Types of parent meetings. Organizing and holding parent meetings. Some Secrets to a Successful Parent Meeting

Non-traditional forms of holding

parent meetings

The parole educator communicates daily with children and parents, sees their problems, difficulties, as well as the positive experience of each family. One of the tasks of communication between the educator and parents is to reveal important aspects to parents mental development child, to help them build the right pedagogical strategy. In solving these issues, parent meetings are indispensable, which are an effective form of communication between educators and parents.

However, parents are busy people, they sometimes have no time to talk with the teacher, come to the meeting, or they think that they already know everything about their child. In this case, the teacher must know how to interest parents in the necessary pedagogical information, and then how to effectively build a parent meeting.

Parent meeting

It is at the meetings that the educator has the opportunity to acquaint parents with the tasks, content, methods of raising children. preschool age in kindergarten and family settings. During the meeting, the main burden falls on the report. This material can also be used for oral and written consultations with parents, as well as other forms of work. A creative approach to the material is required from the educator: the search for new examples; the use of their own methods of activating parents, aimed at generating interest among the students in the problem under study, at the emergence of associations with their own experience in raising children, rethinking their parental position. At the same time, it is necessary to take into account the need of parents for knowledge.

The following forms of parent meetings are used:

psychological training;

Master Class;

joint activities of children with parents;

day open doors;

theater performances.

Preparing a parent meeting

1. A week before the meeting, you can conduct a survey of parents on the topic of the meeting. Questionnaires are filled out at home, before the meeting and their results are used during the meeting.

2. To activate the parents and to ensure their attendance at the meeting, it is desirable to make invitations to each family in the form of applications, designs, taking into account the theme of the meeting. It is important that children take part in the production of secret invitations for parents. Invitations are distributed a week before the meeting.

3. In accordance with the theme of the meeting, make original memos with tips. The content of the memos should be brief, the text is printed in large print.

4. In our kindergarten, such forms of involving parents in parent-teacher meetings are used, such as: preparing contests, exhibitions, crafts on the topic of the meeting. At the same time, both children and their parents participate in the competitions. All prepared works are exhibited before the start of the meeting, and the teacher introduces the parents to the samples of work. At the meeting itself, parents choose the best work, and the winner is awarded a prize.

5. As one of the forms of activating parental attention, a tape recording of children's answers to questions on the topic of the meeting can be used.

6. We invite fairy tale hero to the meeting.

7. We attract the attention of parents to the meeting by creating home-made posters on the topic of the meeting.

8. It is desirable to hold meetings of the parent committent a month before the meeting.

Immediately prior to the meeting:

prepare furniture on which it would be convenient for parents to sit. You can arrange tables and chairs in a circle, put cards with the names and patronymics of the parents on them, prepare pens and sheets of paper so that they can write down the information they are interested in, as well as pencils, children's work on modeling, drawing, applications. Think about who and how will provide childcare during the meeting.

Holding a parent meeting

The parent meeting traditionally consists of 3 parts: introductory, main and "miscellaneous". Meeting time - 1 hour. (40 minutes with parents and 20 minutes with children).

1. The introductory part is designed to organize parents, create an atmosphere of goodwill and trust, concentrate their attention, and motivate them to solve problems together. This can be done by posting a topic, a meeting form, or through short games and activities. You can create a specific musical background: the sounds of a guitar, piano, tape recording, which will accompany the words of the presenter.

2. The main part of the meeting can be divided into two or three stages. As a rule, this part begins with a presentation by the group educator, head educator or other UDO specialists covering theoretical aspects the problem under consideration. The message should be short, as attention span decreases by the end of the working day.

The main thing is that parents are not only passive listeners. It is necessary to ask questions to the audience, give examples from the practice of raising children in the family and kindergarten, analyze pedagogical situations, offer parents to watch video clips of classes with children, games, walks, etc.

Parents should not be reproached or taught. More often you need to use moments from the life of the children of the group as examples. Talking about the undesirable actions of children, it is not necessary to name their names. In the course of their communication, teachers should avoid making claims against parents and children, discussing the personality of a particular child; one should not state the failures of children, the main thing is to work out ways of solving the discussed problems through joint efforts.

Conversation is best conducted in soft lighting. Transitions from one situation to another can be separated by a short musical pause.

If possible, the situations under consideration should be staged as best as possible.

To illustrate your ideas and considerations, you can use tape and video recordings, photographs and interviews of the children of the group, diagrams and graphs, visually presented theses and speeches. All this will contribute to a better perception of the topic of the meeting.

