His comfort at school is many. Report to the teachers' council on the topic “Psychological comfort at school is an important condition for the effectiveness of teaching and education”

Materials for the teachers' council

Psychological comfort in the classroom

as a condition for the development of a student’s personality

Creating a favorable emotional environment in the classroom is one of the conditions for improving the quality of education. The quality of education at the present stage is becoming a fundamental point in the development of society. It should be remembered that the quality of education is not only a result, but also a condition and a process. Increasingly, teachers are thinking about the following questions:

What conditions influence the educational process?

What are the main characteristics of the educational environment?

It is known that not all schoolchildren are equally involved in educational activities and not all are socially active. This should encourage teachers to study factors influencing the formation of cognitive motivation and the educational process as a whole. Education at school is currently aimed at the final result. By the time of graduation, a graduate should be psychologically prepared to enter adult life. The concept of “psychological readiness” presupposes in this case the presence of abilities that will allow a school graduate to optimally realize himself in the professional sphere and future family life. In order to provide the opportunity for self-realization for every teenager, it is necessary to create conditions, a favorable pedagogical and psychological environment that contributes to the development of the personality of a modern schoolchild and the formation of cognitive motivation for educational activities.

Sustained cognitive motivation underlies successful learning, and the child’s experience of emotional well-being is the main condition for the formation of personality. Consequently, satisfaction in psychological comfort, the creation of a favorable emotional environment is one of the most important conditions for the formation of cognitive motivation.

In order for the work to create a favorable atmosphere in the classroom to be effective, the following must be taken into account: directions:

Studying the general attitude of students and their parents towards school - emotional well-being, safety, comfort, etc.
A study of students' attitudes to the educational process in general - both to academic subjects and to teachers.
Studying the motivation of learning activities.
Study of the level of development of internal control and personal responsibility of students.
Identifying the social well-being of students in the classroom.

Forms of work for studying the psychological climate in the classroom are varied. The most common are:

Anonymous survey;
Psychological testing;
Mini-essays, essays;
Social hours;
Various trainings and classes with training elements, etc.

It is of no small importance reflection. It makes it possible to improve the quality of the educational process due to the fact that each student, having assessed his achieved level, can determine the further trajectory of his movement towards the goal.

In assessing the quality of education, assessment of the quality of the conditions of the educational process plays an important role. By the term “emotional well-being” we mean the individual’s satisfaction with activities, relationships, leadership, the security of the individual in a given team, and his inner peace.

The results of an anonymous survey on such important issues as:

We feel that the school cares about us.

The teachers and principal treat us with respect.

I like the teachers who work at our school, etc.

make it possible to conclude whether the school has created a favorable environment, a friendly atmosphere that contributes to the development of the personality of each student.

The emotional well-being of an individual is directly related to self-esteem: only with adequate self-esteem and a positive attitude towards oneself is a person able to experience a state of psychological comfort and self-confidence and self-confidence.

In pedagogy there is such a concept as a “situation of success.” A situation of success is a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both an individual and the team as a whole.

For the learning process to be effective, the teacher must create a situation of success for each student. However, it should be noted that “success” and “success situation” are different concepts. A situation is a combination of conditions that ensure success, and success itself is the result of a similar situation. The situation is something that the teacher is able to organize: the experience of joy and success is something more subjective, hidden to a large extent from the outside view. The teacher’s task is to give each student the opportunity to experience the joy of achievement, realize their capabilities, and believe in themselves.

A situation of success helps students:

· increase learning motivation and develop cognitive interests, feel satisfaction from learning activities;

· stimulates high labor productivity;

· correct personal characteristics such as anxiety, uncertainty, self-esteem;

· develop initiative, creativity, activity;

· Maintain a favorable psychological climate in the classroom.

