Punishment prohibition against violators of discipline. Punishment as a method of pedagogical process. Is it possible to punish by reducing wages

The method of punishment must be used with extreme caution. If the punishment is implemented in an offensive form, it offends the pupil, embitters, provokes him to act in spite of the teacher. Excessive liberality and the absence of punishments can lead to disobedience, disorganization of students, and a decrease in the authority of the teacher.

Two conditions that must be observed in punishment: justice and reasonableness. The punishment is applied unfairly, technologically incorrectly, if subsequently the pupil feels a sense of resentment towards the teacher.

The method of punishment is powerful. It is impossible to hastily apply punishment until the teacher has full confidence in its justice and influence, which has a positive impact on the behavior of the pupil, since the teacher's mistake with this method is much more difficult to correct. Punishments are regarded differently: for the same action, one can be punished, and another can be rewarded. Suppose one child is a bully, a fighter. The other fought to protect the younger (including defending the honor and dignity of the weak).

It is necessary to carefully consider the punishment of groups of pupils, taking into account the nature of the relations in the group. So, if you punish "solid flocks" of pupils or entire detachments, classes, this will lead to "mutual responsibility" and a collective negation of the opinion of the educator. It is allowed to punish the entire team if there is a condition of a high intellectual level of development, because in this team the level of responsibility for each other is high.

The decision on punishment must be weighed, justified. In no case should this method be used in a state of irritation and anger.

There are a few more conditions that must be taken into account when using this method.

Thus, the method of punishment must be resorted to in extreme cases; in no case should it become the main method of influencing the pupil.

