cannot quickly respond to new situations. It is difficult to adapt to a new environment and slowly converge with new people. Phlegmatic people should develop the qualities they lack, such as: mobility, activity.
The melancholic is distinguished by increased sensitivity, restraint and tact. The shortcomings of the Melancholic lie in the severity of the transfer of grief and resentment. Keep your thoughts and feelings to yourself. Melancholic people are very worried about even minor setbacks. Always pessimistic, rarely laughs. Lost in unfamiliar surroundings. The melancholic is embarrassed when in contact with new people. It takes a long time to adapt to a new team. In terms of self-improvement and self-realization, melancholic people need to be more active, engage in patronage help in order to feel their importance, confidence and increase their self-esteem.
Thus, having studied all types of temperaments, I can confidently say that each temperament maintains around itself the environment and type of behavior corresponding to it. The main task of the teacher is to conduct research at the beginning of training and identify the type of temperament of each student, thereby this work will make a huge contribution to the study of the characteristics of the student and will help to choose an individual approach to the student.

Conclusions on the first chapter
There is an opinion that conflict is always undesirable, that it must be resolved immediately, because it destroys human relationships, and, therefore, negatively affects the results of joint work. However, many scientists (A.Ya. Antsupov, N.V. Grishina, G.V. Gryzunova, N.I. Leonov, Venderov, E. M. Dubovskaya, A. A. Ershov, G. Simmel, L. Kozer, R. A. Krichevsky B. G. Ananiev, L. A. Petrovskaya, B. I. Khasan, E. Erikson, I. Slobodchikov, V. V. Stolin, G. A. Tsukerman, E. Erikson, etc.) believe that from the point of view of effective management, some conflicts can be not only useful, but also desirable. The conflict helps to identify a variety of points of view, provides additional information, allows you to analyze a large number of alternatives. This makes the decision-making process more efficient, enables people to express their thoughts and feelings, and satisfy their needs. It also helps to carry out plans and projects more effectively and, as a result, creates conditions for intensive development. Conflict initially involves confrontation. The difference lies only in what is the source of the confrontation. Conflict, for example, in psychology is understood as a collision of incompatible, oppositely directed tendencies in a person's mind, in interpersonal or intergroup relations, associated with acute negative experiences. Pedagogy, on the other hand, defines conflict as a tension in relationships that has arisen as a result of obvious or hidden contradictions, a clash of different positions, aspirations, and motives of people, resulting in a struggle between the parties.
Interpersonal conflicts can be viewed as a clash of personalities in the process of their relationship. Such clashes can occur in various spheres and areas (economic, political, industrial, socio-cultural, domestic, etc.).
The main primary cause of the conflict is the confrontation, the struggle of opinions about any problem. Naturally, interpersonal conflict can act from a constructive and destructive position, being a signal for self-development, or self-improvement, or the destruction of everything that was created by the conflicting people before the conflict began. When transforming the concept of conflict and interpersonal conflict, emphasis should be placed on individual and age characteristics using the main specified characteristics of the conflict.
The task of the teacher is to teach children to communicate, interact with each other, develop the necessary skills and communication skills. The decline in the culture of behavior and communication, the culture of speech in our country, the tendency to spread jargon and vernacular in all spheres of society, the use of vulgarism, obscene expressions, the growth of emotional communication - all this indicates that improving the culture of behavior and communication of children is the most important pedagogical task . One of the ways to solve this problem is to organize the training of students in normative and effective communication.

