Psychological comfort at school education. “Psychological comfort in the classroom as a condition for the development of the child's personality. Reasonable and useful activity of everyone in the lesson

Smolensk Regional State Budgetary Educational

institution for students with disabilities

health opportunities

"Dukhovshchinskaya special (correctional) general education

boarding schoolVIIIkind"

Dissemination of experience on the topic:

« Psychological comfort in the classroom as a condition for the development of the child's personality "

Bochulinskaya Natalya Dmitrievna

Spirituality

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 RF Law “On Education”. The presence or absence of psychological comfort affects the state of the student's psyche, his desire to learn, and, as a result, his academic performance.

Creating psychological comfort is one of the most important and difficult tasks in the work of a teacher with children. Comfort acts as a kind of condition that ensures the development of the personality: against its background, the child either reveals himself, shows his talents, actively interacts with the teacher and other members of the group, or, on the contrary, becomes passive, withdrawn, detached. Psychological comfort at school is an important condition for the effectiveness of training and education.

What is comfort?

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

Comfort- conditions of life, stay, environment, providing convenience, peace and comfort. (" Dictionary Russian language”, S. I. Ozhegov).

Psychological comfort- living conditions under which a person feels calm, there is no need to defend himself.

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

No amount of academic success will be of any use if it is "involved" in the fear of adults, the suppression of the child's personality. As the poet Boris Slutsky wrote:

"Teach me nothing

That which pokes, stammers, bugs ... "

However, psychological comfort is necessary not only for the development of the child and the assimilation of knowledge. Depends on physical state children. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill can 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 environment- 50-55%. What is included in the concept of "environment"? First of all, this is society (friends, school, etc.). At school, 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 the teacher with a comfortable state.

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

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

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

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

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

Factors that interfere with the psychological comfort of students:

Diffidence;

Increased fatigue;

Slow pace of activity;

Increased need for attention;

Increased physical activity;

Difficulty in switching from one activity to another.

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

Physical and psychological tension of labor;

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.
It is important for the teacher to remember that psychological climate in the classroom begins to be created outside the classroom. Relationship between teacher and students essential condition psychological atmosphere of the lesson. How a teacher treats work, how he talks with children, with parents, other teachers, whether he rejoices in the success of children and how he rejoices, how he expresses his emotional feelings, how he owns them - all this and much more influences the teacher on students and on their attitude towards him.

Criteria for the psychological comfort of the lesson:

Lack of fatigue in children and teachers
Positive emotional attitude
Job satisfaction
Willingness to keep working
Creating a situation of success as one of the factors for ensuring psychological comfort in the classroom.

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

Be sure to take into account the physiological, emotional and personal characteristics of children, create situations of success in the classroom, choose the most appropriate style of communication.

The teacher should enter the class with a good cheerful attitude and be able to set himself up for a cheerful parallel with the children. In general, the teacher should be inherent in the same l and the desire to communicate with children, to communicate in a friendly manner.
Any emotional state, including negative ones, can be expressed in a delicate way.
The teacher must know the age psychological features students, as well as to develop pedagogical observation in oneself in order to respond flexibly and adequately to a particular situation in the lesson.

One of the most "explosive" stages of the lesson is the regulation and correction of students' behavior, the assessment of their knowledge.

Training and education should be built without punishment and shouting (V.S. Sukhomlinsky.)
You need to come to the office a little earlier than the call. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.
Start the lesson vigorously. Do not ask questions about who did not comply homework. Lead the lesson in such a way that each student is busy from the beginning to the end.
Use a specially designed didactic material, use multi-level tasks.
Engage students in the content of the material, control the pace of the lesson, help the "weak" believe in themselves.
Motivate knowledge assessments: the student should know what else to work on. This will teach disciplined work.

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

End the lesson with a bell. Remind the attendant of his duties. Refrain from overreacting.
Seek help from the students themselves.

The socio-psychological atmosphere in the school implies humane relationships between all its members. The atmosphere influences the climate, its creation and maintenance. Whenever a teacher meets with students, the atmosphere that reigns in their relationship should be concerned. By changing the circumstances and conditions of the meeting, initially perceived as unfavorable, the teacher changes the atmosphere, and, consequently, influences the improvement and consolidation of a favorable climate in the group. The psychological climate always depends on the atmosphere created at a given time. The analysis of relations, which reveals the nature of the climate, is carried out by the teacher in several directions. First of all, it is the attitude towards a person as the highest value. Caring for a person should permeate all spheres school life.

Another indicator that determines climate is the attitude to an event taking place in this moment. The same event in groups with different psychological climates is accompanied by a different psychological effect: for example, an unsuccessful answer by one student in an unfavorable classroom climate causes ridicule or indifference on the part of other students, but the same situation in a class with a favorable climate gives rise to completely a different response - sympathy, chagrin, the desire to help.

The presence of a favorable climate in the group provides the child with not only security and psychological comfort, but also the opportunity to productive work and creativity, so the teacher should make wider use of a variety of means that affect the creation of a creative atmosphere and a favorable climate. The means of influencing the psychological climate include a demonstration of goodwill, signs of attention, design, interior, music, various entertaining forms of work in the classroom and during after hours, elements of nature, speech, plastic and mimic means.