Our method of education should be based on the general organization of life, on raising the cultural level, on organizing the tone and style of all work, on organizing a healthy perspective, clarity, and especially on attention to individual person, to his successes and failures, to his difficulties, peculiarities, aspirations.
In this sense, the correct and expedient application of punishment is very important. A good educator can do a lot with the help of a system of punishments, but inept, stupid, mechanical application punishment harms all our work.
It is impossible to give general prescriptions on the question of punishment. Every action is always individual. In some cases, the most correct is a verbal reprimand even for a very serious offense, in other cases - for a minor offense, severe punishment should be imposed.
In order for the educator to correctly apply punishment and other measures of influence, it is necessary that he master the Soviet principles of punishment. If they are unknown or incomprehensible to him, he cannot be an educator.
In the bourgeois school, corporal punishment is allowed. Their logic can be briefly expressed as follows: any violation of the rules must be accompanied by some form of suffering for the violator. The experience of suffering is the content of bourgeois punishment. At the same time, it is assumed that the experienced suffering (pain, deprivation, hunger, solitude) will force the violator "another time" to refrain from violation for fear of experiencing suffering again. In relation to everyone else, punishment is a form of terror according to a very simple formula: whoever violates will suffer.
The starting point of our punishment is the whole collective: either in a narrower sense - a detachment, brigade, class, children's institution, or in a broader sense - the working class, the Soviet state. The interests of the collective, and in particular the interests of the working class and the state of the Soviets, are common interests. Whoever violates these interests, who goes against the collective, is responsible to the collective. Punishment is a form of influence of the collective, either in the form of its direct decisions, or in the form of decisions of authorized representatives of the collective, elected to protect its interests.
Based on this basic provision, our punishment must necessarily satisfy the following requirements:
a) it must not be intended and must not actually cause mere physical suffering;
b) it makes sense only if the punished person understands that the whole point is that the collective protects common interests, in other words, if he knows what and why the collective demands of him;
c) punishment should be imposed only if the interests of the collective are really violated and if the violator openly and consciously commits this violation, neglecting the requirements of the collective;
d) the punishment should in some cases be canceled if the offender declares that he obeys the team and is ready not to repeat his mistakes in the future (of course, if this statement is not a direct deception);
e) in punishment, it is not so much the content of the imposed procedures that is important, but the very fact of its imposition and the condemnation of the team expressed in this fact;
f) punishment should educate. The punished must know exactly what he is being punished for, and understand the meaning of the punishment. In our understanding of punishment, its technique becomes very important. Each punishment must be strictly individualized in relation to the case and to this pupil.
It is necessary that the right to impose punishments belongs in educational institutions only to an assistant in the pedagogical department or the head of the institution. No one else has the right to impose punishments. Punishment can be imposed on behalf of the leadership and, even more often and more commonly, on behalf of self-government bodies: the council of the collective, the general meeting - but in all these cases, the head of the pedagogical department is primarily responsible for punishment, no punishment should be imposed without his knowledge and advice, and no one should start imposing punishment if the head of the pedagogical department does not represent punishment.
The head of the pedagogical department must know well all the pupils, their position in production, at school and in the team. If the pupil has committed a misconduct, one must reckon with the previous history of the pupil in the team, his character, with the measures of influence already applied to him. In any case, before imposing a penalty, it is necessary to talk with the pupil. All these conversations and conversations can and should be made about the behavior of the pupil, but not immediately take the form of an external penalty. These conversations can take the following forms:
a) a conversation immediately after the misconduct in the presence of senior comrades, very short, serious and official, consisting in demanding explanations. If these explanations are unsatisfactory, you should simply tell the pupil what to do. In such a conversation, it is necessary, without special evidence, to explain the wrongness of the pupil. Evidence in this case does not need to be applied because the pupils present themselves will try to prove everything;
b) a private conversation, also immediately after the misconduct. It should be carried out in a more strict tone, accompanied by more analysis, but in the form of a motivated protest on behalf of the collective. It must be accompanied by an indication of the harm caused by the violation, of the political backwardness of the violator. It may be accompanied by a threat to refer the case to a general meeting;
c) delayed conversation. It should also be done in private, in the presence of a small number of people, in the evening of the same day or the next day after the violation. The violator must know in advance that he is invited to a conversation at a certain hour. Sometimes such an invitation needs to be sent to him with a note so that only the offender knows about the conversation. This form allows the violator, expecting a conversation and, naturally, worrying, to think a lot about his behavior, to talk with his comrades. The conversation should be held later in the evening, when it cannot be interrupted. The conversation should be conducted in a friendly tone, listen in detail, carefully, but in this case you should never smile, or ironically, or joke. In this conversation, you need to explain well to the pupil the harm of his behavior both for him and for the team, give him examples, recommend reading a book. Sometimes, as a result of a conversation, especially if the pupil admitted his guilt, and the guilt is not small, you can impose a penalty on him. In some cases, it is necessary to entrust two or three older pupils to conduct such conversations, and then find out from them how the matter ended.
In relation to some cases, on the contrary, it is not necessary to conduct any conversations, but immediately impose a penalty, announcing it as an order. If a pupil deliberately violates the interests of the collective, if he defiantly does not want to obey its rules, if no conversations help, he must be transferred to the council of the collective or the general meeting, it is necessary that the members of the collective protest against the violator. In these cases, it is necessary that an external penalty be imposed. Penalties, first of all, should have the character of condemnation. These include: a reprimand at a general meeting, a reprimand in an order. Sometimes it's helpful to have the meeting simply decide: So-and-so did wrong, that's the way it should be done. In this kind of moral resolutions of the general meeting, especially qualified forms can be allowed, especially in those cases when the offender showed stubbornness, if he acted unworthily, stupidly, shamefully, selfishly.
In the practice of the Dzerzhinsky commune, there were decisions of this nature: to instruct Petrov (the youngest in the commune) to explain to Ivanov what to do (and Ivanov is one of the adults). On a day off from two to half past three, Ivanov must think how uncomradely he acted. On March 15 - in three months - let Ivanov speak at the general meeting and say whether he did the right thing today or not.
At a general meeting, one must speak not so much at the address of the violator, but rather addressing everyone, offering everyone an analysis of the offense and putting forward most clearly the interests of the collective and the working class, pointing out the paths and tasks of the institution and the duty to it of all its members. The most serious, out of the ordinary misdemeanors are hooliganism, poor work at work and at school, theft, drunkenness, and violence against the weaker.
Theft, if committed by newcomers, should not cause great reprisals. In the commune named after F. E. Dzerzhinsky, a newcomer is simply not punished for stealing, and this makes the strongest impression on him. They only explain to him why it is impossible to steal in a team, they show him new ways, they try to put him in such a position that he cannot physically steal, they watch him.
But in relation to the elders, the most decisive measures should be taken in case of theft. The first case may be the subject of discussion at a general meeting with clarification of all circumstances, punishment may be imposed (deprivation of vacations, pocket money, compensation for losses, transfer to a brigade of newcomers, etc.). In the case of repeated theft, the most recent measure should be applied: bringing to justice and immediate arrest.
Even if the pupil sincerely repents and promises to stop the theft, it cannot be left without punishment if the theft is committed a second time. But if such a pupil is not brought to justice, he should be warned about this.
Drunkenness should also be strictly prosecuted in the team. The first case of drunkenness should entail one of the following measures of influence: deprivation of the right to spend money without the permission of the commander; deprivation of holidays without a certain guide; special supervision in the evening and on weekends.
Repeated drunkenness should cause a more decisive protest, up to and including removal from the institution.
This removal in boarding schools may in this case have the character of secondment to the receiver of his area for a certain period to perform the work of a foreman with the condition: if the receiver gives good performance, the pupil can be returned to the colony. Both in the case of theft and in cases of drunkenness, the general meeting may decide to delay the release from the institution until a certain period and to enter it in a personal file. Hooliganism and violence against the weaker must be resolutely pursued in all children's institutions. But in this case, punishments are of little use, much better are various moral forms of condemnation - a caricature in a newspaper. In the history of the Dzerzhinsky commune, there was a case when, in relation to one such rapist, a decision was made: "The general meeting of the Communards refuses to defend Ivanov if they will rape him."
Cases such as theft, drunkenness, hooliganism are less difficult for educational institutions, because they seem clear and too bright. However, for the pedagogical leader, they seem to be much more difficult. So, for example, theft in a children's institution is almost never committed alone. Theft is necessarily evidence that a certain group has formed in the institution and that the leadership missed the formation of this group. And this means that a whole group of pupils is not involved in production and cultural work, that in some detachment, class there is an unhealthy hearth, that the commander is not in place.
Sometimes the thieves' tricks of such a group are the result of any injustices, failures in production, an insensitive attitude towards the interests of the pupils.
Drunkenness is even more a sign that the pedagogical leadership has lost an accurate idea of ​​the life of the pupils, that some children find themselves outside the sphere of influence of the institution, the collective and fall under the influence of class alien elements.
Finally, the third division of penalties are those that are imposed for relatively minor offenses, but those that cannot be missed without punishment. These include: being late for work, in the canteen, damaging property, refusing to obey the commander, teacher or boss, causing demonstrative behavior in the detachment, in the classroom, at work, rudeness, impoliteness, cheeky tone.
These offenses are the most difficult pedagogical leadership, because so far there are quite a lot of them.
In relation to such misconduct, it is best to apply the method of natural consequences: for being late for production - deprivation of the right to work in production for a certain period, for poor work - additional work, for sloppiness - additional cleaning work, for disobedience to the commander or foreman and defiant behavior in detachment - transfer to the most strict commander.
However, in all these cases, care must be taken that the punishments do not flow in whole streams one after another. In this case, they do not bring any benefit, they only unnerve the team, due to their a large number can't even be enforced. On the other hand, even minor misconduct of pupils should not be left without response.
The following should be taken as a rule: not a single misconduct of pupils should go unnoticed. In the educational department, a permanent record should be kept of all violations of the discipline, traditions, style and tone of the institution, even the smallest ones; the data of this registration should be summarized by weeks, by detachments, brigades and classes and be the subject of discussion in the councils of collectives (pedagogical and children's) of the educational institution. The primary collective, the most backward in discipline, must be called to the council of the collective in its entirety; the commander of this team should be asked to give a report on the situation and condition of the team, individual offenders should be personally held accountable.
In such a meeting of the council, it is possible to impose a penalty on both individuals and the whole detachment. In general, it is necessary to avoid imposing a penalty on a whole detachment or on a group of guilty people. Such a penalty unites violators, already previously united in the violation itself. In relation to entire groups of perpetrators of a violation, it is always better to apply the following order: punish one person - the most guilty one, leave the rest without retribution, limit themselves only to a warning.
In general, one should always try to punish as little as possible, only in the case when punishment cannot be dispensed with, when it is clearly expedient and when it is supported by public opinion.
One more circumstance is very important: no matter how severely the pupil is punished, one should never go beyond the limits of the imposed in this severity. If the punishment has already been imposed, it should not be remembered a second time. 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. Moreover, it is impossible to allow someone to laugh at the pupil at the moment of execution of the punishment, to recall his guilt, etc. In general, in the field of punishment, as in other areas of life children's institution, you must always remember the rule: as many requirements for the pupil as possible, as much respect for him as possible.
The punishment of deprivation of food or deterioration of food should never be applied; even if the pupil does not work well or refuses to work, one cannot deprive him of food. According to the resolution of the general meeting, one can only emphasize in one way or another that he uses the dining room undeservedly.
One colony in this case used an ingenious way: over one of the tables she put the inscription: "For guests", seated the parasites at this table and offered them food in great abundance.
Such team irony must be organized with great tact and can only be used in very strong teams. On the contrary, the improvement of food for the best Stakhanovites, and even better - for the advanced detachments and brigades, can be allowed. At the same time, pupils who are still lagging behind in their work or behavior should not be excluded from such a primary team.