CHAPTER 2

2.1 The dynamics of the development of the conflict
The dynamics of conflict can be viewed in both narrow and broad terms. In the first case, this state means the most acute stage of confrontation. In a broad sense, the stages of conflict development are a long process in which the phases of clarifying relationships replace each other in space and time. There is no unambiguous approach to the consideration of this phenomenon.
For example, L. D. Segodeev identifies three stages in the dynamics of a conflict, each of which he breaks down into separate phases. Kitov A.I. divides the process of confrontation into three stages, and V.P. Galitsky and N.F. Fsedenko - into six. Some scholars believe that conflict is even more complex. The stages of the conflict, in their opinion, have two development options, three periods, four stages and eleven phases. .
The stages of conflict development can unfold according to two different scenarios: the struggle enters the escalation stage (the first option) or bypasses it (the second option). The periods of development of the conflict can be called the following states:
Differentiation - the warring parties are separated, trying to defend only their own interests, using active forms of confrontation.
Confrontation - participants in the conflict use harsh forceful methods of struggle.
Integration - opponents go towards each other and begin to look for a compromise solution.
In addition to options and periods, the following main stages of the conflict can be distinguished:
1. Pre-conflict (hidden stage).
2. Conflict interaction (opposition in the active stage, which, in turn, is divided into three phases: incident, escalation, balanced interaction). Resolution (end of confrontation).
3. Post-conflict (possible consequences). .
Pre-conflict (main phases) The following phases can be distinguished in the latent stage of development: Emergence of a conflict situation. At this stage, a certain contradiction arises between the opponents, but they are not yet aware of it and do not take any active steps to defend their positions. Awareness of the conflict situation. At this time, the warring parties begin to realize that a clash is inevitable. At the same time, the perception of the situation that has arisen is usually subjective. Awareness of a conflict objective situation can be both erroneous and adequate (that is, correct). An attempt by opponents to resolve a sore point in communicative ways, by competently arguing their position. pre-conflict situation. It arises if the methods of peaceful resolution of the problem did not bring success. The opposing sides realized the reality of the emerging threat and decided to defend their interests by other methods. .
conflict interaction. Incident An incident is a deliberate action by opponents who want to single-handedly seize the object of the conflict, regardless of the consequences. Awareness of the threat to their interests forces the opposing sides to use active methods of influence. An incident is the beginning of a collision. It concretizes the alignment of forces and exposes the positions of the conflicting parties. At this stage, the opponents still have little idea of their resources, potentials, forces and means that will help them win. This circumstance, on the one hand, restrains the conflict, and on the other hand, makes it develop further. At this phase, opponents begin to turn to a third party, that is, appeal to the legal authorities to assert and protect their interests. Each of the subjects of confrontation is trying to attract the largest number of supporters. conflict interaction. Escalation This stage is characterized by a sharp increase in the aggressiveness of the opposing sides. Moreover, their subsequent destructive actions are much more intense than the previous ones. The consequences are difficult to predict if the conflict goes that far. .
The stages of the conflict in their development are divided into several stages: A sharp decrease in the cognitive sphere in activity and behavior. The subjects of confrontation are moving to more aggressive, primitive ways of confrontation. The displacement of the objective perception of the opponent by the universal image of the "enemy". This image becomes the leading one in the conflict information model. Increased emotional stress. A sharp transition from reasonable arguments to personal attacks and claims. The growth of the hierarchical rank of prohibited and violated interests, their constant polarization. The interests of the parties become bipolar. The uncompromising use of violence as an argument. Loss of the original object of collision. Generalization of the conflict, its transition to the global stage. Involvement of new participants in the confrontation. The above signs are characteristic of both interpersonal and group conflicts. At the same time, the initiators of the collision can support and shape these processes in every possible way by manipulating the consciousness of the opposing sides. It must be emphasized that in the process of escalation, the conscious sphere of the psyche of opponents gradually loses its significance. .
conflict interaction. Balanced interaction In this phase, the subjects of the conflict finally understand that they cannot solve the problem by forceful methods. They continue to fight, but the degree of aggressiveness is gradually decreasing. However, the parties have not yet taken real actions aimed at a peaceful settlement of the situation. Conflict resolution The stages of conflict resolution are characterized by the cessation of active confrontation, the realization of the need to sit down at the negotiating table and the transition to active interaction. The end of the active phase of the clash can be triggered by several factors: a radical change in the system of values of the conflicting parties; a clear weakening of one of the opponents; obvious futility further action; overwhelming superiority of one of the parties; the appearance in the confrontation of a third party capable of making a significant contribution to solving the problem. The actual resolution of the conflict. The parties begin to negotiate, completely abandon the use of force in the struggle. Ways to resolve the confrontation can be as follows: changing the positions of the conflicting parties; elimination of one or all participants in the confrontation; destruction of the object of the conflict; effective negotiations; appeal of opponents to a third party playing the role of an arbitrator. The conflict can also end in other ways: by fading (extinguishing) or by developing into a confrontation of another level. .
post-conflict stage. Partial resolution. The stages of social conflict end at this relatively peaceful stage. This state is characterized by the preservation of emotional tension, negotiations take place in an atmosphere of mutual claims. At this stage of confrontation, a post-conflict syndrome often occurs, which is fraught with the development of a new dispute. Normalization, or complete resolution of the conflict. This phase is characterized by the complete elimination of negative attitudes and the emergence of a new level of constructive interaction. The stages of conflict management at this stage are completely completed. The parties restore relations and begin productive joint activities. .
Thus, the correct and timely awareness and assessment of the state of the conflict, as well as the study and awareness of a certain stage, is the most important condition for the most optimal solution and effective way to prevent conflict.
The next section will discuss the conditions for successful conflict resolution.
2.2 Conditions for successful conflict resolution
In the process of learning activities, younger students find themselves in problem situations that lead to conflicts, for the constructive resolution of which they are not ready. In children, conflict situations are not uncommon due to delayed psychomotor development, memory costs, lack of attention, underdevelopment of speech - that is, in general, low functional reserves of the body, which negatively affects the social adaptation of younger students and the success of their education. In this regard, it is obvious that younger students need to develop the ability to resolve conflicts.
As S.L. Rubinshtein notes, it is impossible to suppress conflicts mechanically, by force, and it is also impossible to “eradicate” them; however, they must be skillfully recognized and regulated. . Thus, the ability to resolve conflicts arising in the child's activities reflects his needs, motives, value orientations, goals and interests. The ability to resolve conflicts is determined by attitudes. The formation of social attitudes is influenced by the social environment in which the child is in a state of close contact: the family, teachers and the reference group.
The specificity of the emergence, development and resolution of interpersonal conflicts in primary school is directly dependent on the following factors:
- age characteristics of the younger student;
- the specifics of the organization of the educational process in elementary school;
- the attitude of younger students to the conflict, which includes: understanding the term conflict, the causes of conflicts, actions in case of conflicts. .
In this regard, the primary task, I made an analysis of psychological and pedagogical literature and practice in order to identify the age characteristics of a younger student that influence the emergence, development and resolution of pedagogical conflicts. Thus, the following age features were identified:
- transformation of the social situation of development (transition from a carefree childhood to the position of a student), a change in the usual way of life of the child, the daily routine;
- the beginning of the formation of relations with the classroom team, with teachers, the need to reckon with the opinion of other participants-subjects of the educational process;
- significant physical changes in the body, which leads to an excess of physical energy;
- violation of mental balance, instability in a strong-willed attitude, variability of moods, excessive impressionability due to physiological changes in the body;
- instability of the attention of a younger student, since, firstly, excitation prevails over inhibition, and, secondly, a natural desire for mobility is manifested, as a result of which he cannot engage in the same type of activity for a long time, as fatigue, extreme inhibition;
- the predominance of the absorbing nature of cognition, rather than memorization, the desire of children for research activities due to susceptibility and impressionability, comparison and analysis of the phenomena around them, the expression of their personal attitude to a particular situation;
- the emergence of new needs and responsibilities: obey the teacher's requirements, do homework, acquire new knowledge, skills, get a good grade and praise from the teacher, communicate with students and the teacher, which often leads to conflicts with the child's abilities and interests;
- trusting submission to authority, but at the same time the formation of his own I in the world around him, the formation of self-esteem, the need for protection from adults;
- fragility, short duration of emotional experiences, unless, of course, deep shocks take place;
- lack of everyday experience of constructive behavior in the event of a conflict situation, the predominance of the style of behavior on an intuitive level;
- predominance gaming activity, as one of the means of forming the skills and abilities of the child with the increasing role of educational activity.
Let us consider the main ways of resolving and preventing conflicts that exist in the theoretical and practical literature. This is necessary in order, firstly, to identify the features that the teacher needs to know and take into account when resolving and preventing conflict, and, secondly, to determine to what extent the existing ways of resolving and preventing conflicts can be used by elementary school teachers in order to form experience of correct interactions between students.
Three aspects stand out in this regard:
- management of a conflict situation / conflict;
- directly ways to resolve the conflict;
- prevention of conflicts. .
So, according to the formula of V.I. Andreeva, conflict is a problem + conflict situation + participants in the conflict + incident. Therefore, in order to resolve the conflict, it is necessary to make changes in the conflict situation. A conflict situation, as you know, cannot turn into a conflict without an incident, therefore, by changing the situation preceding the conflict, we can prevent the conflict.
Thus, if a conflict is a consequence of a certain conflict situation, then first of all it is necessary to conduct a correct diagnosis of the conflict situation, that is, if possible, determine the presence of a problem and potential participants in a possible conflict, their positions and the type of relationship between them.
Another domestic researcher T.S. Sulimova identifies the following main models of conflict development management: ignoring, competition, compromise, concessions, cooperation. (Appendix A).
The analysis of the literature has shown that there are no universal methods of "correct" management of a conflict situation and conflict. Therefore, most conflict researchers propose actions that can turn conflict from destructive to constructive. The general scheme looks like this:
- actions aimed at preventing the incident;
- actions related to the suppression of the conflict;
- actions that give a delay;
- actions leading to conflict resolution.
Conflict resolution is the final stage in the development of a conflict. Domestic and foreign experts offer ways to resolve conflicts depending on different approaches to the study of their essence. Researcher of social conflicts T.S. Sulimova points out that conflicts that arise between individuals in a group are resolved mainly by two methods: the method of coercion and the method of persuasion. The first method involves the implementation of violent actions of one subject over another. The second method is focused primarily on the search for compromises, mutually beneficial solutions. Its main means is the convincing argumentation of their proposals, as well as knowledge and consideration of the aspirations of the other side. It is the search for opportunities and ways to reach a compromise that is one of the fundamental when using this method.
Based on this, the following stages and ways of resolving conflict situations can be noted:
1) identify the actual participants in the conflict situation;
2) to study, as far as possible, their motives, goals, abilities, character traits;
3) to study the interpersonal relations of the participants in the conflict that existed before the conflict situation;
4) determine the true cause of the conflict;
5) study the intentions, ideas of the conflicting parties about ways to resolve the conflict;
6) to identify the attitude towards the conflict of persons not participating in the conflict situation, but interested in its positive resolution;
7) identify and apply ways to resolve the conflict situation, which:
a) would be adequate to the nature of its causes;
b) would take into account the characteristics of the persons involved in the conflict;
c) would be constructive;
d) correspond to the goals of improving interpersonal relations and would contribute to the development of the team.
An important condition for the successful constructive resolution of the conflict is the observance of such conditions as: objectivity when considering, the ability to reflect in a conflict, focusing on the subject of the conflict and on interests, and not on positions and personal characteristics, avoiding premature conclusions, mutually positive assessment of opponents, possession partnership style of communication.
Thus, the analysis of theory and practice shows that the behavior of an individual in a conflict has a decisive influence on the outcome of the conflict. Based on the position that conflict in pedagogical activity is easier to prevent than to resolve, and also to reduce the number of destructive interpersonal conflicts, in order to form a constructive experience of behavior in the event of an interpersonal conflict, along with methods of managing and resolving conflict situations, the teacher needs to master the methods of prevention of such situations at school.
In the next paragraph, a system of activities and methods for teaching conflict resolution skills to younger students will be considered.