When conducting this part of the meeting, you can also use the following methods: a lecture, a discussion, a conference, which can also be separate forms of work with the families of pupils.

3. In the third part of the parent meeting - "miscellaneous" - the issues of keeping the child in kindergarten, spending leisure time, organizing joint activities families and DU. It is recommended to think over in advance several options for solving the problem, which will be offered to parents for discussion, to agree with those who can help, take responsibility, etc. Some issues need to be resolved in advance with the parent committee.

At the end of the meeting, it is necessary to summarize the meeting by listing the decisions made on each of the issues discussed, recorded in the minutes.

There are also non-traditional methods of holding parent-teacher meetings.

"Reader's Conference". For 2 weeks, parents are informed of the topic of the meeting, material is offered on this topic. Held preparatory stage before the meeting, where parents are given some task on the stated topic. The prepared task is discussed from various positions. The teacher asks to comment on this or that statement, highlights the essence of the topic and asks questions during the discussion. For example, at what age should you seek help from a speech therapist. Several statements are offered, and parents comment, discuss these statements, share their opinion on this issue.

"Seminar - workshop". The meeting can be attended by a teacher, parents, a psychologist and other specialists. Together with parents, there is a beating or decision problem situations, elements of training may be present. The topic and the leader are determined, it can be both a teacher and parents, invited experts. For example, let's take the topic "The role of play in the speech development of children." A short theoretical report is being prepared, then parents are invited to watch several games that children play in kindergarten. Think about which side speech development practiced in these games. Recall the games that they themselves played in childhood and which they can teach their children, their value in terms of speech development.

"Sincere conversation". The meeting is not intended for all parents, but only for those whose children have common problems (in communication with peers, aggressiveness, etc.). For example, a child is left-handed. Parents are surveyed to learn more about the characteristics of their children. And to establish exactly what degree of left-handedness the child has: weak or pronounced. The problem is discussed from all sides, experts can be invited. Parents are given recommendations on the developmental features of such a child. Parents are offered various tasks for left-handed children in order to develop the motor skills of both hands. Discussed psychological problems associated with left-handedness.

"Talk show". A meeting of this form implies a discussion of one problem from different points of view, detailing the problem and possible ways to solve it. Parents, educators, specialists perform at talk shows. For example, take the crisis of 3 years. Parents are presented with various situations, they need to be considered with different points view, necessarily arguing them. The key concepts of the crisis of 3 years are determined, the causes are jointly identified, then the opinions of psychologists are read out. All positions are jointly discussed. Parents themselves decide how to solve the problem.

"Evenings of questions and answers". Previously, parents are given the task to think over, formulate the most exciting questions for them. In the course of discussing them with specialists, other parents, choose the best ways to solve them.

At non-traditional parent-teacher conferences, the following parent activation methods can be used.

"Brainstorm". A method of collective mental activity that allows you to reach an understanding of each other when a common problem is personal for the whole group.

"Reversal Brain Attack, or Razle". This method differs from “brainstorming” in that instead of postponing evaluative actions, it is proposed to be as critical as possible, pointing out all the shortcomings and weaknesses of the process, system, ideas. This ensures the preparation of a solution aimed at overcoming the shortcomings.

"List of adjectives and definitions". This list of adjectives defines various qualities, properties and characteristics of an object, activity or person that need to be improved. First, qualities or characteristics (adjectives) are proposed, then they are considered individually and it is decided how to improve or strengthen the corresponding characteristic. For example, "What would you like to see your child's speech on the threshold of school?". Parents list qualities, i.e. adjectives, and then jointly formulate ways to achieve the goal.

"Collective Recording". Each of the participants receives a notebook or sheet of paper, where the problem is formulated and the information or recommendations necessary to solve it are given. Parents, independently of each other, determine the most important recommendations for them, put them in a notebook. Then the notes are given to the teacher, he summarizes them, and the group has a discussion. After this technique, you can use "brainstorming".

"Writing on Sheets". When discussing the problem, each parent receives sheets of paper for notes. The teacher formulates a problem and asks everyone to suggest possible solutions. Each proposal is written on a separate sheet. The problem needs to be clearly defined. For example, "How to involve a child in doing homework", each parent writes his own version, then all opinions are discussed. Criticism is banned.

"Heuristic Questions". These include 7 key questions: Who?, What?, Where?, How?, What?, When? (Why?). If you mix these questions together, you get 21 options. By consistently pulling out and answering these mixed questions, parents can get a new, interesting perspective on the problem. For example, 1 and 5 in combination who than? Consistently pulling out such mixed and non-standard questions and answering them, parents also see non-standard ways to solve them.