Technologically, the impact on the climate is provided by a combination of the following operations:

Establishing personal contacts. These contacts should be built not only between the teacher and the children, but also between the children themselves. The teacher calls each student by name, shows interest, gives compliments and expresses hope for the success of the work, demonstrates sympathy and disposition.

Supportive, supportive attitude. IN While working, the evaluation dominant of the teacher, while working with children, is encouragement addressed to them. It refers to the activity, and to the external and internal virtues of the students.

Ethical noble behavior or an attitude of cooperation, which consists in selfless help, openness and joy for another. Through this operation, highly moral relations of mutual assistance, mutual assistance, self-sacrifice for the sake of a comrade are introduced into the group. This position in interaction with students is characterized by an emotional-personal style of relations. The basis of such relationships is a good knowledge of the personality of each student, tolerance for their failures in learning the subject and behavior. With this style of relationship, the student believes that the teacher is ready to help him and if he punishes him, then it is fair. The teacher constantly shows interest in the child, his age and individual characteristics, he sees in the child a developing personality with all its contradictions and complexities of the family environment, actions, relationships with peers and teachers.

Creating an atmosphere of psychological support in the classroom (humanist psychologist Carl Rogers):

1) From the very beginning and throughout the educational process, the teacher must demonstrate to the children his complete confidence in them.

2) He should help students in formulating and clarifying the goals and objectives facing both groups and each student individually.

3) He must always proceed from the fact that students have an intrinsic motivation to learn.

4) It should act for students as a source of diverse experience, which you can always turn to for help when faced with difficulties in solving a particular problem.

5) It is important that he act in such a role for each student.

6) He must develop the ability to feel the emotional mood of the group and accept it.

7) He must be an active participant in group interaction.

8) He must openly express his feelings to the group.

9) Finally, he must know himself well.

Prevention of possible failures in the process and result of the work. Thus, it is possible to remove the fear of the upcoming activity and direct the attention of children to the most important and significant stages of the organized business.

bringing element of novelty through the use of various means. Novelty distracts from difficulties, destroying the old ingrained stereotypes of perception and attitude to business and people, captures with its unusualness, captivates and removes psychological clamps, contributes to the creative manifestation of each child.

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

Success is an ambiguous, complex concept with different interpretations. From a psychological point of view, success, according to A. Belkin, is an experience of a state of joy, satisfaction because the result that a person aspired to in his activity either coincided with her expectations, hopes, or exceeded them. On the basis of this state, new, stronger motives for activity are formed, the levels of self-esteem and self-esteem change.

From a pedagogical point of view, the situation of success is such a purposeful, organized combination of conditions under which it is possible to achieve significant results in the activities of both a single individual and the team as a whole.

The main purpose of the teacher's activity is to create a situation of success for each pupil. Here it is important to separate the concepts of “success” and “success situation”. A situation is a combination of conditions that ensure success, and success itself is the result of such a situation. The situation is what the teacher is able to organize: the experience of joy, success is something more subjective, hidden to a large extent from outside view. The task of the teacher is to give each of his students the opportunity to experience the joy of achievement, to realize their capabilities, to believe in themselves.

Student's experience of success:

Increases learning motivation and develops cognitive interests, allows the student to feel satisfaction from educational activities;

Stimulates to high productivity of work;

Corrects personal characteristics such as anxiety, insecurity, self-esteem;

Develops initiative, creativity, activity;

Supports a favorable psychological climate in the classroom.

Technological operations for creating a situation of success

Without a sense of success, the child loses interest in school and studies, but achieving success in his educational activities is hampered by a number of circumstances, among which are the lack of knowledge and skills, psychological and physiological features development, weak self-regulation and others. Therefore, it is pedagogically justified to create a situation of success for the student - a subjective experience of satisfaction from the process and result of an independently performed activity. Technologically, this assistance is provided by a number of operations that are carried out in a psychological atmosphere of joy and approval, created by verbal (speech) and non-verbal (mimic-plastic) means. Encouraging words and soft intonations, melody of speech and correctness of addresses, as well as an open posture and friendly facial expressions, combine to create a favorable psychological background that helps the child cope with the task assigned to them.

Technological operations for creating situations of success:

1. Removal of fear - helps to overcome self-doubt, timidity, fear of the work itself and the assessment of others. “We are all trying and looking, this is the only way something can work out.” “People learn from their mistakes and find other solutions.” “ Test quite easy, we went through this material with you.

2. Advancing a successful result - helps the teacher express his firm conviction that his student will definitely cope with the task. This, in turn, gives the child confidence in their abilities and capabilities. "You're bound to succeed." “I don’t even doubt the successful outcome.”

3. Hidden instruction of the child in the ways and forms of performing activities - helps the child to avoid defeat, is achieved by a hint, a wish. “Perhaps it is best to start with…..”. “When doing work, don’t forget about…..”.

4. Introduction of a motive - shows the child why, for whom this activity is performed, who will feel good after doing it. “Without your help, your comrades can’t cope…”

5. Personal exclusivity - indicates the importance of the child's efforts in the forthcoming or ongoing activity. “Only you could….” "You're the only one I can trust..." “I can’t make this request to anyone but you…”

6. Mobilization of activity or pedagogical suggestion - encourages the implementation of specific actions. “We can’t wait to get started…” “I want to see you soon…”

7. High appreciation of the detail - helps to emotionally experience the success of not the result as a whole, but some of its individual details. “You especially succeeded in that explanation.” “Most of all I liked your work…”. "This part of your work deserves the highest praise."