2.3 The system of activities and methods for teaching conflict resolution skills to younger students
At present, the situation of childhood development has changed dramatically all over the world. Tense social, economic, demographic, environmental problems cause the growth of negative trends in the formation of the personality of the younger generation. Among them, the progressive alienation, increased anxiety, spiritual disorientation of children, the increase in their cruelty, aggressiveness, and potential conflict cause particular concern. The purpose of working with conflict children is to analyze the causes of the emergence and manifestation of conflict, as well as to determine the socio-psychological foundations for overcoming it in the conditions of psychological work.
Younger students need to be given practical assistance in eliminating distortions of emotional response and behavioral stereotypes; reconstruction of full-fledged contacts of a junior schoolchild with peers. Exercises are based on the development of interest in the people around them, the desire to understand them, the need for communication, the formation of communication skills, knowledge of the norms and rules of behavior, the formation of positive attitude to others and the balance of emotional states.
Much attention should be paid to the formation of friendly and warm relations between younger students. In this case, much depends on the professionalism of the teacher, who must teach children positive communication techniques, teach them to analyze the causes of conflicts and develop the ability to independently regulate them.
A set of classes is developed on the basis of compliance with the following pedagogical conditions:
-selection of moral categories;
- the use of game forms that correspond to the age characteristics of children;
- in order to deepen the understanding of moral categories in the classroom, elements of group discussions should be used.
In order for younger students to be able to successfully resolve conflicts themselves, and best of all not to create such situations at all, they need to be gradually taught this: cool watch, conversations (preferably in a playful way), trainings that teach how to get out of a conflict situation so that both parties are satisfied, how to give in to each other, forgive, ask for forgiveness, admit your mistakes.
There is a need for conversations that provide knowledge about conflicts, their causes and ways of resolution; form the ability to analyze the conflict situation (identify the causes and indicate the consequences).
In the work, you can use games, exercises to unite schoolchildren, the purpose of which is to unite group members to jointly solve problems, develop the ability to express sympathy and respect for each other. Cohesion is a group variable, that is, it depends on the attitude of all members of the group. Children should learn the features and styles of behavior in a conflict situation through role-playing games.
For example, you can use the following training exercises:
"Me and Conflict"
Purpose: to promote the participants' awareness of their behavior, the formation of the ability to positively resolve conflicts. It takes the form of a conversation.
"My View of Conflict"
Purpose: actualization of participants regarding the concept of conflict. View
activities: drawing a picture by students on the topic "My idea of \u200b\u200bthe conflict."
"Conflict is..."
Purpose: to clarify the essence of the concept of "conflict". The leader addresses the participants with the question “What is conflict?”. All answers are written on paper. After that, everyone together finds out the positive (+) and negative (-) sides of the conflict.
You can also use team building games:
"Help the Blind"
One participant plays the role of "blind", the other - "guide". The task of the "guide" is to make sure that the "blind" does not collide with the objects of the room.
"Reflection"
One of the participants plays the role of a "mirror", the other - a "person". Game conditions: the participant playing the role of a “mirror” must exactly repeat the slow movements of the “person”, reflect them. .
Methods for preventing conflicts among younger students:
Method - a way to achieve a goal, solve a problem, a set of techniques and operations of practical or theoretical development (cognition) of reality. .
Verbal - a method of presenting educational material, an oral narrative presentation of new knowledge by a teacher. It is applied at all stages of school education. With its help, a figurative presentation of facts, interesting events, relationships, interdependencies, phenomena, etc. is carried out. It activates perception, cognitive activity, forms ideas, develops interests, curiosity, imagination and thinking (primary and secondary prevention). .
Visual method - helps to connect all systems of the human body for the perception of information (primary and secondary prevention);
Involvement in activities is a set of means and methods of education that contribute to the successful involvement of the team in activities (secondary and tertiary).
Organization of activities - ways to highlight, consolidate and form a positive experience of behavior, relationships, actions and deeds, motivation (secondary and tertiary). .
Cooperation - involves the joint performance of the parties to solve the problem, this position makes it possible to understand the causes of disagreements and find a way out of the crisis acceptable to the opposing parties without prejudice to the interests of each of them (tertiary). .
Situation analysis - methods of including in the educational process a deep and detailed study of a real or simulation situation, performed in order to identify its particular or general characteristic properties (tertiary). .
The method of a positive example - the development of personality occurs not only as a result of the influence of words and thoughts as a means of explanation and persuasion. Of exceptionally great educational value are positive patterns and examples of the behavior and activities of other people, this is especially true among younger students, because they absorb all the information that surrounds them, and then reproduce it. .
Method of intervention "authoritative third". A person in conflict, as a rule, does not perceive the positive words expressed by the opponent in his address. A trusted “third party” can provide assistance, so that the conflicting person will know that his opponent does not think so badly of him, and this fact can be the beginning of a search for a compromise. .
Stimulation - a set of means and techniques that encourage the pupil to certain actions. The main activities are: individual counseling; inclusion of schoolchildren in training groups in order to correct negative emotionally significant situations; individual work with the child's value system; teaching social skills, ways of effective communication, constructive behavior in conflict situations. .
Thus, prevention is a set of state, public, socio-medical and organizational and educational measures aimed at preventing, eliminating or neutralizing the main causes and conditions that cause various kinds of social deviations in the behavior of children, it can be primary, secondary and tertiary.