Solving the problematic tasks of family education encourages parents to search for the most appropriate form of behavior, exercises logic and evidence-based reasoning, and develops a sense of pedagogical tact. Similar problematic situations are proposed for discussion. You punished the child, but later it turned out that he was not to blame. How do you do it and why? Or: your three-year-old daughter is naughty in the cafeteria where you briefly went - laughing, running between tables, waving her arms. You, thinking about the rest of those present, stopped her, seated her at the table and scolded her severely. What kind of reaction to the actions of parents can be expected from a child who does not yet know how to understand the needs of other people? What experience can a child get in this situation?

Role-playing of family situations enriches the arsenal of ways of parental behavior and interaction with the child. For example, such a task is given: please play how you will establish contact with a crying child, etc.

Training game exercises and assignments. Parents evaluate different ways of influencing the child and forms of addressing him, choose more successful ones, replace unwanted ones with constructive ones (instead of "Why didn't you put your toys away again?" - "I have no doubt that these toys obey their master"). Or parents should determine why such words addressed to the child are unconstructive: “Shame on you!”, “I’m not satisfied with your “I want”, you never know what you want!”, “What would you do without me (a)?”, "How can you do this to me!" and others. Tasks can be performed in the following form: the teacher begins the phrase: "Studying well at school means ..." or "For me, a dialogue with a child is ..." Mother or father must complete the sentence.

Parents' analysis of the child's behavior helps them understand the motives of his actions, mental and age needs.

Appeal to the experience of parents. The teacher suggests: "Name the method of influence that helps you more than others in building relationships with your son or daughter?" Or: "Has there been a similar case in your practice? Tell us about it, please," or: "Remember what kind of reaction your child causes the use of rewards and punishments," etc. Encouraging parents to share experiences activates their need to analyze their own successes and miscalculations, to correlate them with the methods and methods of education used in similar situations by other parents.

Game interaction of parents and children in various forms of activity (drawing, modeling, sports games, theatrical activities, etc.) contributes to the acquisition of partnership experience.

The proposed methods provide parents with the opportunity to model their behavior in a play setting. When a parent models his own behavior in the game, his view of the educational problem expands.

The effectiveness of the work with parents is evidenced by:

Showing parental interest in the content educational process with kids;

The emergence of discussions, disputes on their initiative;

Answers to parents' questions by themselves; giving examples from their own experience;

An increase in the number of questions to the teacher regarding the personality of the child, his inner world;

The desire of adults for individual contacts with the educator;

Reflection of parents on the correctness of the use of certain methods of education;

Increasing their activity in the analysis of pedagogical situations, solving problems and discussing debatable issues.

Forms of holding parent meetings in the context of the implementation of the Federal State Educational Standard

The main value of pedagogical culture is the child - his development, education, upbringing, social protection and support for his dignity and human rights. In order for parents to competently raise their children, it is necessary to improve their pedagogical culture.

The activities of parents and teachers in the interests of the child can only be successful if they become allies, which will allow them to get to know the child better, see him in different situations, develop his talents and abilities.

To accomplish this task, holding parent-teacher meetings is a good help.

IN modern world in the context of the implementation of new generation standards, parent meetings play an important role, because allow you to achieve the goals and objectives for the formation of a new personality of the student.The parent meeting is not just a form of communication between the family and the school, it is a place for obtaining important pedagogical information, a platform for promoting the best work experience and relationships with children.

In his pedagogical activity when conducting parent-teacher meetings, I actively use both traditional and various non-traditional forms of holding. Systematic application in working with parents is not traditional forms leads to attracting the attention of parents to the problems of raising children, obtaining the necessary minimum of knowledge and, thus, improving the pedagogical culture.

Among the traditional forms of holding a meeting, I most often usethematic lecture - the most common form of oral presentation of knowledge.The topics of parent meetings are usually determined by me in accordance with the school work plan for the current academic year and discussed with the parentcommittee.

Approximate topics for parent meetings

in the context of the introduction of the Federal State Educational Standard

for parents studying in 1st grade:

"Adaptation of first-graders in the context of the implementation of the GEF IEO"

"Educational program of the school: we implement together"

"What is UUD?"

"How to make friends"

"To parents about a safe lifestyle for children"

"What is assessment and self-assessment?"

"Extracurricular activities: how to choose and develop?"

for parents studying in 2nd grade:

“How to help a second grader develop UUD?”