Creating success is one of the conditions for humanizing the learning process. Students with learning difficulties especially need to experience a situation of success. In this regard, it is necessary to select such tasks with which students of this category could cope without much difficulty and only then move on to more difficult exercises. A reliable way to create a situation of success is a differentiated approach to determining the content of the activity and the nature of the assistance given to students in its implementation. Natural in this case should be verbal rewards, encouraging the student, causing him confidence in his abilities, the desire to meet the assessment of the teacher.

You are on the right track.
You do it much better today!
Amazing!
Keep working the same way, you will achieve more.
Keep it up!
This is a successful start.
Great!
Fantastic!
Congratulations!
You are right.
Perfect!
Good girl!
Well done!
Thank you very much!
Your progress is getting more and more noticeable.
This is your victory!
I believe in you.
Thank you.

In order to make the learning process interesting for students, each teacher uses various methods and techniques, technologies. For example, the use of game elements in the lessons. Game activity as an element of the lesson can be used at any stage - from checking homework to summarizing. The game contributes to the emergence of interest, makes the learning process more effective.

This type of activity helps to solve not only general educational problems, but also to educate the student in initiative, perseverance, the ability to find the right solution in an unusual situation. The collective team spirit allows the guys to reveal themselves, to show from an unexpected side.

For example, if the repetition of the material covered is difficult, I use such an element of the game as a crossword puzzle. With the help of it, students not only recall with pleasure the previously studied material, generalize, but also independently name new theme lesson, as it is already embedded in the crossword puzzle. Set goals and objectives for the lesson.

In order for the Russian language lessons to be meaningful for the children, I conduct vocabulary work related to their chosen specialty. For example, vocabulary dictations, made up of professional terms (I read the definition, and the guys write the word correctly or vice versa). Thus, students understand that Russian language lessons are closely related to their future profession, which means they are necessary.

Using elements problem learning also contribute to the creation of a situation of success in the classroom. I select tasks that would be significant for the guys, interesting, provoked the expression of their opinions.

The beginning of our activity in the lesson is an organizational moment. Organizing time allows you to positively set up students, organize their attention. At this stage, the ability to mobilize, internally organize oneself, and concentrate is formed.

Hello! This word (“hello”) is customary to greet each other when meeting. Welcoming, we express interest and respect for the person. We have become accustomed to such greetings and respond to them almost automatically. How else can you greet each other?

For example: “Hello guys! As always, we are glad to see each other and are ready for a joint creative work. In front of you on the tables are colored stripes: red, blue, green. Look at them carefully and choose the one that matches your emotional mood right now. Red color - you are full of energy, ready to work actively. Green color- you are calm. Blue color You feel a sense of anxiety, restlessness.

There are three clouds on the board - white, blue, gray, expressing different emotions. Guys, which cloud do you like better? I'm glad that most of you good mood. I hope that by the end of the lesson everyone will be in a good mood.

To establish emotional contact, you can useexercise-game "The ball in a circle." Students pass around (throw each other) the ball and speak about their feelings, physical and emotional state, mood. This exercise can be monologuewhen each student speaks in one phrase, without comments and questions from other participants in the game; but it can become interactive if questions or comments follow in response to the statement.

There are cases when it is difficult for students to talk about their emotional state due to internal stiffness, unestablished contact in the group, or simply because of a lack of language tools. You can overcome this by interpreting this exercise as follows: the teacher prepares cards depicting different emotional states. They are attached to the backs of the participants in the game. The "carriers" themselves do not know what is depicted in them, but they see the image of a partner. Task: to convey the content of the image in pantomime, and the "carriers" try to guess.

Using such exercises-games, the teacher can always track and correct the emotional state of students, help overcome any negative feelings. The exercise can also serve this purpose. "Compliment"(the name reflects the essence of the students' statements - this is a verbal expression of positive emotions in relation to a partner). If students are not yet familiar with such an exercise, a short conversation is needed about what a compliment is, why compliments should be given when it is appropriate. This exercise helps to establish and maintain contact, as a result - the achievement of a state of readiness for communication; contributes to the establishment of a favorable psychological climate for further communication; affects the change in state, well-being, behavioral attitudes.

You can suggest using the following options for the exercise "Compliment"

- Appearance compliment. Look at your partner and tell him how he looks today, use adjectives you know to describe appearance. Start your statement by addressing by name.

Compliment-praise. Tell your friend that he is doing well.

It is important to learn to respond to compliments: to thank, to give return compliments. This allows students to practice dialogical speech, introduces etiquette models.

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

“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his hands, 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, if the dead one says, I will let her out.” The sage, after thinking, replied: "Everything is in your hands."

It is in our hands to create an atmosphere in the 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 training and education.

What is comfort?

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

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

Psychological comfort is the living conditions under which a person feels calm, there is no need to defend himself.

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

No amount of academic success will be of any use if it is "involved" in the fear of adults, the suppression of the child's personality. As the poet Boris Slutsky wrote:

won't teach me anything

That which pokes, stammers, bugs...

However, psychological comfort is necessary not only for the development of the child and the assimilation of knowledge. It depends on the physical condition of the children. Adaptation to specific conditions, to a specific educational and social environment, creating an atmosphere of goodwill can 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 is included in the concept of "environment"? First of all, it is society (friends, school, etc.). Children and teachers are at school from morning to evening. And most of the time is taken up with lessons. Therefore, it is very important to what extent the lesson as an "environment" provides the child and the teacher with a comfortable state.