Conclusions on the second chapter
In order for younger students to be able to successfully resolve conflicts themselves, and best of all not to create such situations at all, they need to be taught this gradually: to conduct class hours, talks (preferably in a playful way), trainings that teach how to get out of a conflict situation so that both parties are satisfied, how to give in to each other, forgive, ask for forgiveness, admit their mistakes. Joint rest of parents and children, going out into nature, trips bring children together. The teacher is firmly convinced that only the joint work of the teacher and parents will help the child to adapt in the social environment, painlessly get out of conflict situations.
The organization of the pedagogical process aimed at resolving the conflicts of younger students helps to reduce the conflict behavior of students in the class. However, in order to achieve the best results, such work should be carried out systematically.

CONCLUSION
Conflict inevitably accompanies all spheres of interpersonal interaction. The conflict, having a disorganizing effect on the joint activities of people, can at the same time be turned into a productive channel, exacerbating the contradiction that has arisen and contributing to the development of a more conscious and expedient solution to the problem. In addition, the resolution of a conflict situation by an individual enriches his life experience in the field of interpersonal interaction.
An analysis of the theoretical literature on the research problem showed that a junior schoolchild is a person who actively masters communication skills. During this period, an intensive establishment of friendly contacts takes place. Acquiring the skills of social interaction with a peer group and the ability to make friends is one of the important developmental tasks at this age stage. The system of personal relationships is the most emotionally saturated for each person, since it is associated with his assessment and recognition as a person. Therefore, an unsatisfactory position in a peer group is experienced by children very acutely and is often the cause of inadequate affective reactions.
Conflict in pedagogical activity is easier to prevent than to resolve, as well as to reduce the number of destructive interpersonal conflicts, to form a constructive experience of behavior in the event of an interpersonal conflict, along with the methods of managing and resolving conflict situations, the teacher needs to know the methods for preventing such situations at school.
Based on the study and analysis of scientific literature and the results, the tasks of the study were solved, or rather, the problems and relevance of conflicts in primary school age were identified; and conditions for successful conflict resolution.
The third task of the study was to classify the methods of developing schoolchildren's skills not to create conflict situations.
The methods were based on the leading contradictions that stimulate the emergence of conflicts in elementary school between: inadequate understanding of the essence of the conflict and the formation of a constructive attitude towards it; the need and need for a constructive resolution of interpersonal conflict and the level of practical readiness of the younger student to implement this task.
In the course of this study, a number of new related problems were identified that are of theoretical and practical significance: the influence of internal mechanisms and personality contradictions on the violation of the stability of relations between subjects of the educational process; search for adequate diagnostic tools to study the factors that create a conflict environment in the educational process of elementary school.
Thus, it is possible to solve the problem of developing the ability to exclude conflict situations in younger students from the standpoint of introducing technological methods, specialized approaches and methods into the educational process. All these measures, methods, conditions, systems of measures together will make the procedure for the formation of conflict competence of younger students productive and effective.
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33. Rogov E.I.

The causes of conflicts are as diverse as the conflicts themselves. It is necessary to distinguish between objective causes and their perception by individuals.

Conflicts can be different. In particular:

Conflicts with the teacher. Perhaps this is the most difficult version of the conflict, because the child is initially in a lower weight category against the teacher. Regardless of who is right and who is wrong (and the teacher can also be wrong), the child will still be under pressure. And if the child is initially guilty of the conflict, then, dear parents, do not rush to immediately take action, publicly humiliating your child, insulting him along the way. Understand the situation after listening to both sides, but take measures at home in relation to the offender.

Prejudice against the child on the part of the teacher. Definitely, parents will need to intervene in this case. Initially, it is worth talking peacefully with the teacher, finding out the reason for such an attitude towards the child, in a word, showing delicacy. Who knows, maybe this conflict will be settled?

Conflicts with classmates. Often the baby, being originally a home child, among peers turns into a victim of ridicule. He may not keep up with the team in the classroom, his clothes are not so fashionable, and his mobile phone is not the latest model of release. In a word, he is not like the majority. And here it is very important to intervene, but to intervene correctly. It is worth talking with the class teacher, asking them to stop bullying. And you, as parents, need to find an approach to your child, build such relationships so that the baby becomes more self-confident, understands that he is loved and will always be helped. You should not let everything take its course according to the principle: "It will come up on its own." Why exacerbate the stressful state of the child, and even contribute to the formation of complexes?
Also, the causes of conflicts may be attempts to defend one's "I", to win the right to develop in one's own way, not like everyone else. The main task of parents is to stand up for their children and help them cope with any kind of conflict. If you were suddenly called to school, do not rush to immediately punish the baby or start to sort things out. First listen to him, then the teacher, and only then make a decision. And again I remind you: all educational measures at home, no public humiliation.
Strange as it may sound, most of the causes of a child's conflicts at school are formed in the family. It is from her that the baby takes his first models for resolving controversial issues and becoming himself in a team as a person. Several real life situations can be cited as examples.

Situation 1. The child in the house is suppressed by authoritarian parents. He is already initially in conflict: he is not given the opportunity to accept independent solutions, however, at the same time they require the fulfillment of the assigned tasks, where it is necessary to show it. The baby is required to obey unquestioningly, fulfill the assigned tasks, and if there is a remark, listen silently, not daring to object. With all this, such a child is dressed, shod, he has everything he needs, he is taken to circles or in sections. Only now such a child actually does not have a mechanism for self-defense - he is suppressed “in the bud” by his parents. Such a child is simply doomed to the role of a victim in the classroom.

Situation 2. It is actually a mirror image of the one described in the first example: the child is allowed everything. Everything is bought for him on demand, he knows no refusal in anything. In the school community, it will be difficult for such a kid to find a common language with peers. However, he will blame others for such a conflict, but not himself. Children, especially those of primary school age, solve conflicts for themselves quite simply: they stop communicating with children who are unpleasant to them. Everyone is also removed, but it is unlikely that a child from the described situation is used to this. Parents need to take action and change the tactics of their upbringing.

Situation 3. They don’t give at home - I’ll take it at school. We are talking about children who do not receive enough affection and attention from their parents at home. Eternally busy, tired, tormented parents, who often take out their dissatisfaction with life on the child, without knowing it, drive their baby into a terrible internal conflict. And as a result: in the team this is an aggressive, unbalanced child who can take away the phone and hit a classmate. In a word, through violence, to compensate for the warmth and affection, as well as the attention that he lacks at home.