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Dobson and Campbell studied.

1. Physical punishment represent a variant of physical aggression - intentional infliction of harm, physical and psychological damage to the child, associated with the experience of pain, fear of pain, bringing down and humiliating the child's personality. Physical punishment poses a real threat to the life and health of a child and is absolutely unacceptable, whether it be a real action or a threat of physical punishment. Physical punishment causes a significant increase in aggressiveness, a tendency to violence and cruelty towards other people.

2. Verbal aggression is a fairly common type of punishment, manifested in various forms: censure, reproaches, grouchiness, condemnation, direct and indirect negative assessment of the child's personality. The main negative consequence is a violation of personal development associated with the formation of a child's low self-acceptance and self-esteem, dependence, anxiety, self-doubt, avoidance motivation, secrecy, envy. Frequent manifestations of verbal aggression, negative assessment of the child, "having labels" lead to the experience of feelings of rejection and dislike on the part of parents.

3. Affective impact(anger, rage, cry). Uncontrolled affective outbursts of the parent lead to the child's loss of sensitivity, the ability to empathize, and cause a feeling of fear. Loss of parental authority. A defensive reaction leads to a loss of sensitivity to a cry, an increased tone, and parental shouts.

4. Deprivation of parental love. If the child violates his requirements, the parent openly demonstrates his rejection: “I don’t love you anymore”, “I don’t need you”. The behavioral form of this type of punishment is the avoidance of contact with the child (physical, activity), the desire to leave, leave the room in which the child is located, demonstrative isolation from him. Causes the child to experience emotional rejection, fear, anxiety, loss of a sense of security. However, sometimes this form of influence is very effective.

5. Restriction of the child's activity involves the parent’s actions that limit the possibilities of the child’s activities and activities: put him in a “corner”, lock him in a room, in a dark room, put the preschooler on a high chair and not allow him to get up, deprive him of a walk, forbid him to play, etc. It causes a feeling of resentment, an experience of helplessness and dependence on an adult, provokes the development of passivity or lack of initiative or negativism and protest reactions, fears, phobias. In the case of systematic use, this type of punishment will negatively affect the development of the child as a whole.

6. Deprivation of goods and privileges(material goods, sweets, watching programs, attractive activities, refusal to buy toys, an interesting trip). This type of punishment includes the imposition of a temporary ban on the rights that the child already had. For example, a teenager is forbidden to come home after 20:00, although he previously had the privilege of returning at 21:00.

7. Initiating Guilt. It acts in the form of instilling in the child the idea that he has committed a morally unworthy act, in order to cause him to experience feelings of guilt and shame. The experience of guilt should not be excessive, should not lead to the formation of a punishing self-awareness and low self-acceptance and self-esteem. The main thing is not to turn the child into a little loser, avoiding the slightest difficulties and any activity where, as it seems to him, he may be unsuccessful. Punishing a child in a situation where he himself experiences remorse and guilt can cause a defensive reaction and devaluation of the severity of the offense.