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

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

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

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

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

This is declared in the RF Law “On Education”. The presence or absence of psychological comfort affects the state of the student's psyche, his desire to learn, and, as a result, 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 maintained in a manner consistent with the human dignity of the child and in accordance with this Convention.”

Criteria of psychological space

Safe environment;

The atmosphere of psychological comfort, which is both developing and psycho-corrective, because barriers disappear in this atmosphere, psychological protection, energy is spent not on anxiety or struggle, but on learning activities, for the production of ideas, for creativity.

Psychological safety is the most important condition for the full development of the child, the preservation and strengthening of 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-fledged growing up, a breeding ground for the formation of successful, happy and healthy people. This is possible only in an atmosphere of spiritual comfort and a favorable socio-psychological climate in educational institution. And for this, the lesson as an educational space must be a territory of unconditional psychological safety.

Factors that interfere with the psychological comfort of students:

diffidence

fatigue

slow pace of activity

increased need for attention

increased physical activity

difficulty switching from one activity to another.

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

physical and psychological stress of labor

constant evaluation by different people

high level responsibility,

a tendency for aggressive attitudes on the part of parents and students

different styles of teaching staff management.

Studies have shown that the position of the teacher in the lesson, the style of his behavior and communication seriously affect the climate of the lesson, the attitude of students to learning. The word of the teacher is of particular importance. More A.S. Makarenko said to address teachers: "... You need to be able to say so that they (students) in your word feel your will, your culture, your personality." At the same time, he noted that this should be learned. Indeed, mastering the culture of the word is an integral component of teacher training and his professional development.

A favorable climate in the classroom depends on many factors.

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

Criteria for the psychological comfort of the lesson:

Lack of fatigue in children and teachers

Positive emotional attitude

Job satisfaction

Willingness to keep working

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

What can be done under the school lesson to maintain psychological comfort?

Be sure to take into account the physiological emotional and personal characteristics of children, create situations of success in the classroom, choose the most appropriate style of communication.

The teacher should enter the class with a good cheerful attitude and be able to set himself up for a cheerful parallel with the children. In general, a teacher should have an inherent desire and desire to communicate with children, to communicate in a benevolent manner.

Any emotional state, including negative ones, can be expressed in a delicate way.

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

One of the most "explosive" stages of the lesson is the regulation and correction of students' behavior, the assessment of their knowledge.

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

Come to the office a little before the call. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.

Start the lesson vigorously. Don't ask questions about someone who didn't do their homework. Lead the lesson in such a way that each student is busy from the beginning to the 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, symbolic).

Engage students in the content of the material, control the pace of the lesson, help the "weak" to believe their strength.

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

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

End the lesson with a bell. Remind the attendant of his duties. Refrain from overreacting.

Seek help from the students themselves. Violators that the class does not support are easier to deal with.

Commandments of the teacher

– Respect children! Protect them with love and truth.

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

– Notice and mark the slightest success of the student. From constant failure, children become embittered.

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

– If you made a mistake - apologize, but make mistakes less often. Be generous, be forgiving.

– In the classroom, create a situation of success.

– Do not shout, do not insult the student under any circumstances.

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

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

– Do not look in the face of parents for a means of reprisal for your own helplessness in communicating with children.

– Evaluate the act, not the person.

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

Pedagogical Council: "Pedagogical comfort in the classroom as a condition for the development of the student's personality."

TARGET: analyze the state of the psychological climate in the classroom and identify the conditions and factors that stimulate the creation of a comfortable environment and prevent it:

TASKS:

To form the motivation of the teaching staff to create a comfortable environment in the classroom;

Develop a plan for the activities of the teaching staff to create a psychological climate favorable for the development of the student's personality in the classroom;

To develop the "Golden Rules of the School Teacher" as the basis for the psychological and pedagogical support of the lesson.

Preparation:

Questioning of students in grades 7-11;

Drawing up a program of observations, attending lessons;

Analysis of materials, identification of trends.

Form of conduct: productive game.

Six groups will work during the teachers' council.

1. Psychological attitude: "Everything is in your hands."

“There was a wise man who knew everything. One man wanted to prove that a wise man is not so wise. Clutching a butterfly in his hands, 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, if the dead one says, I will let her out.” The sage, thinking, replied: "Everything is in your hands."

It is in our hands to create such an “environment” at school so that each student would feel as comfortable as possible.

2. Theoretical input

This is declared in the law of the Russian Federation "On Education".

Article 56.3 says “on the termination of an employment contract with a teacher in the event of the use, including a single one, of methods of education associated with physical and (or) psychological violence against the personality of the student.”

Art. 32.3 "an educational institution is responsible for the quality of education of its graduates." The presence or absence of psychological comfort affects the state of the student's psyche, his desire to learn, and, as a result, 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 maintained in a manner consistent with respect for the human dignity of the child, in accordance with this Convention."

In the Modernization Concept Russian education until 2010, clause 2.1 indicates:

" availability quality education means state guarantees: training in conditions that guarantee the protection of the rights of the individual student in the educational process, his psychological and physical security". In addition, paragraph 2.2 notes: “ Comprehensive school should form complete system universal knowledge, skills and abilities, as well as the experience of independent activity and personal responsibility of students” i.e. competencies. ... "initiative, independence, tolerance, the ability to successfully socialize in society."