"What is activity?"

"Assessment and independence of the student"

"About civil and patriotic education younger students"

for parents studying in grade 3:

"How to teach to work with information?"

"Portfolio of achievements of the younger student"

"Preservation of health is one of the results of the implementation of the Federal State Educational Standard"

"Projects: interaction between children and parents"

for parents studying in 4th grade:

"Certification of educational achievements for primary school"

"Preparing for the "adult" school"

"Gifted Child"

"Educating Values"

Understanding the goals and objectives of the new generation standards requires the active involvement of parents, which is only possible through interactive forms of interaction.

Traditionally, the interaction of parents and teachers at the parent meeting takes place mainly in a verbal form - one speaks, the rest listen. To expand the range of methods of interaction within the meeting allows the use of interactive forms and methods of holding a meeting.

Interactive parenting methods mean parenting through participation and interaction. “I hear and forget, I see and understand, I do and remember,” says a Chinese proverb. The methodology of participation and interaction fully involves in the process of education.

The core of active work with parents is an active discussion, the participants of which argue, argue their conclusions, enter into a discussion with opponents, i.e. minds and talents compete.

In his teaching practice I was convinced that the use of interactive methods allows solving several psychological and pedagogical problems. First of all, interactive methods put parents in an active position. In a normal situation, this is quite difficult to do: the calls of any teacher or psychologist to “express their opinion”, “offer their own options”, as a rule, remain ineffectual. Many parents find it difficult to express themselves in a situation of a traditional parent-teacher meeting, where the teacher plays a leading role. Interactive methods make it possible to make parents active participants, as a result of which they begin to behave in a fundamentally different way. Interactive methods break the traditional stereotypes of the parent meeting: it becomes a special space endowed with a specific meaning and content. Their use increases the readiness of parents to interact with a psychologist, teachers and other specialists. Interactive methods also perform a diagnostic function, with their help, parental expectations, ideas, anxieties and fears are clarified, and, since their diagnostic orientation is not obvious to the parent, it is possible to obtain information that is much less affected by the factor of social desirability.

In my practice I use collective forms, which, in my opinion, are more effective in establishing communication activities. Here are some of them:

1. Assembly-presentation

Presentation, or public presentation of something new, recently created with an unusual experience of family education, with non-traditional teaching methods, with new healing methods, newly created print media, teaching aids and others. It is desirable to conduct presentations with the involvement of psychologists, lawyers, doctors and other specialists.

2. Another form of holding a meeting -parent training.

In them, the participation of both parents is desirable, from this the effectiveness of the training increases, but this happens infrequently. Parents are given the opportunity to feel like a child for a while, to emotionally relive childhood impressions. With great interest, parents perform such training tasks as "children's grimaces", "favorite toy", "my fabulous image", "children's games", "childhood memories".This is an active form of work with a small group of parents, consisting of 10-12 people who want to change or improve interaction with the child, make him more trusting. The practice of work convinced me that it is expedient to conduct such classes together with a teacher-psychologist.

3. Interestingly, there is usually a meeting-competition.

The name of such a parent meeting speaks for itself. On it, I organize a competition of someone or something. For example, fathers, ideas, or works, or family achievements in order to identify the best participants. At the parent meeting, it is advisable to listen to stories about how such success was achieved. For example, the contests “Dad, Mom, I am a Reading Family” were very exciting, during which parents got acquainted with the experience of family education in a child’s interest in reading, as well as the “Draw Love” contest. Each drawing of mothers was filled with kindness, light and love for their family and child. Of course, when holding competitions, there is a jury, to which I invite a librarian, subject teachers.

4. I use holding in practicescientific and practical conference parents. In this form, for example, one of the parent meetings on the topic "Raising children in the family" took place. During the conference, the following issues were resolved:

1. What is difficult for parents in raising children?

2. What methods of influence do parents use in raising children?

3. Pedagogical tact of parents.

4. Ways of self-education of parents.

5. What is the influence of the father on the child?

6. How do you organize your child's free time?

7. Your suggestions for improvement extracurricular activities with children in primary school.

Traditionally, the conference was held with the participation of representatives of various organizations, the school administration, a teacher-psychologist, a social pedagogue. Parents had the opportunity to hear competent answers from the lips of professionals.In preparation for the conference, we published a newspaper dedicated to families where education is best. After the conference, a concert prepared by the children was a pleasant surprise for the parents.

Whatever the form of the parent meeting, it requires careful preparation and organization.