8. Forced action. The parent by any means forces the child to perform the desired action, without explaining the reasons and without substantiating the need for it. For example, forced washing of hands without explanation is perceived by the child as a manifestation of violence and arbitrariness on the part of the parent.

9. Punishment by natural consequences It is based on personal experience child facing the immediate results of his actions. In the event of any damage, the child is obliged to cope with the situation himself (spilled - removed, received a deuce - corrected, tore something - he sewed it up). This type of feedback seems to be very effective as it helps to find a constructive way out of the damage situation. Such behavior of a child is best brought up in joint activities with an adult who demonstrates models of desirable behavior by personal example.

10. Postponed Conflict suggests a pause between the child's misconduct and the adult's response. This type of influence can be useful when a parent feels that, due to a negative emotional state, he is unable to control the situation.

11. Blocking unwanted action is used in a situation where the child's behavior poses a threat to himself, the people around him, to the preservation of material or spiritual values. Blocking acts as an interruption of the child's action. It is important to immediately physically stop the action.

12. Logical explanation and rationale It is aimed at organizing the orientation of the child in the consequences of his act for the people around him. This method involves warning the child about the possible consequences of his actions for other people.

It is important to correlate the punishment with the age of the child and the severity of the offense.

Punishment should not be delayed, because delayed punishment breeds fear, anxiety, depression.

You should not make the misconduct of the child public, discuss it with friends and acquaintances. The observance of secrecy will rather contribute to the fact that the offense will not be repeated, because it communicates the parent's faith in the child and the accident of his deed.

Irina Matusan
Consultation "Punish with love: a system of prohibitions"

Very often, children do not obey at all, not because they do not know how to behave, but because they want to insist on their own, to show that they are more important. Deep down inside every child knows that behaves badly. Everyone has a conscience. And in the soul of a child, the voice of conscience sounds much clearer than in adults.

Many children are aggressive, uncontrollable and inadequate in response to rules. "free pedagogy": these children up to 4 years old were brought up without restrictions, nothing prohibited and punished.

A world completely devoid of prohibitions and punishments, it seems to the child amorphous, anxious, full of dangers that can lie in wait for him anywhere. A child who is allowed to do whatever he wants feels completely defenseless and unsure of himself and his abilities. Hence - fears, tantrums, nervous breakdowns and even autism.

In all cases, it is necessary to change the position of the parents, in building a clear reward and punishment systems.

Ban system

Prohibitions should be. Ban- this is not at all aggression against the freedom-loving children's soul, but a measure. Necessary for the psychological well-being of the child. Prohibitions structure the world little man. Word "IT IS FORBIDDEN"- border post pointing: that's it, it's time to stop, the safe space is over.

But in order to bans were in effect, they should be few. A child, too tightly squeezed in the grip of parental severity, begins to show aggressiveness from scratch, defiantly disobeying.

Major childish faults to follow punishment:

Rudeness towards adults;

Demonstrative disobedience (the child violates ban mothers watch TV; the child does not clean up scattered toys, etc.);

Attempted theft;

Hooligan antics (the child shows his tongue to adults, spits on the floor, makes obscene gestures, etc.);

The actions of the child threaten his health and safety (the child climbs onto the windowsill, grabs a match, sticks his fingers into the socket, etc.)

To the punishment was in effect:

Before anything ban, understand, is it really necessary

Much is quite possible forbid, but to find a reasonable compromise or unconditionally agree with the wishes of the child

Close adults need to be consistent

It is impossible today for some misconduct punish, and tomorrow, when mom will have no time, do not pay attention to the same

The requirements for a child should be the same by all adults

if it’s impossible, then it’s impossible, and for violation prohibition must be punished. Otherwise, the child will get used to manipulating adults, and as a result, the authority of all family members will be undermined.

How punish?

Lightweight slippers.

Effective only for children 1.5 - 2 years old, when the child still does not respond enough to words.

By the age of 4 - 5, it is enough to raise your voice or question: "What happened to you? Are you, so smart and mature, going to be spanked like a fool?”

Temporary deprivation of sweets, games, TV and computer, visits, other entertainment, refusal to buy a gift, isolation in a separate room.

Just do not lock the child in the bathroom or toilet - fear of closed spaces may develop. And if you still turn off the light, there will be a fear of darkness.

classic punishment -"to the corner".

But on excitable, hysterical children, it acts irritatingly. The child cries, rests, clings to the mother. It is better not to argue with the child, but to change tactics - to follow the path of depriving the child of some of life's blessings.

It's also pointless to say: "Wait - think". The child does not understand such an abstract order. If you just want to stop the unwanted actions of the child, just switch his attention, direct his energy to something else. channel: Find a quieter and more rewarding activity.

Do not call names, do not hang on the child "shortcuts".

Children are easily programmed, and, constantly hearing that he "naughty", "fighter", "slut", the baby will not only not improve, but, on the contrary, will become exactly the way you describe him. Better name the actions that you do not like: "I don't want you to fight", “I was scared because you climbed on the windowsill” etc.

With older children, the last resort is a boycott.

During the announced boycott, you should talk to the child dryly, using 2-3 words ( "go to eat", "time to sleep", so he understood: the jokes are over, it's time to take up the mind.

Remember! The boycott should not turn into a celebration of disobedience. Stop all demonstrative antics of the child in response to your silence.

"Seven Rules for Everyone" Vladimir Levy

Punishing, think: "Why?"

1. Punishment should not harm health - neither physical nor mental.

Moreover, it should be useful.

2. If in doubt, to punish or not to punish, - not punish.

Even if you have already realized that you are usually too soft and indecisive, no "prevention", none punishments"just in case".