Such a personality can be formed in conditions such psychological space, where a child from the first grade given the opportunity express one's "I"; make choices in accordance with their value orientations; Where encouraged generating ideas, putting forward various kinds of initiatives, making interesting proposals; Where develops willingness and ability to take responsibility; Where conditions are created for self-affirmation of the child, taking into account the strengths of his personality; Where formed look at another person. as an absolute value.

The main criterion such a psychological space is safe environment,

an atmosphere of psychological comfort, which is at the same time:

developing;

psychotherapeutic;

psychocorrectional.

And in the conditions more adaptive school because in this atmosphere barriers disappear, psychological defenses are removed, and energy is spent not on anxiety or struggle, but on learning activities, on producing ideas, on creativity.

3. The concept of "psychological comfort"

From the point of view of pedagogy, comfort acts as a qualitative characteristic of two leading areas:

organization of the intraschool environment;

features of the organization of educational activities of the student.

Comfortable intra-school environment - the internal space of the school, a system of its conditions that allow maintaining the psychophysical health of students, contributing to their optimal involvement in educational activities, successful self-realization. Comfort allows you to maximize the health of the child, contributes to adequate behavior and successful activities. Supports a positive emotional background, forms a stable experience of pleasure from being at school. The structural components of general comfort at school are:

physical;

intellectual;

psychological (socio-communicative).

Physical comfort the student is characterized by the correspondence between his bodily, somatic needs and the subject-spatial conditions of the intra-school environment. First of all, these are the needs for a special thermal and light regime, the “microclimatic” features of the premises - humidity, ventilation, etc. The characteristics of our society for a certain category of schoolchildren determine the needs for food, water, important factor physical comfort. This category also includes the mode of operation of the school: duration training sessions, duration of breaks, “physical culture minutes”, optimal scheduling of lessons, etc. These are all the conditions on which human life is based and which must be taken into account when organizing a favorable intra-school environment.

Intelligent comfort speaks of the satisfaction of a person with the processes of his mental activity and its results. in the learning process is satisfaction

need for information. In the classroom, intellectual comfort is achieved by changing activities, individual support for individual children. Support interest in subject, is an extremely important type of development of motivation necessary for the intellectual development of the individual. The situation of intellectual success- it's a collection pedagogical conditions that ensure the self-realization of the child in any type of activity (study, social activity, work, sports, artistic creativity.) This contributes to the formation of a positive and at the same time adequate self-esteem of the student.

source social and communicative comfort First of all, the organizational and communicative conditions of the intra-school environment come forward, i.e. organization of interpersonal interactions of subjects educational process. (student - student, student - teacher, student - parent. teacher - parent, teacher - teacher, etc.) The interaction of all participants in the educational process within the school creates a special environment. The way of school life, traditions in which interaction is built on the basis of achieving trust, understanding, a comfortable state for both children and adults.

A child becomes happy when he feels for himself sincere love which reduces anxiety and gives the child a sense of security. At the same time, the relationship between a teacher and students is characterized by such qualities as trust, respect, exactingness, a sense of proportion, justice, kindness.

In general, the state of comfort brings with it a sense of satisfaction with one's own activity, positive motives for its continuation, which in turn leads to individual development personality of each student.

Comfort- (from English comfort)

"support, strengthening"

Etymological Dictionary N.M. Shansky

Comfort- these are the conditions of life, stay; an environment that provides comfort, tranquility and coziness

Explanatory dictionary of the Russian language S.I. Ozhegov

Psychological comfort-

living conditions in which the child feels calm, there is no need to defend himself.

Task: I. What associations do you have when you hear the word "comfort"?

4. Analysis of the state of the psychological climate in the classroom (according to the results of the survey)

Task III. Determine the negative and positive meaning of the "psychological climate" associations in the lesson:

Task: IV. Modeling the personality of the "Ideal" teacher:

Task: V. Decision of pedagogical situations

Discuss the pedagogical situation in the group.

Identify solutions: a) contributing to the creation of "psychological comfort";

b) not contributing to it.

stage

Pedagogical situations:

2. The whole class solidarily refuses to do homework. which you ask. Your actions?

3. Entering the classroom. You found the following inscription on the blackboard: "We do not want to learn from you." Your actions?

4. The excited parents of a student came to you, who said at home that he no longer wants to study with you. What is your reaction?

5. In a fit of anger, one of the students in the lesson said: “My

Mom said that you do not know the subject and you have a low mental level. What are your actions?

6. At the lesson, the student expressed his dissatisfaction with the grade given by the teacher in a sharp form. What is your reaction?

Task: VI. Development of the "Golden Rules of Psychological Comfort in the Lesson"

Techniques for creating psychological comfort (according to D. Carnegie)

SMILE! A smile enriches those who receive it and does not impoverish those who give it!

Remember that for a person the sound of his name is the most important sound in human speech. Address the other person by name as often as possible.

Be able to clearly and sincerely recognize the good in others.

Be cordial in your approval and generous in your praise, and people will cherish your words, remember them throughout their lives.

The desire to understand another person breeds cooperation.

Genuinely take an interest in people.