In order to create a situation of success in the lesson, it is recommended to use the following points:

1. Advance of a successful result. The teacher expresses his firm conviction that his student will definitely cope with the task. This, in turn, instills in the child confidence in his own strengths and capabilities. “You will definitely succeed”, “I don’t even doubt the successful result!” - the teacher says to the student before starting even the most difficult task.

2. Removing Fear. A few encouraging words help the student overcome self-doubt, timidity, fear of the task itself and the assessments of others. “We try and look for everything, this is the only way something can work out”, “People learn from their mistakes and find other solutions”, “The test is quite easy, we went through this material” - such encouraging words work wonders!

3. Personal exclusivity- indicates the importance of the student’s efforts in the upcoming or ongoing activity. “Only you could...”. “I can only trust you...” “I can’t turn to anyone but you with this request...”

4. Hidden instruction the student in the methods and forms of performing activities helps the child avoid defeat, achieved through hints and wishes. “Perhaps the best place to start is with...” “When doing your work, don’t forget about...”

5. Introducing a motive shows the student why, for whom this activity is being performed, who will feel good after performing it. “Your comrades cannot cope without your help...”

6. Mobilization of activity or pedagogical suggestion- encourages you to take specific actions. “We can’t wait to get started...” “I really want to see it as soon as possible...”

7. Highly appreciated details helps to emotionally experience the success not of the result as a whole, but of some of its individual details. “You were especially successful with that explanation.” “What I liked most about your work...” « This part of your work deserves the highest praise.”

Thus, emotional well-being at school is one of the important conditions for organizing quality education. The most favorable situation is the combination of an optimal level of care, the authority of an adult, and a high saturation of the environment with positive motivating factors. In this case, the student cannot remain indifferent to the life of the school, has maximum opportunities to demonstrate his best human qualities, can test and adequately evaluate his skills and abilities, and has an incentive to further improve the level of his intellectual and moral development.

Psychological comfort at school is an important condition

effectiveness of training and education.

Tasks of the teachers' council:

1. Analyze the state of the psychological climate in the classroom and identify the conditions and factors that stimulate the creation of a comfortable environment in the classroom and that impede this (preliminary survey of students)

2. To create motivation for the teaching staff to create a comfortable environment in the classroom.

3. Develop “Teacher’s Commandments” as the basis for psychological and pedagogical support for the lesson.

The form of the teachers' meeting is a productive game.

“Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palms, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” The sage, after thinking, replied: “Everything is in your hands.”

We have the opportunity to create an atmosphere at school in which children will feel “at home”, an atmosphere of psychological comfort, an atmosphere of love and acceptance of students.

Psychological comfort at school is an important condition for the effectiveness of teaching and education.

Entering the topic ("Association" method)

What associations do you have when you hear the word “comfort?”

(Words must begin with the letters of the given word.)

K Beauty

About Organicity

M Mom

F Fantasy

About Holidays

R Joy

T Heat

What is comfort?

Comfort - borrowed from the English language, where comfort “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).

Comfort - living conditions, stay, environment that provide convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).

Psychological comfort is living conditions in which a person feels calm and there is no need to defend himself.

In the developmental education system of L.V. Zankova, in other innovative educational systems, the principle of psychological comfort is the leading one. It involves removing (if possible) all stress-forming factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.”

No academic success will be beneficial if it is “involved” in fear of adults and suppression of the child’s personality. As the poet Boris Slutsky wrote:

Won't teach me anything

That which pokes, chatters, bugs...

However, psychological comfort is necessary not only for the development of the child and his assimilation of knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill allows you to relieve tension and neuroses that destroy the health of children.

If we consider the factors that shape human health, we will see that heredity determines 15-20%, health, medicine and ecology - 10-15% each, and the environment - 50-55%. What does the concept of “environment” include? First of all, this is society (friends, school, etc.). Children and teachers are at school from morning to evening. And most of the time is occupied with lessons. Therefore, it is very important to what extent the lesson as an “environment” provides the child and teacher with a comfortable state.