3. One at a time!

Even if an infinite number of actions are committed at once, punishment can be severe. But only one, for all at once, and not one at a time - for each. Salad from punishments- a dish not for a child's soul! Punishment is not at the expense of love Whatever happens, do not deprive the child of well-deserved praise and rewards.

4. Statute of limitations.

Better not punish, how punish belatedly.

5. Punished - forgiven.

The incident is over. The page is turned over, as if nothing had happened. Not a word about old sins. Don't bother starting over!

6. Punishment without humiliation.

Whatever it is, whatever the fault, punishment should not be perceived by the child as a triumph of your strength over his weakness, as a humiliation. If a child thinks that you are unfair, punishment will work in the opposite direction.

7. The child should not be afraid punishment.

Not punishment he should be afraid, not of your wrath, but of your chagrin.

Punishing children, it is absolutely necessary to maintain self-control and ... peaceful disposition.

You can not do this in a fit of irritation, anger, in revenge. After all loving parents punishing the child is not for that to reckon with him, but to stop him when he himself is not able to stop.

Punishment - barrier, preventing the child from moving along the wrong path, and not an instrument of torture.

Therefore, first catch your breath, pull yourself together and only then apply sanctions.

Introduction

1.1 Punishment

1.2 Types and forms of punishment

2.1 Features of education junior schoolchildren

2.2 Basic requirements for the application of penalties

Conclusion

List of used literature

Introduction

Punishment is the inhibition and correction of the wrong behavior of pupils with the help of a negative assessment of their actions. In the education of schoolchildren, such types of punishments as censure, remark, reprimand, restriction of rights, deprivation of honorary duties, order to stand at the desk, removal from the lesson, transfer to another class, expulsion from school are used. Punishment can also be expressed in the form of an order to eliminate the consequences of an offense (the form of natural consequences).

Many teachers (K.D. Ushinsky, N.K. Krupskaya, P.P. Blonsky, V.A. Sukhomlinsky) expressed the opinion about the possibility and even the need for education without punishment. Even B. Skinner, one of the founders of the theory of education as the formation of behavior with the help of positive and negative reinforcements, puts forward some alternatives to punishment in education: permissiveness, when the responsibility for behavior is entirely shifted to the pupil himself. A.S. Makarenko, in this centuries-old discussion about the legitimacy of the use of punishments, quite definitely said: punishment is as common a method of education as all the others. Without it, education is impossible. It is only necessary to ensure its pedagogically justified application in a reasonable combination with other methods.

The purpose of the study: the study of punishment as a method pedagogical process.

Research objectives:

1. Study and analysis of special literature on the research problem.

2. To study the role of punishment in the education of younger students.

Structure: This work consists of introduction, two chapters, conclusion, bibliography.

Chapter I. Punishment as a Method of the Pedagogical Process

1.1 Punishment

The topic "methods of the pedagogical process" in pedagogical science has always been the object of research, so far it remains an undeveloped problem. In finding the right answers about the methods of the pedagogical process, researchers are hindered by some erroneous approaches that guide them.

For some reason, most scientists share the opinion that a method is considered a method. joint work teachers and students. Some scientists identify the methods of the pedagogical process with the pedagogical process. "... In practice, the method of independent work of students is very uncommon," writes A.G. Kalashnikov, Doctor of Pedagogical Sciences. In this quote, the author erroneously calls independent work a method. And independent work is synonymous with the concept of "pedagogical process".

Some scientists in explaining the methods are guided by the erroneous principle "how many means, so many methods." For example, they single out such methods as the demonstration of films, the demonstration of posters, the demonstration of diagrams ...; performing exercises, performing labor tasks in workshops, writing essays...; working with a book, working with a magazine, working with a newspaper, etc.

In pedagogical science, there is an unreasonable "specialization" of methods. A group of scientists distinguish teaching methods: a) physics; b) mathematics; in history; d) language; e) literature; e) music; g) drawing, etc. Scientists studying the theory and history of pedagogy put forward methods: a) international; b) patriotic; c) moral; d) mental; e) labor; e) aesthetic education etc.

In fact, in all cases, all methods objectively existing in life can be applied equally successfully. There are no special methods that are inherent only to some area of ​​education or to a separate academic subject.

The desire of scientists to classify the methods of the pedagogical process is erroneous. There are many classifications, which, as a rule, are made within the framework of such large groups of methods as "training methods" and "educational methods".

According to teaching methods, for example, the following classifications are known:

The first option: verbal, visual, practical methods.

Second option: methods of acquiring knowledge; methods of formation of skills and abilities; methods of application of knowledge; methods creative activity; fixing methods; methods of testing knowledge, skills;

The third option: explanatory-illustrative method (information-receptive); reproductive method; method of problem presentation; partial search method (or heuristic); research method;

The fourth option: methods for communicating new knowledge; methods used to acquire new knowledge, consolidate and develop skills and abilities; methods of working with technical teaching aids; independent work; methods of programmed learning; problem learning methods.

According to the methods of education, scientists make the following classifications:

The first option: methods of persuasion (frontal conversation with students, lecture, discussion, demand); methods of organizing students' activities (exercises, instructions, teaching); methods of stimulating the behavior of students (competition, encouragement, punishment).

The second option: methods of forming the consciousness of the individual (conversations, lectures, disputes, the example method); methods of organizing activities and forming the experience of social behavior (pedagogical requirement, public opinion, accustoming, exercise, creating educational situations); methods of stimulating behavior and activity (competition, reward, punishment).