Be a good listener, talk about what the interlocutor is interested in, inspire him to realize his importance

Golden rules of psychological comfort in the classroom (summary)

Study is a mountain peak,

The road is difficult in the forest,

Easy for those who are very strong

And the "weak" hides in a hole.

And our goal is to remove fatigue.

And the fear that haunts them.

To make learning fun

May success come to everyone!

We have discussed this topic

And the conclusion entered the rule,

For the teacher to be omnipotent,

I found my own approach to everyone!

Peace, only peace!

Benevolent demand!

Always be ready for class!

Only humor. A smile can help us!

Laziness, anger, irritability - no!

THIS IS OUR GREAT ADVICE!!!

PS: “Dedicated to our teachers…”

Natalya Mikhailovna: Wonderful teacher and class leader. Our second mother! We love you!!!

Lyudmila Konstantinovna: Thank you very much! You made people out of us, our class is the most friendly only thanks to you. I would like to say a lot of kind words to you. For 7 years you have become a real second mother to us.

Elena Sergeevna: You are our very first And the best teacher! We will never forget you!

Valentina Gennadievna: history would be without you boring and uninteresting. The coolest teacher, for every grade she will find her own joke!

Olga Nikolaevna: to me will be missed your films and an aquarium at my desk. Thank you!

Tamara Valentinovna: Thanks a lot! She is a strict, critical person, but when she sometimes says so, she will say that it’s just stop respecting yourself or don't start thinking…

Lyudmila Nikolaevna: This man is simply amazing! Demanding woman, nose great sense of humor... RESPECT:

Elena Petrovna: My favorite topic in biology is the internal structure of the human body! Thank you1 We are with you expanded your horizons!

Albina Alexandrovna: Thank you for being one of those who couldn't hold a needle made craftswomen!

Sergei Ignatievich: It is impossible to say about this teacher without emotions, you just SUPER! Thanks that chased me to stadiums and Sorry me for arguing with you...

Galina Yurievna: How difficult it was to master the computer, but with you everything is on the shoulder! Thank you!

Irina Yuryevna: I love my English teacher! I thank her very much that in addition to the lessons she helps us with participation in remote contests and earn very good places there!

Andrey Borisovich: Many thanks to my teacher!

He taught me a lot, told a lot about the army and military equipment and most importantly, he helped me make a choice my profession...

Marina Valerievna: Thank you! Thanks to you I feel more confident, thanks to your studies, I know myself better, and in general - better I started living with myself...

Lyudmila Petrovna: Thank you for the tips! After all, each of your jokes was a hint so that we would pay more attention to it! You taught us through great patience love school or at least treats her with respect. Thank you!

VI.Reflection "Everything is in your hands"

Circle on a piece of paper left hand. Each finger-

this is a position on which you need to express your opinion.

Big- For me it was important and interesting ...

Pointing- I received specific information on this issue ...

Average- it was hard for me...

Nameless- my assessment of the psychological atmosphere

Little finger- it wasn't enough for me...

THANK YOU FOR YOUR WORK!

Applications:








Associations	negative meaning	positive meaning
Desert
Mountain peak
Swamp
Fog
On the waves under sail
Forest Road

Identify 10 personal qualities of the "ideal" teacher:





1. The student disrupts the lesson. To your demand to leave the class, he replied: “Go away from here yourself!” How to prevent it? If such a situation happened, what would be your reaction?

Principles of psychological comfort

(humanist psychologist Carl Rogers)

1. From the very beginning and throughout the educational process, the teacher must demonstrate to the children his full confidence in them;

2. He should help students in formulating the goals and objectives facing both groups and each student individually;

3. He must always proceed from the fact that students have an intrinsic motivation to learn;

4. It should act for students as a source of diverse experience, which you can always turn to for help when faced with difficulties in solving a particular problem;

5. It is important that he act in this role for each student;

6. He must develop the ability to feel the emotional mood of the group and accept it;

7. He must be an active participant in group interaction;

8. He must openly express his feelings to the group;

9. He should strive to achieve empathy, allowing him to understand the feelings and experiences of each student;

10. Finally, he must know himself well.

Speech at the pedagogical council.

Topic: Psychological comfort at school is an important condition

the effectiveness of training and education.

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

Entry into the topic (method "Associations")

What associations do you have when you hear the word "comfort?"

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

K Beauty

About organic

M Mom

F Fantasy

About Recreation

P Joy

T Heat

What is comfort?

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

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

Psychological comfort is the living conditions under which a person feels calm, there is no need to defend himself.

No amount of academic success will be of any use if it is "involved" in the fear of adults, the suppression of the child's personality. As the poet Boris Slutsky wrote:

won't teach me anything

That which pokes, stammers, bugs...

Children and teachers are at school from morning to evening. And most of the time is taken up with lessons. Therefore, it is very important to what extent the lesson as an "environment" provides the child and the teacher with a comfortable state.

It is impossible to allow complexes, self-doubt in children. The class should not be divided into "good" and "bad", "smart" and "stupid". Every child should feel the teacher's faith in their own strength. The situation of success (I can!) Forms a child's self-confidence, teaches them to overcome difficulties, helps to realize their progress.