I will dwell on the main stages of preparing a parent meeting and demonstrate them using the example of a parent meeting on the topic:What kind of dad does a child need? ". I held this parent-teacher meeting with a teacher-psychologist. The form chosen was a round table.

IN preparatory work included:

Notifying parents about the meeting, preparing and sending invitations.

I usually dosuch an invitation in the form of a postcard. It must be sent in advance, at least 2 weeks before the date of the event. Parents should be able to allocate their time and prepare questions that they would like to ask specialists, for example, an educational psychologist. These questions should be collected from parents in writing. In the invitation, I always indicate the full name and patronymic of both parents, the day and hour of the meeting, and its topic. Of course, the preparation of such an invitation takes a sufficient amount of time, but such an approach to parents helps to form interest in the school and a culture of parental interaction with the school.

Preparing an exhibition of student work.

I prepare such an exhibition of children's creative works for each parent meeting, regardless of the topic and form of its holding, since I believe that every parent should have reason to be proud of their child, especially if he is not very successful in school. For this event, the guys and I also prepared an exhibition of drawings “My dad”.

The next step in preparing for the meeting was

questioning students "Me and my dad."

The questionnaire looked like this. It is shown on the slide.

I asked the students a series of questions and recorded their responses.

Do you love your dad? For what?

Who is more involved with you in your free time, dad or mom?

What do you do in your free time with your dad?

What does dad do in the evenings?

If you were a dad, what would you do to help your mom at home?

If you and dad go together, what do you talk about? What questions does dad ask, what do you ask him?

What is dad's job? What are you doing at work?

Have you ever heard swear words?

What is your father: kind or strict?

I conducted a survey of children selectively. For comparative analysis and obtaining objective information, it was enough to talk with 5-6 guys.

A home survey was also conducted among dads.

On the slide questions proposed by adults.

What do you think is the function of a father in a family?

How much time do you spend with your child? What do you do in your free time?

Does your child ask you to play with him, read, tell about something? What do you do when you can't fulfill a request?

Do you scold your child in front of strangers, friends?

Do you smoke in the room where the child is?

What difficulties do you have in communicating with your child?

Kindness or severity are your assistants in education?

Do you have common interests and favorite activities with your child?

Who wakes up the child in the morning, collects for school?

Do you like to spend holidays with or without children?

Of course, not all parents found the opportunity and expressed their desire to give answers to the questions posed, but the answers that were received confirmed the importance and necessity of discussing this topic for round table in our class.

And finallyinformation preparation for the event:

Creating a presentation on the theme of the parent meeting,

Preparation of tests for dads "Styles and methods of raising a child in a family",

Preparing a memo "How to love your child"

Preparation of a list of literature and website addresses for further self-education of parents.

Before the meeting, I usually turn on the music so that there is no "dead silence" when the parents gather.

On desks arranged in a circle, I put out cards with the names and patronymics of parents, envelopes with children's grades and brief characteristics-observations, recommendations from subject teachers (after all, other parents do not need to know this), I lay out memos.

We do not regulate the time of the event, but it usually does not exceed 2 hours.

During the meeting, I shared with the dads an audio recording I made with the students as they prepared for the meeting. Despite the fact that most children live in happy and friendly families, there were other opinions “dad is busy all the time”, “I want them not to shout at me”, “I want dad to come back to us”. For many parents, what they heard was an unexpected occasion for serious reflection and set them up for the upcoming conversation.

Together with the educational psychologist, we invited parents to participate in the discussion of specific life situations. Here is one of them:

Passed in class test mathematics. Daughter returns home. He shows his father a notebook: “Dad, I got“ two .. ”

Question: What will be your reaction?

It must be said right away that the beginning of a conversation is most often difficult and here you always need to know which parent will go to the discussion and help start a conversation.

During the discussion, we came to the conclusion that there are different types of paternal attitude towards a child:

Big friend

His task is to play hide-and-seek with a child, assemble, disassemble the designer, and visit the school, the doctor - he leaves these chores to his mother.

family leader

The most traditional type of father. All household chores are not interesting to him. He feels at ease only when he is engaged in a man's business. It sure gives the child a sense of security.

Exceptional Dad

This is a father who sometimes understands traditional duties better than a mother. There is a risk of becoming another mother. Who will be the father then?

Forever young friend

He loves the child and is always ready to help his wife .. But he can’t give up his car, friends and doesn’t understand why bother with lessons for 2 hours ...

But by the end of the conversation, we came to a consensus.

A child needs a mentor father who understands the child's concerns, who is strict and demanding of himself and others.