The above indicate the absence in pedagogy of a scientific concept of the methods of the pedagogical process. In science and in everyday life there are the concepts of "methods of teaching", "methods of education", "methods of knowledge", "methods of teaching", "methods of teaching", "methods of research", "methods of the pedagogical process". The last of them is considered the most successful and correct.

"Methods of the pedagogical process" includes all these concepts. Methods are ways of transferring and assimilating the content of the pedagogical process.

The methods of the pedagogical process include: explanation, storytelling, conversation, auditory perception, visual perception, smell, touch, observation, induction, deduction, analysis, Synthesis, abstraction, concretization, comparison, contrast, discussion, discussion, experiment, repetition, correction, elimination, imagination, imitation, reproduction, interview, poll, questioning, testing, compromise , regulation, permission, prohibition, "bribery", "capture", rebound, boomerang, demand, supervision, agitation, diagnosis, suggestion, trust, suspicion, blackmail, "entering the role", "blindness", emphasis, direction attention, recommendation, questioning, special mistake, self-disclosure, obstruction, humor, irony, soothing, regret, shaming, accusation, condemnation, encouragement, defense, criticism, punishment, ignoring, persecution, forgiveness, offensive, humiliation and insult, intimidation , rebuff, deceit, braking, etc. (9, p.90-97).

The choice of one or another method depends on the specific situation, which, as a rule, is determined by the level of development of the student, the content of the pedagogical process, the preparedness of the teacher to apply this or that method, etc.

One of the methods of the pedagogical process is punishment - the inhibition of the negative manifestations of the individual with the help of a negative assessment of her actions, the generation of feelings of guilt, shame and repentance. If, after punishment, the pupil feels resentment towards the teacher, the punishment was applied unfairly or technologically incorrectly.

P.F. Lesgaft wrote that the power of a soft, calm word is so great that no punishment can compare with it.

Child psychotherapist V.L. Levy gave the following recommendations regarding this method of education:

ü punishment should not harm health - neither physical nor mental;

ü if there is doubt, to punish or not to punish, do not punish;

ü at a time - one punishment; punishment is not at the expense of reward;

ü statute of limitations: it is better not to punish than to punish belatedly;

ü the child should not be afraid of punishment (he should be restrained) from misconduct by the grief that his behavior will cause in relatives, teachers, significant others);

ü cannot be humiliated;

punished - forgiven: do not interfere with starting life anew, neither to him nor to yourself. (7, p.77-85)

Cases excluding punishment: inability, positive motive, affect, repentance, fear, oversight.

It should be noted that any punishment should be an auxiliary method when no other methods can help.

Punishment corrects the child's behavior, makes it clear to him where and what he made a mistake, causes a feeling of dissatisfaction, discomfort, shame. This state gives rise to the student's need to change his behavior. But punishment in no case should cause the child suffering, either physical or moral. There can be no depression in punishment, only an experience of alienation, but temporary and not strong.

The means of the method of punishment are the teacher's remarks, the offer to stand at the desk, the call to pedagogical council, a reprimand in a school order, transfer to a parallel class or to another school, expulsion from school and referral to a school for the difficult to educate. Such a form of punishment as a change in attitude towards the pupil on the part of the teacher or class team can also be applied.

Consider the conditions under which it is possible to use punishment in the education of schoolchildren.

The combination of exactingness with respect for the student. The basis for the application of punishments at school is a demanding, but at the same time sensitive and attentive attitude towards the individual. When applying punishments, teachers are guided by the principle: as much exactingness as possible and as much respect for students as possible. They strive to objectively understand the committed act and justly, deservedly punish the guilty. Whatever act this or that student does, one should not insult him, humiliate human dignity. It is advisable to skillfully and tactfully point out the inadmissibility of unworthy behavior.

School education is based on love and respect for children. But loving and respecting children does not mean pampering them, constantly giving pleasure. It is important to combine love for children with high demands. Demanding implies the use of various penalties in necessary cases.

Punishment, of course, cannot be accompanied by insult. The offended student believes that he was undeservedly offended, he becomes embittered. Shouts and notations on-students do not work. They often lead to conflicts between teacher and student. Of course, the teacher is a living person, he has the right to be angry, but not to anger and insult the dignity of the student. Punishment only makes sense if the student experiences his guilt.

If students know why and for what they are punished, they have a clearer idea of ​​how to eliminate shortcomings. Therefore, before imposing a penalty, one should talk with the student, demand from him an explanation about the misconduct committed, find out the motives that prompted him to commit the misconduct, and the circumstances under which it was committed. It is bad when some teachers approach the choice of punishment thoughtlessly, mechanically.

Fair and conscious punishment is considered by the student as a necessary means of maintaining discipline and order in the school. Therefore, experienced teachers strive to ensure that the student feels a sense of shame for the perfect act and consciously tries to correct his behavior, overcome shortcomings.

Punishments, as a rule, are applied individually to the actual perpetrators. Experience shows that the punishment of the entire class team or a group of students for violating the order does not achieve the goal. Students in such cases cover violators. They develop a sense of mutual responsibility and hostility towards teachers who punish not only violators of discipline and order, but sometimes innocent students.

In order for the punishments to be fair, it is necessary to punish only the direct culprits who committed this or that offense. Sometimes in high school, in a well-organized team, it is possible to apply punishments in relation to student activists who are responsible for organizing some kind of work. So, for the poor organization of school duty, you can punish not the duty officers themselves, but the head of the class,

The effectiveness of punishment largely depends on the authority of the educator. If the teacher does not enjoy authority and trust, then his remarks and censures do not give the desired results.