We must not allow children to have complexes or lack of self-confidence. There should be no division in the class into “good” and “bad”, “smart” and “stupid”. Every child should feel the teacher’s faith in their abilities. A situation of success (I can!) builds self-confidence in a child, teaches him to overcome difficulties, and helps him realize his progress.

The teacher’s task is to organize a certain system of measures to create psychological comfort in the lesson. We will try to develop such a system of measures today.

Currently, scientists in the field of pedagogy and psychology, practicing teachers speak and write about the humanization of education, about an individual approach to the student in the process of education and upbringing, about attention to each child, about creating an atmosphere of psychological comfort at school.

This is declared in the Russian Federation Law “On Education”. The presence or absence of psychological comfort affects the student’s state of mind, his desire to learn, and ultimately his academic performance.

In the UN Convention on the Rights of the Child, Article 28.2 states: “States Parties shall take all necessary measures to ensure that school discipline is administered in a manner consistent with respect for the human dignity of the child and in accordance with this Convention.”

Psychological safety of the educational process is the state of a student’s protection from threats to his dignity, mental well-being, positive worldview and self-attitude.

It is obvious that psychological safety is the most important condition for the full development of a child, maintaining and strengthening his psychological health. Psychological health, in turn, is the basis for the vitality of a child, who in the process of childhood and adolescence has to solve the most difficult tasks of his life: master his own body and his own behavior, learn to live, work, study and bear responsibility for himself and others, master the system of scientific knowledge and social skills, develop your abilities and build your self-image. This means that a modern school must seriously and truly become not only a place where children are taught, but also a space for their full growing up, a breeding ground for the development of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in an educational institution. And for this, the lesson as an educational space must be a territory of unconditional psychological safety.

Naturally, there are various situations that interfere with psychological comfort. For students (according to psychological diagnostics conducted in September 2008), such “interfering” factors are: self-doubt, increased fatigue, slow pace of activity, increased need for attention, increased physical activity, difficulties in switching from one activity to another. For teachers (according to statistics), the factors causing discomfort are: physical and psychological stress of work, constant evaluation by various people, a high level of responsibility, a tendency for aggressive attitudes on the part of parents and students, different styles of managing teaching staff.

Generally speaking, when analyzing potential “critical points”, we can identify several groups of factors that make up the student’s environment. This:

Psychological and pedagogical factors (personality of the teacher, complexity of the curriculum, the child’s ability to master this program);

Social (status in the class, relationships with other students outside the class, etc.);

Physical (school space, including furnishings, lighting, daily routine, quality of food, etc.)

Turning to the works of modern psychologists and physiologists, we can identify the so-called school risk factors, which, according to researchers, remain stable and difficult to overcome for many decades in all schools of the world:

· inconsistency of methods and technologies with the age and individual capabilities of the child,

Stress tactics of pedagogical influences,

· irrational organization of the educational process, especially the regime of movement, rest, nutrition;

· extreme strain on the child’s mental strength in class and while doing homework;

· exhausting mental, emotional and physical overloads that strain the nervous system of children;

· pedagogical and parental “psychosis” of excellent grades;

· formalism of program knowledge;

· nervousness of the school environment, in which there is haste, tension,

· distrust of the child, his desire to learn, his individuality.

Only 58% of students feel comfortable at school, 28% have conflicts with teachers.

The situation in our school is no exception. Based on the questionnaires of students from grades 6 to 9, a rating of items based on comfort was compiled, as well as a table in which the situation is presented in parallel.

Students also noted the reasons why they feel comfortable (presentation of work results)

In the questionnaires, students named teachers with whom they have conflicts.

The pedagogical literature provides the most complete description of the psychological climate. Under the psychological climate of A.S. Makarenko understood “style” and “tone,” emphasizing major as the main feature of the normal tone of a class group. Specifying the major tone, he identified the following characteristics:

Friendly unity in the “teacher-student” system. In internal relations, you can criticize and punish students; outside of these special forms of influence, it is necessary to give credit to each student, protect him, not cause him any grief, not disgrace him;
Manifestation of inner, confident calm, constant vigor, readiness for action. Each student has a sense of self-esteem;
Security of all members of the class team. No student should feel isolated and defenseless;
Reasonable and useful activity of everyone in the lesson;
The ability to be restrained in movements and words.