At the end of the parent meeting, a reflection “gathering the fruits” was held. I suggested to all parents to choose and put their apple in the basket:
- yellow, if the conversation was unproductive; ;
- green, if it is necessary to continue the conversation on the topic raised at the meeting. As a teacher, I was very pleased that there were only two apples in a basket of yellow apples.

7. The last form of holding a meeting that I would like to draw your attention to isremote assembly or assembly in writing.

In my teaching practice, I have been using it not so long ago. Thanks to modern means of communication, computer and communication technologies, it has become possible to hold a meeting without the actual presence of parents (legal representatives) directly in educational organization. This is a very convenient form of holding a meeting. I send documents, recommendations, rules, and other information to parents, and parents evaluate it and make their proposals, discuss, and ask questions. The next step, I think, is holding an online meeting. However, there are some disadvantages to holding such meetings. The main one is the lack of the Internet for individual parents.

In conclusion, I would like to say that over the years of work, I have established myself in the opinion that any form of holding a parent-teacher meeting presupposes the preservation of a dialogue form of communication, because. dialogue is a step towards mutual understanding, a step towards gaining trust; exchange of spiritual values, emotions, knowledge. Only the interactive form of holding a parent meeting stimulates the joint mental activity of educators, and as a result, projects aimed atnew quality of education.

2. The main stages of preparing and holding meetings.

Stages of preparation.

(Based on the materials of the magazine "Class teacher" No. 7, 2006. Stepanov E.N., Doctor of Pedagogical Sciences, Professor, Head of the Department of Theory and Methods of Education of the Pskov Institute of Education and Science)

I stage. Topic selection.

The theme should not be random. The choice is determined by:

* target guidelines for the life of the class team;

* patterns of development of the student's personality;

* features of the course of the processes of education and upbringing;

* the logic of the formation of the pedagogical culture of parents;

* a strategy for building relationships between the school and the family.

It is possible to determine the topics of meetings not for one academic year, but for 3-4 years. Adjustments are made every year, but long-term planning helps the teacher to systematically build interaction with parents.

II stage. Determining the purpose of the meeting.

III stage. The study of scientific and methodological literature.

Consideration of theoretical issues is impossible without reference to the scientific and methodological literature. You can invite parents to study some publications before the meeting, make an exhibition of literature for parents.

IV stage. Conducting a micro-survey.

For getting additional information on a particular problem, it is advisable to conduct a survey and testing with a small number of questions and tasks. Experienced teachers consider it important for the members of the parent committee to participate in the organization and analysis of the results of the study: the design of diagrams, diagrams, tables.

V stage. Determination of the type, form and stages of the parent meeting, methods and methods of work of its participants.

VI stage. An invitation to a meeting of parents and other participants.

It is advisable to invite parents twice: 2-3 weeks before the meeting so that they can plan their participation in advance, and 3-4 days in advance in order to clarify information about the date and time.

VII stage. Preparation of the decision of the meeting, its recommendations, memos to parents.

The decision is a mandatory element of the parent meeting. About him, about his acceptance is often forgotten. It is important that each meeting has a consequence aimed at improving the joint educational work families and schools. The class teacher must draft an ego decision 2-3 days before the meeting. The solution could be:

* classical - in the form of a list of planned actions and participants responsible for their implementation;

VIII stage. Meeting place equipment, decoration.

* Clean and comfortable office.

* Exhibitions of creative works of students (crafts, drawings, photos, essays).

* Exhibitions of scientific and methodological literature on the problem under discussion.

* On the board - with colored chalk the theme and epigraph to the meeting.

* Tables and diagrams with the results of micro-surveys.

* Posters with reminders for parents.

* Arrangement of tables, chairs - in accordance with the plan of the meeting.

* Paper, pencils, pens.

Stages of implementation.

Introductory part.

The teacher greets parents at the entrance to the classroom. Offers to get acquainted with exhibitions of literature and creative works of students.

Parents take their places.

In introductory remarks classroom teacher announces the agenda of the meeting, the goals and objectives of the meeting, the procedure for joint work. Emphasizes the urgency of the issues, introduces the invitees.

Already in the first minutes of the meeting, parents should be interested, mobilized and ready for active participation in the assembly.

Main part.

Implementation of the main idea of ​​the meeting. This section presents the most important information, there is a collective discussion of it, a joint search for ways and means of solving the problem under consideration.

Final part.

Decision-making. Analysis of what happened at the meeting. The preliminary prepared draft decision of the meeting is finalized and approved with amendments.