Let's analyze the main conflict situations in more detail.

student - student

Conflicts between children, both intra-age and inter-age, are commonplace. The teacher in this case acts as an observer, he can also help in resolving the controversial situation. Why arise The first reason for the emergence of conflict situations between students is age. Aggression in elementary school is the result of insufficient socialization. Children do not yet understand how to act in relation to other people, they do not realize the difference between “can” and “impossible”. Conflicts in high school are more conscious. The student understands the difference between good and evil. Much here depends on the upbringing, the authority of the teacher as an observer. The immediate causes of disagreements are also becoming more complex. Along with the usual childhood grievances, there is a struggle for leadership in a group, a struggle between groups, and personal rivalry. One of the most dangerous types of conflicts is social. Children from complete families often conflict with children from incomplete families. The result can be both uncontrolled aggression from any side, and an attempt to withdraw. It is very important to identify the problem in time and solve it in the best way. Ethnic conflicts are also not uncommon, when representatives of different ethnic groups study in the class. Does the subordinate team constantly find reasons for confrontations? Learn about enterprise conflict management. When might walking away from conflict be a smart move? Read the article. Ways of solution In some cases, the conflict situation is resolved within the group, without the intervention of outsiders. However, it is important to follow, direct and control it: The role of the teacher. A competent teacher can resolve the conflict at the initial stage, excluding its further development. One of the preventive measures is the maximum cohesion of the children's team. Various events and competitions are organized in schools. At the same time, it is important to ensure that there is no interclass conflict. The role of a parent. However, not always a teacher in a modern school has sufficient authority among students. Parents also play a role in conflict resolution. The method of settlement in this case depends on the relationship in the family. For example, if the relationship between parents and children is strained, you should not talk heart to heart, parents simply will not be able to call the child to frankness. In this case, it is better to choose the appropriate story "from life" and present it at the "opportune moment."

Student - teacher

The conflict situation between the student and the teacher is one of the most common in the school environment. Conventionally, such situations can be divided as follows: Conflicts that have arisen in connection with poor academic performance or underachievement of the student, as well as in the performance of various extracurricular tasks. Most often it occurs due to student fatigue, too difficult material, lack of help from the teacher. Today, such situations arise, among other things, because the teacher makes excessive demands on students and uses grades in the subject as a means of punishment. The reaction of the teacher to the violation by students of certain rules of conduct in the educational institution and beyond. Most often, the reason is the inability of the teacher to assess the current situation and correctly analyze the behavior of the student. As a result, incorrect conclusions about what happened. The student does not agree with such conclusions, as a result, a conflict situation arises. Emotional and personal conflicts. Usually they are the result of insufficient qualifications of the teacher and incorrect resolution of previous pre-conflict situations. They are personal and often last for years. Why do they arise Among the common causes of conflicts can be identified: The lack of responsibility of the teacher for the competent resolution of conflict situations. Different status and life experience of participants in a problem situation, which determines their behavior. The inability to look at the conflict "from the outside." One problem through the eyes of a teacher and a student is seen differently. Solutions Most often, a conflict with a teacher is the result of his wrong. The student is just beginning to socialize, the teacher has already gone a certain way: It is not allowed to raise your voice to the students. This can only lead to an aggravation of the problem situation. It is necessary to react calmly to any reaction on the part of the student, controlling emotions. You need to carefully consider serious psychological conversations with students. If you need to punish someone, this must be done as correctly as possible, without putting it "in appearance". If the source of the conflict is a problem student, he can be further stimulated, for example, by giving an important task.

The teacher is the student's parent

The conflict situation between parents and teachers is a relatively new phenomenon, but it is gaining momentum. It arises from mutual distrust and different attitudes towards the child. Labor disputes beyond the bounds of decency? Learn how to resolve conflict at work. Read the topic of the conflict and its moral structure in the article. Is there any benefit to conflict? Read here. Why there are two views on the problem: the teacher's and the parent's. From the point of view of the parent, the problem is as follows: Lack of competence of the teacher: teaches incorrectly, does not communicate with parents. The teacher does not know how to find a way. Unreasonable underestimation of grades, excessive demands on the student. The teacher puts forward his claims: Parents do not pay attention to the correct upbringing of the child. Unreasonable demands of parents to the teacher, often exceeding his official duties. Anything can become the immediate cause of the conflict: a careless remark, a bad mark, aggression, nit-picking. Solutions In any case, the child will remain the injured party, therefore, the conflict situation should be resolved quickly. If necessary, an informal leader is involved - there is one in every parent team. First of all, it is necessary to recognize the existence of a conflict and the need to resolve it. Both parties must fix their view of the problem, fully consciously and voluntarily. Only the direct participants in the conflict participate in the negotiations, plus the “judge”, the most distant person who develops options for resolving. There are many direct ways to resolve the conflict. Radical options are the departure of a teacher or student from school. Less radical ways are to find compromises. The teacher and the parent should see each other not as competitors, but as comrades-in-arms and use the basic principle of family and school - “do no harm”. Ways to prevent school disputes. In many cases, correct diagnosis of the situation will help prevent conflict. Each aggravation of the problem is preceded by a pre-conflict situation, having worked through which it is possible to avoid aggression. One of the ways to prevent conflicts is to observe students, search for common interests, goals. If the students are united by some goal, many problems are simply removed. Other problems (jealousy, personal motives) are solved individually. In some cases, just talking is enough, in others, the help of a professional child psychologist is needed. In any case, it is very important not to miss the moment. If the conflict has entered an active stage, it is pointless to take measures to prevent it.

Conflicts are an integral part of modern life. Speaking of conflicts, we most often associate them with aggression, disputes, hostility. However, many conflicts contribute to the adoption of informed decisions, the development of relationships, and help to identify hidden problems. In any case, conflicts must be resolved. Insufficient attention to disagreements leads to the fact that children and teachers cease to trust each other, attribute responsibility for misunderstanding to the personal qualities of the opponent. This leads to mutual hostility and the consolidation of stereotypes of conflict behavior.

Conflict (lat. coflictus - clash) in its most general form is defined as an extremely acute contradiction. There are various definitions of conflict, but they all emphasize the presence of contradiction, which takes the form of disagreements, when it comes to the interaction of people, conflicts can be hidden or obvious, but they are based on a lack of agreement. The lack of agreement is due to the presence of a variety of opinions, views, ideas, interests, points of view.

So, for example, interpersonal (intergroup) conflict can be defined as a situation in which interacting people either pursue incompatible goals, or adhere to incompatible (mutually exclusive) values and norms, or at the same time strive in a fierce competitive struggle to achieve the same goal, which can be achieved by only one of the conflicting parties.