However, very often our tone of communication with children and the manner of teaching evoke in schoolchildren not confident calm and readiness for action, but a feeling of anxiety, which they reflected in their questionnaires (showing slides and reading out the reasons).

Creative tasks and elective tasks contain great educational potential, which enrich the structure of the lesson and create a favorable environment suitable for personal development (slide).

Research has shown that the teacher’s position in the lesson, his style of behavior and communication seriously influence the climate of the lesson and the students’ attitude towards learning. The teacher's word takes on special significance. Also A.S. Makarenko said to address teachers: “... You need to be able to say it in such a way that they (the students) feel your will, your culture, your personality in your word.” At the same time, he noted that this must be learned. Indeed, mastering the culture of words is an integral component of teacher training and professional development. Our children were divided in their opinions about the influence of the teacher’s personality on their attitude to learning (slide)

A favorable climate in the classroom depends on many, many factors.

It is important for the teacher to remember that the psychological climate in the lesson begins to be created outside the lesson. The relationship between the teacher and students is the most important condition for the psychological atmosphere of the lesson. How the teacher approaches his work, how he talks with children, with parents, other teachers, whether he rejoices in the successes of children and how he rejoices, how he expresses his emotional feelings, how he controls them - all this and much more influences the teacher on students and on their attitude towards him. We asked students to answer the questions:

Which teachers pay attention to you and support you? Results on slide

The answers to this question are dominated by class teachers and teachers of the Russian language and mathematics, which is very clearly visible in the table. Also in the answers are traced those subjects that the graduating class students chose as exams at the final certification.

Which teacher do you like to interact with and why? Results on slide

There was also some deceit in the answers to this and some other questions: the children asked several times who would see their profiles.

However, the schoolchildren quite openly named the subjects they would like to skip.

The reasons largely overlap with the reasons for anxiety in the classroom (reading).

Problem “In the absence of a favorable psychological climate, the school will not be able to solve its problems.”

What can be done in a school lesson to maintain psychological comfort?

It is imperative to take into account the physiological, emotional and personal characteristics of children, create situations for success in the lesson, and choose the most appropriate communication style.

Let's consider the types of loads during the lesson.

1. Mental load (associated with the expenditure of energy on thought processes during the acquisition of knowledge).

2. Static (associated with the need to maintain a forced body position for a long time during training sessions).

3. Dynamic (as a rule, insufficient, which leads to physical inactivity). This means that the dynamic load can and should be increased with the help of physical exercises.

Educational psychologists identify a number of factors that contribute to a favorable psychological climate:

The teacher must enter the classroom with a good, cheerful attitude and be able to set himself up for a cheerful relationship with the children. In general, a teacher should have the desire and desire to communicate with children, to communicate in a friendly manner.
Any emotional state, including a negative one, can be expressed in a delicate manner.
The teacher must be well aware of the age-related psychological characteristics of students, and also develop pedagogical observation in order to respond flexibly and adequately to a particular situation in the lesson.

One of the most “explosive” stages of a lesson is the regulation and correction of student behavior and assessment of their knowledge.