3. Elements of organizing the meeting environment.

(Based on the materials of the magazine "Class teacher" 2006-2008.)

* Arrangement of furniture (according to the plan of the meeting).

* Cool newspapers.

* Epigraphs to the meeting.

* Phonograms of melodies.

* Video recordings of class life.

* Class photo.

* Exhibition of creative works of students.

* Exhibition of methodological literature.

4. Types of meetings.

(Kapralova R.M. “Working with parents” - methodological guide)

Determined by those specific tasks that are solved at the meeting

Organizational– work plans are drawn up and approved, a parent committee is elected, assignments are distributed, events are developed with the participation of parents.

According to the general education plan- Pedagogical education of parents is carried out.

Thematic– devoted to the discussion of the most relevant and complex issues of education and development of students in this class.

Final- Summing up educational - educational process for a certain period, identifying positive and negative trends in the life of the class.

5. Forms of meetings.

1. Information TV program "Time" or "Vesti" (W/L "Kl. hands. No. 7 2006).

2. Traditional collection.

3. Council.

4. Discussion.

5. Business game.

6. productive game.

7. Psychological and pedagogical general education.

8. Creative report.

9. Fathers Conference.

10. Moms meeting.

11. Parent gatherings.

12. Time for questions and answers.

13. Pedagogical workshop.

14. Organizational and activity game.

15. Practicum (Stepanov, F/L Class handbook No. 7 2006).

16. Collective rest of parents and children.

17. Opinion exchange.

18. Lecture.

19. Conversation.

20. Circle of friends.

21. Dispute (Skripchenko T.I.Zh/L Class leader No. 7 2006).

(Based on the materials of the magazine "Northern Dvina" No. 2 2006, Sinelnikova E.N., Senior Lecturer of the Department of Pedagogy and Psychology of JSC IPPK RO)

Conference

When preparing for the conference, parents with sufficient theoretical background, specialists of various profiles are involved. During the conference there is an acquaintance with the experience of these parents in building effective relationships with children. It could be a parenting experience exchange conference, or it could be a fathers' conference to discuss the role of the father in raising children and look at examples of positive interactions between fathers and children. Usually, school-wide meetings or meetings of the same parallel are effectively held in this form. For classroom conferences, the following topics are of interest: “What is a means of reward and punishment in your family?”, “Schoolchildren's daily routine. What should he be?”, “Family Traditions”.

business game

When conducting a business game, various problems can be solved. For example, discuss what a modern high school graduate should be like (this could be a primary, basic or high school), and what parents and teachers should do to achieve this. It is possible to develop a school (class) development program for the near future and determine the functionality of teachers and parents for the implementation of this program; within one class. You can think about the problem of improving student performance, and so on. The methodology for conducting business games is quite simple: the parents and teachers present are divided into groups, including a group of experts. They are given a problem, and the groups are looking for effective ways to solve this problem. As part of the business game, parents are well trained to develop the ability to resolve various kinds of conflict situations. In this case, it is useful to select situations from the life of the class, school, the solution of which would help parents gain personal experience. At the same time, “gaps” in the experience of parents are revealed, not only pedagogical, but also legal. Timely identification of such gaps will allow building a program of parent education in the future.

Seminar

This form involves the discussion of a topical issue with the involvement of competent specialists. In this case, it is important not to impose any “correct” opinions on parents, but to try to consider the range of opinions on the issues raised. The main advantage of such meetings is the development of communication skills in parents, especially in the passive part. When conducting seminars, it is important not to "crush" parents with authoritarianism, to give them the opportunity to speak out.Parent meetings are interesting, during which, in order to activate parents, the teacher involves them in various discussions, for example, “Is it harmful or useful to praise a child?”, “School for education or for raising children?” and so on.

Dispute

During the debate, you can discuss topics such as “Pocket money. Are they needed? “Fathers and sons are an eternal confrontation,” etc. The preparation of such a dispute, of course, requires a certain skill from the teacher. It is advisable to involve students in the senior classes in conducting some disputes. Their opinion is often competent and opens up new horizons for parents in interaction with their own children (problems of communication “children-parents”, issues of youth fashion, etc.). When holding meetings at which parents can speak freely, the teacher will be able to identify not only the value orientations of parents, but also their parenting style.

Consultation.