Compliance with pedagogical tact. The educational effect of punishment largely depends on the tact of the teacher, on his approach to each student. Experienced teachers, when punishing a student, do not allow harshness and rudeness that degrades human dignity. They skillfully navigate the situation that has developed in connection with the violation of norms and rules of conduct, and reasonably apply the necessary penalties.

Without offending the personal dignity of the student, one should at the same time categorically condemn unworthy behavior and demand that it be changed. In some cases, the remark acquires the character of a collective impact. It is announced at a class meeting, at a pioneer gathering or at a meeting of Komsomol members. Under this condition, the educational role of remarks increases.

Sometimes during a lesson, on an excursion or a walk, students show disorganization, violate discipline and order. Can a teacher or class teacher ignore this? Of course not. You can comment to the whole class. True, experienced educators do not abuse this. After all, there are students in the class who are not guilty of violating discipline and order. Therefore, the remark is usually addressed not to all students, but only to the guilty ones. Of course, sometimes it is not easy to identify them. But if the class is a friendly team, the students themselves will name the violators of discipline and, together with the teacher, condemn their misbehavior. Such a collective remark will be more effective.

When condemning negative actions, one should condemn a specific act, and not the person as a whole. When resolving conflicts between students and teachers, one should not in all cases proceed from the fact that "the teacher is always right." Sometimes teachers show tactlessness in relation to students, unfairly punish them.

Sometimes students allow repeated violations of discipline and do not show the necessary efforts to correct themselves. They can be called to the pedagogical council for suggestion. There they explain their behavior, listen to the advice of teachers, the headmaster, and representatives of the parent community. This measure has a great educational impact. Even those students who are not influenced by the teacher or class teacher, after a call to the pedagogical council behave better.

Often, students are called to a meeting of the pedagogical council only in order to get them to confess their guilt and promise to improve. Of course it has some meaning. But you can't limit yourself to just that. It is important to instill that the student is violating his duty, that his behavior undermines the honor of the school. It is equally important to show the delinquent ways to correct the behavior.

Support for the student body. Experienced teachers, applying punishment, rely on the help and support of the student team. A good team usually condemns the wrong actions of their comrade. This condemnation is very effective. In this case, the teacher does not need to apply serious punishments. He can confine himself to a simple remark. There are students who, even after that, do not show a desire to improve, continue to violate discipline. In relation to them, more serious punishments are applied (reprimand, summons to the pedagogical council).

If punishment is supported by all students, it has a strong impact on the delinquent student, of course, provided that he values ​​the opinion of the team. Individual cases of violation of discipline are often referred to the bodies of the student body. No matter how neglected the student is in terms of education, he cannot but reckon with the opinion of his comrades.

1.2 Types and forms of punishment

Punishment is a set of means of regulating relations that make up the content of the pedagogical situation, in which these relations must be noticeably and quickly changed. The main feature, according to which it is considered appropriate to classify the types and forms of punishment, is the way to stimulate and inhibit the activities of children, the way to make changes in their relations. On this basis, the following types of punishment can be distinguished:

1. penalties associated with a change in the rights of children.

2. penalties associated with changes in their duties.

3. penalties associated with moral sanctions.

Within each of these groups of punishments big variety forms of their use, however, they can also be divided into the following main forms:

a) punishments carried out according to the logic of "natural

consequences";

b) traditional punishments;

c) punishment in the form of impromptu.

This classification, like any other, is largely arbitrary.

The significance of this classification is that it helps in the analysis of complex situations of punishment, allows educators in each case to choose such types and forms of punishments, their combinations, which the best way correct the behavior of children and adolescents. (1, p.150-153)

Regulation of the rights and obligations of children and adolescents can be successfully used as punishment. At the same time, depending on the specific situation, both the restriction of rights and obligations and the imposition of additional obligations are used. Punishments through moral condemnation, if properly used, can be very effective measures of influence.

Kolya committed a bad deed: he lied, hit a friend, littered the class, etc. The boy was shamed, he cried, asked for forgiveness - and everyone is happy. Then all this is repeated in different variations a certain number of times, and, finally, Kolya - already almost Nikolai Ivanovich, over a meter and eighty in height - lazily booms in front of the class, winking at his friends: “Sorry, I won’t do it anymore ...”

And with growing anxiety, teachers notice that “forgive me”, so sweet before their ears, now tears their souls with unbearable falsehood and outright cynicism. It is here that they usually come to the realization of a great misfortune, the name of which is impunity. But then it is often too late to apply the usual measures of pedagogical influence.

If we compare punishments carried out with the help of moral sanctions with punishments carried out by regulating the nature and duties of children, then it is easy to see that the former are more designed for the development of elements of self-stimulation. Therefore, the use of such punishments is advisable mainly in a developed team with certain traditions and strong public opinion, in relation to such pupils, whose level of consciousness is high enough to respond correctly to punishment of this kind.

Punishments related to the regulation of the rights and obligations of pupils, with the use of moral sanctions, are accompanied by certain changes in the relationship between adults and children, on the one hand, and within the children's team, on the other.

Under certain conditions, punishments also benefit according to the logic of “natural consequences”. To punish, for example, children who broke glass in the classroom by forcing them to study in this room, regardless of the sub-zero temperature, would perhaps be “logical”, but at least wild.

When applying punishments expressed in this or that restriction, deprivation, according to the logic of "natural consequences", one should bear in mind, firstly, that one cannot deprive children of the minimum necessary for their normal development: food, fresh air, bed linen, etc.

Secondly, being left without movies and other pleasures is a form of punishment that is applicable mostly to younger students and at the initial stage of work with children. And here it is hardly justified to deprive the already promised pleasure, as some teachers recommend.

The peculiarity of traditional punishment measures is that they more often than rewards and punishments according to the logic of "natural consequences" become a form of using various moral sanctions. For example, sanctions such as reprimands are all traditional punishments.

If the logic of “natural consequences” dictates the need to apply punishments immediately after the actions of the child that caused them, then when using traditional punishments, teachers and the children's team choose the moment that will contribute to obtaining the greatest educational effect. Thus, in general, these punishments, being more complex, can bring a more noticeable educational result.

The moment of impromptu, unexpected, sharp decision can take place both when using punishments according to the logic of “natural consequences”, and when applying traditional measures, punishment in the form of impromptu is always unique, strictly individual. Being used only once and bringing a certain effect, they cannot be fixed with the help of tradition. Practice does not know of cases when once a successful method of using punishment in the form of impromptu would be successfully repeated.

S.A. Kalabalin, a great master of impromptu influence, talked about how his attempts to literally repeat certain techniques used in his time by A.S. Makarenko led to failures. Thinking one day how to punish a pupil who stole a loaf of bread, Kalabalin remembered that a long time ago a similar case had taken place in the colony named after A.M. Gorky. Then Anton Semenovich forced the colonist who stole the chicken to eat it in front of the hungry comrades. S.A. Kalabalin decided to repeat this technique and ordered the offender to eat a stolen loaf of bread in front of the formation. However, this punishment did not bring the desired effect. The guy stupidly, indifferently chewed, the guys, looking at him, laughed and quietly argued among themselves whether he would eat or not eat ... The spectacle was disgusting, there was nothing tragic in it, which at one time made a revolution in the mind of the colonist punished by Makarenko, and his comrades. (1, p.167)

The use of punishments in the form of impromptu is most often dictated by such circumstances when it is necessary to influence the public opinion of the collective in a vivid, memorable way in order to fix the consciousness of the pupils on some outwardly insignificant fact, which, nevertheless, is of fundamental importance.

Let us turn to the characteristics of the most common and justified measures of punishment in school and family. Among them, first of all, it is necessary to name the measures of punishment of students officially operating at the school.

The most common measure of punishment is the remark of the teacher. The remark should be addressed to a specific violator of the requirements of the teacher, the form of the remark may be somewhat different, less formal, especially in the lower grades. However, the impersonally negative remarks that some teachers sometimes make, raising their voices in exasperation and coming into a state of extreme nervousness, usually do more harm than good.

The remark may be in the nature of social influence, announced by a class meeting, a pioneer gathering, a Komsomol group. An entry about such a remark, made in the diary of a student, condemnation of comrades - all this turns this measure of punishment into a sensitive corrective means.

In some cases, the teacher can use such a measure as ordering the student to stand at the desk. Such punishment is advisable in the lower grades, in relation to restless, unassembled students. Standing near the desk, being under the gaze of the teacher, attracting the attention of the whole class, the student involuntarily concentrates, acquires composure.

For a child, standing for a long time is simply harmful, tires him, punishment, turning into a kind of humiliation, causes a natural protest. Seizing a moment when the teacher is not looking at him, a student standing near the desk begins to entertain others, looking for their support and sympathy. Usually the case ends with the teacher removing the offender from the class, and he, feeling like a “hero”, goes into the corridor, accompanied by approving grins from his comrades.

It is no coincidence that removal from the classroom is one of the measures of punishment, the expediency of which causes heated debate among teachers and parents. However, even in the case when removal from the class is really necessary and the teacher was able to calmly, but at the same time firmly and confidently carry out this measure, he must keep in mind that the punishment is not completed. To exhaust the conflict, it is necessary, depending on the specific situation, to complete the punishment in one way or another after the lesson. Sometimes the teacher, being in a state of irritation, accompanies the removed person with a sacramental phrase: "Don't come to my lessons anymore! ..". It is difficult to say which of the following “pedagogical” maneuvers is worse: whether the one when the teacher calmly conducts further lessons, not paying attention to the fact that the punished person has really stopped attending the class, or the one when, from lesson after lesson, he inexorably shows the unfortunate delinquent to the door .

A very serious punishment is a reprimand. The meaning of the reprimand is in the moral condemnation of the student's act. Therefore, the pedagogical effect of this punishment cannot be reduced only to the formal act of reprimanding, to writing it in a diary (although this is necessary) or in a school order. A discussion of a student's negative act may not end with a reprimand, but be limited only to announcing an oral reprimand to him or making a disciplinary entry in a diary.

It should be remembered that punishments associated with certain restrictions and deprivations are generally acceptable only in relation to preschoolers and younger schoolchildren.

In school practice, punishments, unfortunately, do not always achieve their goal. This is due to serious errors in their application. Sometimes educators apply punishment hastily, thoughtlessly, without sufficient reason. They do not always take into account age and individual characteristics students, and not in all cases pursue certain educational goals, observe pedagogical tact. Not all educators, when resolving issues related to the application of punishments, rely on the public opinion of the student team.

In each case, it is useful to understand the reasons for the committed misconduct, take into account the characteristics of the student, his position in the team, his age. For example, such a punishment as a reprimand is applied primarily to middle-aged and older students, since younger students are not able to appreciate and realize the seriousness of this punishment. As a rule, high school students are called to the pedagogical council for suggestion. In these classes, when choosing punishment measures, it is especially important to rely on the public opinion of the team.

Chapter II. Features of the application of punishment methods in the education of younger students

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