Excessive reward or punishment is harmful. Approval and encouragement will be perceived differently by different students. It is psychologically important not to praise a well-performing student with high self-esteem; it is important both for the student himself and for the students in the class (A.V. Makarenko)
Training and education should be built without punishment and shouting (V.S. Sukhomlinsky.)
Psychological discomfort in the classroom for the teacher, and then for the students, often comes from a feeling of professional powerlessness in teaching, so it is important for the teacher to improve his professional skills.
Please come to the office a little earlier than the bell. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.
Start the lesson with energy. Don't ask questions about someone who hasn't done their homework. Lead the lesson so that each student is busy from beginning to end.
Use specially designed didactic material in the lesson, use multi-level tasks that allow the student to choose the type and form of the material (verbal, graphic, conditionally symbolic).
Engage students with the content of the material, control the pace of the lesson, and help the “weak” to believe in their strength. Keep the entire class in sight. Pay special attention to those whose attention is unstable. Immediately prevent attempts to disrupt the work rhythm. Ask questions more often to those who may be distracted in class.
Motivate knowledge assessments: the student should know what else he can work on. This will teach you to disciplined work. The student will get used to the fact that the teacher’s instructions must be followed.
End the lesson with a general assessment of the work of the class and individual students. Let everyone experience a feeling of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of undisciplined guys, but do not do it too often.
Stop the lesson with the bell. Remind the duty officer of his responsibilities. Refrain from making unnecessary comments.
Remember, establishing discipline may be the only area of teaching practice where help is not beneficial.
Ask the students themselves for help. Violators who are not supported by the class are easier to deal with.
Do not allow conflicts with the whole class, and if they arise, do not prolong them, look for reasonable ways to resolve them.
Remember the words of N.A. Dobrolyubov that a fair teacher is a teacher whose actions are justified in the eyes of his students.

Teacher's Commandments

– Do no harm! Look for the good in children.

Solution:

1. At meetings of methodological associations, discuss the problem of multi-level training, determine the possibility, ways and techniques of its implementation. (Responsible: heads of ShMO.)

2. A social educator and psychologist will conduct interviews, questionnaires, and trainings with a group of the most conflict-ridden students, those who are poorly performing and are skipping classes.

3. Take the following commandments as the basis for the teacher’s behavior and his attitude towards the student:

- Respect children! Protect them with love and truth.

- Do no harm! Look for the good in children.

– Notice and celebrate the slightest success of the student. Children become embittered from constant failures.

– Do not attribute success to yourself, but blame the student.

– If you made a mistake, apologize, but make mistakes less often. Be generous, know how to forgive.

– Create a situation of success in class.

– Do not shout or insult the student under any circumstances.

– Praise in the presence of the team, but farewell in private.

– Only by bringing a child closer to you can you influence the development of his spiritual world.

– Don’t look to your parents for a means of punishment for your own helplessness in communicating with your children.

– Evaluate the action, not the person.

- Let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.

5. In order to prevent conflict situations caused by the teacher’s marking, each teacher should comment on the mark being given, use students’ self-assessment of their work, and involve students in evaluating their classmates’ answers.

6. At the beginning of the school year, familiarize students and their parents (at a parent meeting) with the standards for assigning grades and the system for monitoring students’ knowledge in each subject.

Psychological comfort at school as a condition for the development of students’ personality. Analysis of psychological comfort of students at school.

“There lived a sage who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his palms, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I will kill her; the dead one will say, I will release her.” The sage, after thinking, replied: “Everything is in your hands.”

We have the opportunity to create an atmosphere at school in which children will feel “at home”, an atmosphere of psychological comfort, an atmosphere of love and acceptance of students.

Psychological comfort at school is an important condition for the effectiveness of teaching and education.

What is comfort?

Comfort - borrowed from the English language, where comfort “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).

Comfort - living conditions, stay, environment that provide convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S. I. Ozhegov).

Psychological comfort is living conditions in which a person feels calm and there is no need to defend himself.

In innovative educational systems, the principle of psychological comfort is leading. It involves removing (if possible) all stress-forming factors of the educational process, creating an atmosphere at school and in the classroom that relaxes children and in which they feel “at home.”

No academic success will be beneficial if it is “involved” in fear of adults and suppression of the child’s personality. As the poet Boris Slutsky wrote:

Won't teach me anything

That which pokes, chatters, bugs...

There are several groups of factors that make up the student’s environment. This:

Psychological and pedagogical factors (personality of the teacher, complexity of the curriculum, the child’s ability to master this program);

Social (status in the class, relationships with other students outside the class, etc.);

Physical (school space, including furnishings, lighting, daily routine, quality of food, etc.)

The teacher’s task is to organize a certain system of measures to create psychological comfort in the lesson.

Criteria of psychological space

Safe environment;

An atmosphere of psychological comfort, which is both developmental and psychocorrectional, because in this atmosphere barriers disappear, psychological defenses are removed, energy is spent not on anxiety or struggle, but on educational activities, on the production of ideas, on creativity.

Psychological safety is the most important condition for the full development of a child, maintaining and strengthening his psychological health. A modern school should seriously and truly become not only a place where children are taught, but also a space for their full growing up, a breeding ground for the development of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in an educational institution. And for this, the lesson as an educational space must be a territory of unconditional psychological safety.

Factors that interfere with psychological comfort among students:

diffidence

increased fatigue

slow pace of activity

increased need for attention

increased physical activity

difficulties in switching from one activity to another.

For teachers (according to statistics), the factors causing discomfort are:

physical and psychological stress of work

constant evaluation by various people

high level of responsibility,

tendency of aggressive attitude on the part of parents and students

different styles of teaching staff management.

A favorable climate in the classroom depends on many factors.

Criteria for psychological comfort of a lesson:

Lack of fatigue in children and teachers

Positive emotional attitude

Satisfaction with the work done

Desire to continue working

Creating a situation of success as one of the factors in ensuring psychological comfort in the classroom.

What can be done in a school lesson to maintain psychological comfort?

The teacher must enter the classroom with a good, cheerful attitude and be able to set himself up for a cheerful relationship with the children. In general, a teacher should have the desire and desire to communicate with children, to communicate in a friendly manner.

Any emotional state, including a negative one, can be expressed in a delicate manner.

The teacher must be well aware of the age-related psychological characteristics of students, and also develop pedagogical observation in order to respond flexibly and adequately to a particular situation in the lesson.

One of the most “explosive” stages of a lesson is the regulation and correction of student behavior and assessment of their knowledge.

Training and education should be built without punishment and shouting (V.S. Sukhomlinsky.)

Please come to the office a little earlier than the bell. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.

Start the lesson with energy. Don't ask questions about someone who hasn't done their homework. Lead the lesson so that each student is busy from beginning to end.

Use specially designed didactic material in the lesson, use multi-level tasks that allow the student to choose the type and form of the material (verbal, graphic, conditionally symbolic).

Engage students with the content of the material, control the pace of the lesson, and help the “weak” to believe in their strength.

Motivate knowledge assessments: the student should know what else he can work on. This will teach you to disciplined work.

End the lesson with a general assessment of the work of the class and individual students. Let everyone experience a feeling of satisfaction from the results of their work in the lesson. Try to notice the positive in the work of undisciplined guys, but do not do it too often.

Stop the lesson with the bell. Remind the duty officer of his responsibilities. Refrain from making unnecessary comments.

Ask the students themselves for help. Violators who are not supported by the class are easier to deal with.

Teacher's Commandments

– Respect children! Protect them with love and truth.

– Do no harm! Look for the good in children.

– Notice and celebrate the slightest success of the student. Children become embittered from constant failures.

– Do not attribute success to yourself and blame the student.

– If you make a mistake, apologize, but make mistakes less often. Be generous, know how to forgive.

– Create a situation of success in class.

– Do not shout or insult the student under any circumstances.

– Praise in the presence of the team, but farewell in private.

– Only by bringing a child closer to you can you influence the development of his spiritual world.

– Do not look to your parents for a means of punishment for your own helplessness in communicating with your children.

– Evaluate the action, not the person.

– Let your child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.

His comfort at school is many. Report to the teachers' council on the topic “Psychological comfort at school is an important condition for the effectiveness of teaching and education”

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