A meeting in this form can be held both on the basis of one class and on a parallel basis. At the same time, it is advisable to start the meeting with a short speech by one of the leaders of the school, who gives general information on the topic of consultation (educational or educational), and then the parents go to different classes in which teachers are expected (these can be teachers, a social pedagogue, a psychologist). Parents, moving from one teacher to another, have the opportunity to ask their questions about their child, get qualified advice. Parents waiting for their turn to the teacher can look through the class magazine, get acquainted with creative works children, with newspapers in which children talk about their school life.

Open day at school.

Parents can visit prepared for them open lessons and then take part in their discussion. The value of such meetings is that parents can see their child in learning activities that they usually cannot see. Thus, they gain invaluable experience of comparing the child with himself, only in different situations (at school and at home). After the meeting, you can get additional advice from the teacher on the problem of interest.

When preparing for such meetings, it is advisable to conduct monitoring on the relevant topic and present the results of monitoring during the meeting. The administration, interested in improving the effectiveness of interaction between the school and parents, organizes training seminars for teachers in interactive forms, involving competent specialists in this. In the same active forms in teacher teams, it is advisable to conduct pedagogical councils, which will also be a certain training for teachers.

(Based on the materials of the journal "Northern Dvina" No. 2 2006, Panfilova N.P.,

cand. ped. Sciences, Head of the Department of Pedagogy and Psychology, JSC IPPK RO)

Discussion

(Consideration, research) - public discussion of any controversial issue, problem, important and ambiguous in approach and interpretation, the purpose of which is to clarify and compare different points of view; search, revealing the true opinion, the right decision.

The strategy for holding parent-teacher meetings using discussion suggests the following:

* The personality of the teacher (class teacher) acts as a leading element, but at the same time he is not only a herald of knowledge, but also an assistant in establishing the position of parents.

* The nature of management, the impact on parents is changing. The position of authoritarian power is being lost, instead of it the position of democratic interaction, cooperation, assistance, inspiration, attention to the initiative of parents, to the formation of their own position in the upbringing of the child is established. The position of parents is also changing, which is reoriented from the position of a listener to the position of an active participant in the educational process.

* A new dialogic style of communicative and intellectual activity is being formed, new ways of social and interpersonal interactions.

* Useless knowledge for the sake of knowledge is rejected, activity and personality come to the fore. Today, a different approach is required to the selection and structuring of the content of parent-teacher meetings; authoritarian pedagogy should be replaced by a pedagogy of cooperation, when parents become the subject educational activities along with the teacher.

When organizing a discussion, you should also keep in mind the requirements for a dispute:

** Correct behavior of participants - calmness, restraint, balance.

** Attentive and benevolent attitude to the statements of opponents: “I like your idea, it should be well thought over ...”

** Openness (susceptibility) of one side to the convincing arguments of the other. This will force the other side to be more accommodating.

** The "Conditional acceptance of the opponent's arguments" technique allows you to avoid direct refutation of the point of view of the opponents in the dispute. As if agreeing with the arguments of the enemy, we deduce a dubious consequence from his premises, leading to the necessary conclusion. The opponent, as it were, refutes his own reasoning.

The success of the discussion largely depends on the ability of the participants to correctly operate with concepts and terms, so it is better to first highlight the main concepts and carefully select the terms. If the disputants have not agreed on the definition of similar concepts, then it is useless to conduct a discussion.

An effective means in a dispute is the use of humor, irony, sarcasm; reduction to absurdity, its essence is to show the falsity of the thesis or argument. They often use the “boomerang” (returning blow) technique - the thesis or argument turns against those who expressed it. A variation of this technique is the "Catch a cue" technique, i.e. the ability to use the enemy’s remark in order to strengthen one’s own argument or weaken the arguments of opponents.

When conducting a discussion, one should avoid the “Argument to a Man” technique, in which, instead of a thesis, they begin to discuss the merits and demerits of the person who put it forward.

Properly organized discussions contribute to the formation of an interested attitude to the formulation and solution of problems, independent thinking; teach them objectivity (the ability to take into account different points of view); develop the skills of correctly posing the problem of discussion, exchanging views, ideas and opinions on the issues under discussion. The participants in the discussion, comparing contradictory judgments, try to come to a single judgment, so the outcome of the discussion cannot be reduced to the sum of the points of view expressed at the meeting, it must be expressed in a more or less objective judgment supported by the majority of the participants.

In accordance with the chosen form, the stages, methods and methods of work of the participants of the parent meeting are determined. Those teachers who strive to diversify the forms and methods of organizing the mental and practical activities of parents at the meeting are doing the right thing.

6. Techniques used at meetings.

7. The first parent meeting.

(according to the magazine " public education» No. 6-2009, Olga Lepneva, