THE INVOLVEMENT OF PARENTS IN THE MANAGEMENT OF THE EDUCATIONAL PROCESS THROUGH THE ORGANIZATION OF FORMS OF COOPERATION
A.V. Markov
Scientific supervisor: senior lecturer
The department of foreign languages of
Pedagogical Institute NRV BSU
G. S. Rybtsova
3rd year student of the faculty of preschool,
primary and special education of
National Research University "BSU", Belgorod
Russia. Belgorod
Rybtsova25@mail.ru
Abstract: this article is devoted to the problem of the interaction of the class teacher with the parents of students . The author pays special attention to the importance of the correct construction of this interaction, since this work will be successful if, being systematic and scientifically sound, it organically joins the general pedagogical activity of the class teacher. The article is a brief description of each of the forms and methods used by the class teacher in contact with the students' parents. The same article presents the results of a study conducted on the basis of one of the schools of the Belgorod region.
Keywords: pedagogical interaction, school, family, teacher, class teacher, parents, student.
The question of the interaction of the family and the educational institution was raised in the first years of Soviet power. The need to combine public education with family education was emphasized by N.K. Krupskaya. She believed that only in the unity of the goals and activities of the family and society in raising children are enormous opportunities to create conditions for the comprehensive development of the individual.
The relevance of this topic lies in the fact that the problem of interaction between the school and the family has always been and remains in the spotlight, regardless of time. A modern teacher, along with parents, becomes a very important adult for the child, namely, a mentor, role model, and friend, therefore, the effectiveness of the student’s personality formation depends largely on his ability to interact with the child’s family. Relations between schools and families, teachers and parents are not always in an orderly, peaceful state. In most cases, they act as warring parties fighting for the primacy of influence on children.
School and family are natural allies, two main factors in the education and upbringing of children. Combining their efforts in many ways means solving the problem of educating the younger generation. Teachers and parents need to combine their views on the issues of views on the upbringing of children, the unity of impact on their formation. Firstly, the school and parents are interested in ensuring that children are healthy, energetic, active. Secondly, the school and parents are interested in the good education of the children. It is very important that schools, parents and the public join forces to create conditions for normal education and upbringing of students. Here, a unity of views and influences on the formation of the personality of students is necessary [6 , p. 87 ].
Forms of interaction between the class teacher and parents are ways of organizing their joint activities and communication [3 , p.145].
It is advisable to use all forms of collective, group and individual forms of interaction combining and combining with each other.
The classification criterion is considered to be the number of parents participating in interaction with the class teacher or teaching staff. If the form of work is an element of the organization, then the method is a means of influence. Causing each other, they interact with each other, forming a close dialectic unity, it is often difficult to understand , which is bound, distinguishing them [2 , p.82]. All the methods that organize the interaction of the school and the family include the organization of an active educational interaction between them, aimed at developing the young generation comprehensively. These methods help teachers to pay attention to children, help children to develop , and also the ability to give necessary recommendations to parents, to provide practical assistance to families with difficulties in education [1 , p. 64-65].
More frequently encountered forms of collective interaction between teachers and parents:
Parent meeting is the main form of interaction between parents with the class teacher and with each other, where they discuss the acute problems of class life, ways to avoid these problems and, if any, ways to solve them [4 , p. 117]. Parents ’meetings should be held in a creative atmosphere so that parents feel support from the teacher, school, and the entire teaching staff, so that parents have the opportunity to believe that their children have the opportunity to achieve success, the main zeal and diligence. The parent meeting should encourage parents to think about the educational process, the process of formation and development of the child’s personality and many other issues related to their children [ 8, p.202-203].
By T.A. Stefanovskaya there are the following types of parental meetings:
- meeting-conversations on educational topics
- meetings on the exchange of experience raising children in the family
- consultation meetings
- a meeting in the form of a round table [7 , 144].
Parent lecture hall. Here, parents not only learn the basics of the psychology of communicating with children of different ages, but also get acquainted with the issues of raising children. They have the opportunity to improve their pedagogical culture, with the help of important and, of course, the necessary information, it helps to develop unified systematic approaches to raising children. The topic of lectures should be varied, interesting and primarily relevant for parents, for example: “Psychological and age-related features of the development of younger adolescents”, “Self-education process - what is it?”, “Teenager and nature. Environmental education in the family "," Creating a family environment to promote health and physical training of teenagers ", and so on. D .
A dispute is an active, interested, lively conversation, a dispute, the participants of which seek to reasonably clarify certain problems and solve the issues raised. For parents it is one of the interesting and effective forms of enhancing the pedagogical culture. It takes place in a relaxed atmosphere, due to which it allows everyone to join in the discussion of the problem and fully express their opinion.
A meeting with the administration and teachers of the class should be held at least once a year, otherwise the desired result will not be achieved, as the teachers acquaint parents with their requirements, listen to their wishes and, based on all this, draw any conclusions based on set forth by both parties, find ways to solve the problems that have arisen.
The most important form is the interaction of teachers with the parent committee , the election of which takes place at the parent meeting for the whole year. Together they develop ways to implement and implement those ideas and decisions that were taken collectively by the meeting. The class teacher, together with the parent committee, is trying to develop tips for organizing work, taking into account the opportunities and interests of parents.
However, the interaction with the families of the pupils is different. Pedagogical diagnostics help to clarify the educational opportunities of the family [5 , p. 56].
To study the activity of the class teacher contact study was conducted in the third grade of secondary school, based on the MOU " Ilok-Kosharskaya School ."
In this study, the following methodology was used: "The study of parental satisfaction with the work of an educational institution . " The purpose of this technique is to identify the level of parental satisfaction with the work of an educational institution and its teaching staff.
According to the results of the study, one can say about a high level of parental satisfaction with the activities of the educational institution, since the coefficient Y is 3.
Many of the parents surveyed are satisfied with the team in which their child is studying. This is very important, because the child is very closely connected with the family, he has not yet acquired the necessary ability to control his feelings, his behavior and is still trying to unconsciously search for something that is needed in school. This indicates that the family has a reasonable, good relationship, then the child himself will bring kindness and reason to school. It is very important that parents feel mutual understanding in contact with the school administration and the child’s teacher, the level of parents' satisfaction with the conditions provided by the school depends on this.
Thus, the class leader is the central face of the educational process. Parents judge the school by the skill of the class teacher, expressing satisfaction or dissatisfaction, first of all, with their professionalism. Parents feel the most important thing - who and how introduces their child to life. The interaction of the class teacher with parents is an integral part of his work at school. This can be not only parental meetings , but also such forms and methods as: a lecture hall , a debate, a meeting with the school administration, the interaction of teachers with the parent committee , since from the very first days it is important to establish friendly, partnerships with the parents of the children. In the end, the basics of raising a child lie in the family, and he , one way or another, comes to school already raised.
The school is obliged to help parents by becoming a center for psychological and pedagogical education and counseling (organizing parent universities, lectures, conferences, seminars, and parent associations at schools). School and family - the process of effective child rearing depends on their coordination, mutual understanding, mutual respect, mutual trust. The relationship between family and school is important at all stages of the student's school life.
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