Conflicts can occur in two interrelated forms - conflicting psychological states and open conflicting actions of the parties (at the individual and group levels). The nature of interpersonal (and inter-role) relations sheds light on the internal (social-psychological) mechanism, state and direction of development of the education sector.

Conflict - a form of social interaction between two or more subjects (subjects can be represented by an individual / group / themselves - in the case of an internal conflict), arising from a mismatch of desires, interests, values or perceptions.

We are considering a pedagogical conflict, that is, a conflict, the subjects of which are the participants in the pedagogical process.

Typological division of conflicts:

"genuine" - when the conflict of interests exists objectively, is realized by the participants and does not depend on any sl. easily changing factor;

"random or conditional" - when conflict relations arise due to random, easily changeable circumstances that are not recognized by their participants. Such relationships can be terminated if real alternatives are realized;

"displaced" - when the perceived causes of the conflict are only indirectly related to the objective causes underlying it. Such a conflict may be an expression of conflicting true relationships, but in some symbolic form;

"incorrectly attributed" - when the conflict relationship is attributed to the wrong parties between which the actual conflict is played out. This is done either deliberately with the aim of provoking a clash in the enemy group, thereby "obscuring" the conflict between its true participants, or unintentionally, due to the lack of really true information about the existing conflict;

"hidden" - when conflict relations due to objective reasons should take place, but are not updated;

"false" - a conflict that has no objective basis and arises as a result of false ideas or misunderstandings.

It is necessary to distinguish between the concepts of "conflict" and "conflict situation", the difference between them is very significant.

A conflict situation is such a combination of human interests that creates the basis for a real confrontation between social actors. The main feature is the emergence of the subject of the conflict, but so far the absence of an open active struggle.

That is, in the process of development of a collision, the conflict situation always precedes the conflict, is its basis.

In order to predict a conflict, one must first figure out if there is a problem that arises in cases where there is a contradiction, a mismatch between something and something. Next, the direction of development of the conflict situation is established. Then the composition of the participants in the conflict is determined, where Special attention paid to their motives, value orientations, distinctive features and manners. Finally, the content of the incident is analyzed. It is pedagogically important to track the signals indicating the emergence of a conflict.

In practice, the teacher is more interested not so much in the elimination of the incident as in the analysis of the conflict situation. After all, the incident can be drowned out by “pressure”, while the conflict situation persists, taking a protracted form and negatively affecting the life of the team.

Conflict is viewed today as a very significant phenomenon in pedagogy, which cannot be ignored and which should be given special attention. Neither the team nor the individual can develop without conflict, the presence of conflicts is an indicator of normal development.

Considering conflict as an effective means of educating a person, scientists point out that overcoming conflict situations is possible only on the basis of special psychological and pedagogical knowledge and their corresponding skills. Meanwhile, many teachers negatively assess any conflict as a phenomenon that indicates failures in their educational work. The majority of teachers still have a wary attitude towards the very word “conflict”, in their minds this concept is associated with a deterioration in relationships, a violation of discipline, a phenomenon harmful to the educational process. They seek to avoid conflicts by any means, and in the presence of them they try to extinguish the external manifestation of the latter.

Most scholars believe that conflict is an acute situation that arises as a result of a collision of personal relations with generally accepted norms. Others define conflict as a situation of interaction between people either pursuing goals that are mutually exclusive or unattainable at the same time by both conflicting parties, or seeking to realize in their relationships incompatible values and norms such a contradiction between people, which is characterized by confrontation as a phenomenon that creates a very difficult psychological atmosphere in any team of schoolchildren, especially high school students. as an intractable contradiction associated with acute emotional experiences as a critical situation, that is, a situation of impossibility for the subject to realize the internal necessities of his life (motives, aspirations, values, etc.); as an internal struggle that gives rise to external, objectively given contradictions, as a state that gives rise to dissatisfaction with a whole system of motives, as a contradiction between needs and the possibilities of satisfying them.

It has been established that the contradictions that arise among younger students do not always lead to conflict. It depends on skillful and sensitive pedagogical leadership whether the contradiction grows into a conflict or finds its solution in discussions and disputes. Successful resolution of the conflict sometimes depends on the position that the teacher takes in relation to it (authoritarian, neutral, avoiding conflicts, expedient intervention in the conflict). Managing the conflict, predicting its development and being able to resolve it is a kind of “safety technique” of pedagogical activity.

There are two approaches to preparing for conflict resolution:

Studying the existing advanced pedagogical experience;

The second is mastering the knowledge of the patterns of development of conflicts and ways to prevent and overcome them; (the path is more time-consuming, but more effective, since it is impossible to give “recipes” for all kinds of conflicts).

V.M. Afonkova argues that the success of pedagogical intervention in student conflicts depends on the position of the teacher. There can be at least four such positions:

Position of neutrality - the teacher tries not to notice and not interfere in the clashes that arise among the pupils;

The position of avoiding conflict - the teacher is convinced that the conflict is an indicator of his failures in educational work with children and arises from ignorance of how to get out of the situation;

The position of appropriate intervention in the conflict - the teacher, relying on a good knowledge of the team of pupils, relevant knowledge and skills, analyzes the causes of the conflict, decides either to suppress it or to allow it to develop to a certain limit.

The actions of the teacher in the fourth position allow you to control and manage the conflict.

However, the teacher quite often lacks the culture and technique of interaction with pupils, which leads to mutual alienation. A person with a high communication technique is characterized by the desire not only to correctly resolve the conflict, but also to understand its causes. To resolve conflicts among younger students, the method of persuasion is very appropriate as a way of reconciling the parties. It helps to show younger students the inappropriateness of some of the forms they use to resolve the conflict (fights, naming, intimidation, etc.). At the same time, teachers, using this method, make a typical mistake, focusing only on the logic of their evidence, not taking into account the views and opinions of the youngest student. Neither logic nor emotionality achieve their goal if the teacher ignores the views and experience of the pupil.

1.2 Types of conflicts.

Conflicts are divided into the following types:

Socio-pedagogical - they manifest themselves both in relations between groups and with individuals. At the heart of this group are conflicts - violations in the field of relationships. The reasons for the relationship may be as follows: psychological incompatibility, i.e. unconscious, unmotivated rejection of a person by a person, causing unpleasant emotional states in one of the parties or at the same time in each of them. The reasons may be the struggle for leadership, for influence, for a prestigious position, for the attention, support of others;

Psychological and pedagogical conflicts - they are based on contradictions that arise in the educational process in the conditions of a lack of harmonization of the relations that develop in it;

Social conflict - situational conflicts from case to case;

psychological conflict - occurs outside of communication with people, occurs within the personality.