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

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

Obviously, psychological safety is the most important condition for the full development of the child, the preservation and strengthening of his psychological health. Psychological health, in turn, is the basis of the viability of a child who, in the process of childhood and adolescence, has to solve by no means simple tasks of his life: to master own body and their own behavior, learn to live, work, learn and be responsible for themselves and others, master the system of scientific knowledge and social skills, develop their abilities and build the image of "I". It means that modern school should seriously and truly become not only a place where children are taught, but also a space for their full-fledged growing up, a breeding ground for the formation 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 interfering with psychological comfort. For students, such “interfering” factors are: self-doubt, increased fatigue, slowness of the 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 of 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 management of teaching staff.

Generally speaking, analyzing the potential "critical points", we can distinguish several groups of factors that make up the schoolchild's environment. This:

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

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

- physical (school space, including environment, lighting, daily routine, food quality, etc.)

Turning to the works of modern psychologists and physiologists, we can distinguish the so-called school factors risks that remain, according to researchers, sustainable and insurmountable 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 mode of movement, rest, nutrition;

The maximum stress of the child's mental strength in the classroom and in the process of doing homework;

· exhausting, irritating nervous system children mental, emotional and physical overload;

pedagogical and parental "psychosis" of excellent grades;

formalism of program knowledge;

nervousness of the school environment, in which haste, tension reigns,

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

In the pedagogical literature, the characteristics of the psychological climate are most fully given. Under the psychological climate of A.S. Makarenko understood: "style" and "tone", emphasizing the major as the main feature of the normal tone of the class team. Concretizing the major tone, he singled out the following features:

Friendly unity in the "teacher-student" system. In internal relations it is possible to criticize and punish pupils, outside of these special forms of influence it is necessary to give due to each pupil, to protect him, not to cause him any grief, not to disgrace him;

The manifestation of inner, confident calmness, constant cheerfulness, readiness for action. The presence of self-esteem in each student;

Security for all class members. No student should feel isolated and defenseless;

Reasonable and useful activity of everyone in the lesson;

The ability to be restrained in movements, words.

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

Great educational potential creative tasks, optional tasks that enrich the structure of the lesson, create a favorable environment suitable for personal development (slide).

Studies have shown that the position of the teacher in the lesson, the style of his behavior and communication seriously affect the climate of the lesson, the attitude of students to learning.

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

- Which of the teachers shows attention to you, supports you? Results per slide

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

- Which teacher do you like to communicate with and why? Results per slide

In the answers to this and some other questions, craftiness was also traced: the children asked several times who would see their profiles.

However, rather frankly, the schoolchildren named the subjects that they would like to skip.

The reasons have much in common with the causes of anxiety in the classroom (reading).

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

Be sure to take into account the physiological emotional and personal characteristics of children, create situations of success in the classroom, choose the most appropriate style of communication.

Consider the types of loads during the lesson.

1. Mental load (associated with the cost of energy for thought processes, in the acquisition of knowledge).

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

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

Psychologists identify a number of factors contributing to a favorable psychological climate:

Any emotional state, including negative ones, can be expressed in a delicate way.

One of the most "explosive" stages of the lesson is the regulation and correction of students' behavior, the assessment of their knowledge.

Excessive rewards or punishments are harmful. Approval, encouragement will be perceived differently by different students. It is psychologically important not to praise a well-performing student with high self-esteem, is important both for the student himself and for the students of 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 sense of professional impotence pedagogical activity Therefore, it is important for teachers to improve their professional skills.

Come to the office a little before the call. Make sure everything is ready for the lesson. Strive for an organized start to the lesson.

Start the lesson vigorously. Don't ask questions about someone who didn't do their homework. Lead the lesson in such a way that each student is busy from the beginning to the 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, symbolic).

Engage students in the content of the material, control the pace of the lesson, help the "weak" to believe their strength. Keep an eye on the whole class. Especially watch out for those whose attention is unstable. Prevent immediately attempts to break the working rhythm. Address more often with questions to those who can be distracted in the lesson.

Motivate knowledge assessments: the student should know what else to work on. This will teach disciplined work. The student will get used to the fact that the instructions of the teacher must be followed without fail.

End the lesson with a bell. Remind the attendant of his duties. Refrain from overreacting.

Remember, discipline may be the only area teaching practice where help doesn't help.

Seek help from the students themselves. Violators that the class does not support are easier to deal with.

Do not allow conflicts with the whole class, and if it arises, do not drag it out, look for reasonable ways to resolve it.

Remember the words of N.A. Dobrolyubov that a fair teacher is a teacher whose actions are justified in the eyes of students.

Commandments of the teacher

– Respect children! Protect them with love and truth.

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

– Notice and mark the slightest success of the student. From constant failure, children become embittered.

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

– If you made a mistake - apologize, but make mistakes less often. Be generous, be forgiving.

– In the classroom, create a situation of success.

– Do not shout, do not insult the student under any circumstances.

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

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

– Do not look in the face of parents for a means of reprisal for your own helplessness in communicating with children.

– Evaluate the act, not the person.

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

1 slide Psychological comfort at school is an important condition
the effectiveness of training and education.
2 slide
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 prevent it (preliminary survey of students)
2. To form the motivation of the teaching staff to create a comfortable environment in the classroom.
3. Develop the "Teacher's Commandments" as the basis for the psychological and pedagogical support of the lesson.
The form of the teachers' council is a productive game.
“There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his hands, 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, if the dead one says, I will let her out.” The sage, after thinking, replied: "Everything is in your hands."
It is in our hands to create an atmosphere in the 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 training and education.
Entry into the topic (method "Associations")
3 slide
What associations do you have when you hear the word "comfort?"
(Words must begin with the letters of the given word.)
Beauty
Organic
MMama
FFantasia
Recreation
RRjoy
TTeplo
Slide 4 What is comfort?
Comfort - borrowed from English, where comfort is “support, strengthening” (“Etymological Dictionary”, N. M. Shansky).
Comfort - conditions of life, stay, environment, providing convenience, tranquility and coziness. (“Explanatory Dictionary of the Russian Language”, S.I. Ozhegov).
Psychological comfort is the living conditions under which a person feels calm, there is no need to defend himself.
Slide 5 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 is included in the concept of "environment"? First of all, it is society (friends, school, etc.). Children and teachers are at school from morning to evening. And most of the time is taken up with lessons. Therefore, it is very important to what extent the lesson as an "environment" provides the child and the teacher with a comfortable state.
slide 6
The psychological safety of the educational process is the state of protection of the student from threats to his dignity, mental well-being, positive worldview and self-attitude.
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 classroom begins to be created outside the classroom. The relationship between the teacher and the students is the most important condition for the psychological atmosphere of the lesson. How a teacher treats work, how he talks with children, with parents, other teachers, whether he rejoices in the success of children and how he rejoices, how he expresses his emotional feelings, how he owns them - all this and much more affects the teacher and students and their attitude towards him.

Slide 7
Slide 8 What interferes with psychological comfort? For students and teachers - self-doubt increased fatigue slowness of the pace of activity increased need for attention increased motor activity difficulties in switching from one activity to another - physical and psychological stress of work constant assessment by various people high level of responsibility lei and students - different styles of teacher management
slide 9.
By using class teachers monitoring of psychological comfort in our school was carried out. The SURVEY involved 254 middle and senior students. Which is 47.4% of the total number of students in the school.
Let's look at the survey results in diagrams.
The first scale is GENERAL PSYCHOLOGICAL COMFORT IN SCHOOL.

Favorable level:
Permissible level:
Unfavorable level:
Slide 10. The second scale PSYCHOLOGICAL CLIMATE IN COMMUNICATION WITH A TEACHER.

Favorable level:
allowable level:
bad level:
Slide 11. Causes of psychological discomfort:
Overload of learning activities;
poor relationships with peers;
period of teenage crisis;
excessive criticism;
inattention of teachers and parents to the experiences of children;
CONFLICTS
One of the main causes of psychological discomfort can be conflicts.
Slide 12. What is conflict?
“Conflict is the fear of at least one side that its interests are violated, infringed, ignored by the other side” William Lincoln
"From love to hate is one step, from hate to love - kilometers of steps."
Seneca
“Every case in our country must go through five stages: hype, confusion, the search for the guilty, the punishment of the innocent and the rewarding of the innocent.” Parkinson's idea
Slide 13. Feelings that a person experiences during a conflict:
fear;
malice;
resentment;
Hatred
Slide 14. Causes of conflicts.
1. STUDENT-STUDENT: struggle for authority
rivalry
deceit, gossip
insults
resentment
hostility towards the teacher's favorite students
personal dislike for a person
affection without reciprocity
fight for a girl (boy)
slide 15.
2. STUDENT-TEACHER:
lack of unity in the demands of teachers
excessive demands on the student
inconsistency of the teacher's demands
non-compliance by the teacher
the student feels underestimated
the teacher cannot accept the shortcomings of the student
personal qualities of the teacher or student (irritability, helplessness, rudeness)
slide 16.
Ways out of conflicts.
To get out of a conflict situation, you can:
Give vent to your feelings by warning others about it;
Find an authoritative third person who will help you sort out the conflict;
Put yourself in the place of another person;
Realize the right to the existence of a different point of view;
Be firm when talking about an issue and soft with people.
Let's look at how you can improve the psychological climate in the classroom and school.
Organization of common collective affairs, joint experiences: collective congratulations, expression of sincere sympathy in the days of failure;
Joint trips, excursions.
A sure signal of your goodwill is a kind smile, friendliness.
Consider individual characteristics student, his condition at the moment.
Know how to listen to the student, especially in moments of tense, nervous state.
Don't rule out the possibility that you might be wrong.
slide 17.
The climate is called favorable if the class is dominated by an atmosphere of goodwill, care for everyone, trust and exactingness; if students are ready to work, show creativity and achieve High Quality working without control and bearing responsibility for the case; if everyone in the class is protected, feels involved in everything that happens and actively enters into communication. In this case, the leader is not a source of threat, the attitude towards him is established as a member of the team, he is recognized as having the right to make decisions that are significant for the class.
Each child in a classroom with a favorable climate is self-confident, because he feels accepted, knows his own merits, is free to express himself. own opinion. The prevailing mood can be defined by the musical term "major".
In a class with a favorable climate, relations are such that, having made a mistake, a person does not cease to feel accepted, significant for others. Pupils are not afraid to prove themselves, they are not afraid to ask a question to the teacher, they are not afraid to be ridiculed in case of a mistake, such a team has formed value attitude to the cause, to the truth, to the person.

Psychological comfort at school education. “Psychological comfort in the classroom as a condition for the development of the child's personality. Reasonable and useful activity of everyone in the lesson

Collection of ideal social studies essays

Anti-Soviet rebellion in Hungary (1956)