Allocate conflicts according to the degree of their reaction to what is happening:

Fast-flowing conflicts are characterized by great emotional coloring, extreme manifestations of the negative attitude of the conflicting ones. Sometimes such conflicts end in difficult and tragic outcomes. Such conflicts are most often based on character traits, mental health of the individual;

Acute long-term conflicts arise in cases where the contradictions are quite stable, deep, and difficult to reconcile. The conflicting parties control their reactions and actions. Resolving such conflicts is not easy;

Weakly expressed sluggish conflicts are typical for contradictions that are not very acute, or for clashes in which only one of the parties is active; the second seeks to make its position clear or avoids, as far as possible, open confrontation. The resolution of such conflicts is difficult, much depends on the initiator of the conflict.

Weakly expressed fast-flowing conflicts are the most favorable form of collision of contradictions, however, it is easy to predict a conflict only if it was the only one. If after that there are similar conflicts outwardly flowing gently, then the prognosis may be unfavorable.

Conflict situations in elementary school.

There are conflict pedagogical situations by time: permanent and temporary (discrete, disposable); according to the content of joint activities: educational, organizational, labor, interpersonal, etc.; in the field of psychological flow: in business and informal communication. Business conflicts arise on the basis of a discrepancy between the opinions and actions of team members when they solve problems of a business nature, and the second - on the basis of contradictions in personal interests. Personal conflicts may relate to people's perception and assessment of each other, real or apparent injustice in assessing their actions, work results, etc. .

In conflict situations, their participants resort to various forms of defensive behavior:

Aggression (manifested in conflicts along the “vertical”, i.e. between the student and the teacher, between the teacher and the school administration, etc.; it can be directed at other people and at oneself, often takes the form of self-humiliation, self-accusation);

Projection (causes are attributed to everyone around, their shortcomings are seen in all people, this allows you to cope with excessive internal stress);

Fantasy (what cannot be accomplished in reality begins to be achieved in dreams; the achievement of the desired goal occurs in the imagination);

Regression (there is a substitution of the goal; the level of claims decreases; while the motives of behavior remain the same);

Change of purpose (psychological stress is directed to other areas of activity);

Avoiding an unpleasant situation (a person unconsciously avoids situations in which he failed or could not carry out the implementation of the intended tasks).

There are a number of stages in the dynamics of conflict development:

The presumptive stage is associated with the emergence of conditions under which a conflict of interest may arise. These conditions include: a) a long-term conflict-free state of the collective or group, when everyone considers themselves free, does not bear any responsibility to others, sooner or later there is a desire to look for the guilty; everyone considers himself the right side, offended unfairly, then it creates a conflict; conflict-free development is fraught with conflicts; b) constant overwork caused by overload, which leads to stress, nervousness, excitability, inadequate reaction to the most simple and harmless things; c) information-sensory hunger, lack of vital information, prolonged absence of bright, strong impressions; at the heart of all this lies the emotional oversaturation of everyday life. The lack of the necessary information on a wide social scale provokes the appearance of rumors, speculation, gives rise to anxiety (teenagers have a passion for rock music, like drugs); d) different abilities, opportunities, living conditions - all this leads to envy of a successful, capable person. The main thing is that in any class, team, group no one should feel left out, “a second-class person”; e) style of organizing life and managing a team.

The stage of the origin of the conflict is the clash of interests of various groups or individuals. It is possible in three main forms: a) a fundamental clash, when the satisfaction of some can definitely be realized only at the expense of infringing the interests of others; b) a clash of interests that affects only the form of relations between people, but does not seriously affect their material, spiritual and other needs; c) there is an idea of a clash of interests, but this is an imaginary, apparent clash that does not affect the interests of people, members of the team.

The stage of maturation of the conflict - a clash of interests becomes inevitable. At this stage, the psychological attitude of the participants in the developing conflict is formed, i.e. an unconscious readiness to act in one way or another in order to remove the sources of an uncomfortable state. The state of psychological stress encourages an “attack” or “retreat” from the source of unpleasant experiences. Surrounding people can guess about the brewing conflict faster than its participants, they have more independent observations, more free from subjective judgments. The psychological atmosphere of the collective, group can also testify to the maturation of the conflict.

The stage of awareness of the conflict - the conflicting parties begin to realize, and not just feel the clash of interests. A number of options are possible here: a) both participants come to the conclusion that conflicting relations are inappropriate and are ready to give up mutual claims; b) one of the participants understands the inevitability of the conflict and, having weighed all the circumstances, is ready to give in; the other participant goes for further aggravation; considers the compliance of the other side as a weakness; c) both participants come to the conclusion that the contradictions are irreconcilable and begin to mobilize forces to resolve the conflict in their favor.

Based on the foregoing, we can conclude that for a long time there were no common views on the nature and causes of conflicts; the very fact of the existence of contradictions and conflicts was not recognized; the very existence of conflicts was perceived as a negative phenomenon that interfered with the normal functioning of pedagogical system and causing structural disturbances.

2.1 Stages of conflict resolution

In any variant of the development of the conflict, the task of the teacher is to turn the opposition of the parties into interaction, the destructive conflict into a constructive one.

To do this, you need to perform a series of sequential operations:

1. To achieve an adequate perception of each other by opponents.

Conflict people (especially children) are usually unfriendly to the opponent. Emotional arousal prevents them from adequately assessing the situation and the real attitude of the opponent towards them personally. Controlling their emotions, the teacher needs to reduce emotional stress in relationships with a student, parent, colleague. To do this, you can use the following methods:

Do not respond with aggression to aggression;

Do not insult or humiliate the opponent with a word, gesture, or look;

Give the opponent an opportunity to speak, listen carefully to his claims;

Try to express your understanding and complicity in connection with the opponent's difficulties;

Do not draw hasty conclusions, do not give hasty advice - the situation is always much more complicated than it seems at first glance;

Invite the opponent to discuss the problems that have arisen in a calm atmosphere. If circumstances allow, then ask for time to better consider the information received. A pause will also help relieve emotional stress.

In the communication of a teacher with students, not only the content of speech is of great importance, but also facial expressions, tone, intonation of speech, and if, according to experts, intonation when communicating with adults can carry up to 40% of information, then when communicating with a child, the impact of intonation increases. The child surprisingly accurately recognizes the attitude of adults towards him by intonation, he has "emotional hearing", deciphers not only the content, the meaning of the words spoken, but also the attitude of adults towards him.

When perceiving words, he first reacts to intonation with a response action and only then assimilates the meaning of what was said. In intonation, those experiences are manifested that accompany the speech of adults addressed to the child, and he reacts to them. The teacher's shouting and monotonous speech are deprived of influencing power because the student's sensory inputs are either clogged (by shouting) or he does not catch the emotional accompaniment at all, and this generates indifference, no matter how clearly and correctly the words and phrases are pronounced. Such speech does not cause feelings for the student, and the teacher loses a really reliable "bridge" to the consciousness of the student through his experiences.

The teacher also needs to be able to listen to the student and hear him. The effectiveness of the teacher's speech largely depends on his ability to listen, "tune in to the wave" of the student. This is not so easy to do for a number of reasons: firstly, it is difficult to expect a smooth and coherent speech from a student, which is why adults often interrupt him, which makes it even more difficult to say (“Okay, everything is clear, go!”), although he and did not say the main thing for him. Secondly, teachers often have no time to listen to the student when he needs to talk, and when the teacher needs to know something, the student has already lost interest in the conversation, and besides, he is not interested in talking to someone who does not hear him.

If, as a result of the above actions, you managed to convince your opponent that you are not his enemy and are ready for equal cooperation, then you can proceed to the next stage of conflict resolution.

2. Dialogue.

It can be seen as both an end and a means.

At the first stage, dialogue is a way of establishing communications between opponents. At the second stage - a means for discussing controversial issues and finding mutually acceptable ways to resolve the conflict.

We are all used to monologues, especially in the pedagogical process. Everyone strives to express his own, painful, but at the same time, as a rule, he does not hear the other. In dialogue, the main thing is not only to speak and listen, but also to hear and be heard.

What should I say? How to say? When talking with children, the teacher needs to clearly know what to say (selection of content in the dialogue), how to say (emotional accompaniment of the conversation), when to say in order to achieve the goal of the speech addressed to the child (time and place), with whom to say and why to say ( confidence in the result).

As work with teachers has shown, many of them find it difficult to conduct a dialogue with students of different ages. The dialogue between the teacher and students is often conducted at the command-administrative level and contains a set of stereotyped expressions, reproaches, threats, and dissatisfaction with the student's behavior. This communication continues throughout many years of schooling, and by the senior school age, many of the students develop a reciprocal style of communication with teachers.

With different teachers this style has different character:

Educational and business character: “She (the teacher) says - I listen”, “She asks - I answer what she expects from me, - and everything is in order with me. And what I live and what I think about - this is of little interest to adults, have you really not understood this? After all, everyone wants to live in peace!”;

Indifferent-indifferent. “She says - I listen and do it in my own way, she will still forget what they were talking about, only she needs to catch her eye less often”;

Free-personal: “Talk about everything “for life” - not many teachers see the point in them” (from conversations with students).

Rapprochement of the positions of the teacher and the student, mutual understanding will be helped by some techniques that are not all used by teachers. Let's take a look at some of them.

Try to call the student by his first name even when you are angry with him. This will give an appeal to him affectionately demanding character, unite the student.

During the dialogue, it is important to adhere to some rules:

Observe tact, correctness in relation to the opponent. It should be a conversation between equals;

Do not interrupt unnecessarily, first happen, and then speak;

Do not impose your point of view, seek the truth together;

Defending your positions, do not be categorical, know how to doubt yourself;

In your arguments, rely on facts, and not on rumors and other people's opinions;

Try to ask the right questions, they are the main key in the search for truth;

Do not give ready-made "recipes" for solving the problem, try to build a logic of reasoning so that the opponent finds the necessary solutions himself.

During the dialogue, the opponents clarify the relationship, position, intentions, goals of each other. They become more informed and better represent the current conflict situation. And if it was possible to identify and identify specific sources and causes of the dispute, then we can proceed to the final stage of conflict resolution.

3. Interaction.

In fact, this stage includes both perception, and dialogue and other types of joint activities of communication. But here, interaction is understood as the joint activity of all opponents aimed at resolving the conflict.

So, the adequacy of the perception of the conflict, the readiness for a comprehensive discussion of problems, the creation of an atmosphere of mutual trust and joint activities to resolve existing problems contribute to the transformation of a destructive conflict into a constructive one, and yesterday's opponents into employees. In addition, a successfully resolved conflict contributes to the improvement of the psychological climate in the team, the growth of mutual understanding. The experience gained in the course of conflict resolution can be successfully used in other conflict situations.

Conflicts can not only be prevented, resolved, but also predicted. This requires analysis and understanding of the main components of the conflict:

Problems;

conflict situation;

participants in the conflict;

An incident that provokes a conflict.

Forecasting makes it possible to prevent the negative development of a conflict situation and turn it into a positive one. A good command of conflict management and resolution technologies enables the teacher to create directed conflicts. For example, a teacher can provoke a conflict in the study group about academic performance or discipline. Involving his wards in resolving a conflict situation, he activates their activities and achieves the desired results.

Consider some of the means of influence used by teachers in resolving conflicts.

1. "Return of emotions."

An important means of preventing and successfully resolving conflicts can be the “return of emotions” technique.

Awareness of one's professional position, knowledge of the motives of the student's act help the teacher to get out of the captivity of his own emotions (which is not so easy and simple) and respond to the child's experiences.

The teacher, together with the students, “lives through” each age period of the formation of their personality, empathizes with their failures, rejoices at their successes, upsets for disruptions in behavior and work, generously forgives - all this does not reduce the authority of the teacher in the eyes of the students, but emotionally brings their positions closer, generates empathy and mutual understanding, helps to get rid of stereotypes in relations with students. Without this, pedagogical cooperation is unthinkable, when the teacher can see the good in the "inveterate" student, express hope for his correction.

2. Punishment.

When resolving conflicts, teachers consider punishment one of the main means of influence. They believe that this will achieve non-repetition of the act, that this will frighten the student. However, let us recall from our national history that it is possible to build on fear. The whole question is what trace of experiences remains in the soul of a child after his punishment: repentance, anger, shame, fear, resentment, guilt, aggression?

A. S. Makarenko wrote: “No matter how severely the pupil was punished, the imposed punishment should always resolve the conflict to the end, without any residue. Within an hour after the imposition of a penalty, you need to be in a normal relationship with the pupil.

Punishment should resolve and destroy a separate conflict and not create new conflicts, since it will be more difficult to resolve them - after all, conflicts become protracted, long, wide.

One of the methods of punishment, often used in recent times, is calling the parents and reproaching them for all the misconduct of the student.

3. Invitation of the "third".

To resolve the conflict, when the relationship between the teacher and the student takes on the character of confrontation, sometimes a "third" is invited. When choosing a "third" one should take into account that he should be able to get involved in resolving the situation not out of official duty. He must have both a sincere desire to help the student and a deep understanding of the causes of the conflict.

This "third" can be parents, and one of the teachers or peers. The main thing is that the “third” should be a significant person for the conflicting student. Often, the director of the school or someone from the administration is forced to join in resolving the conflict.

Of course, such an algorithm is exemplary in nature - after all, each conflict is unique and requires its own means of resolution. But, despite this, the teacher must unquestioningly abide by the rules that are given in this paragraph. How successfully the conflict is resolved depends on the authority of the teacher in the eyes of the students, and the change in the attitude of the student with whom there was a conflict with the people around him.

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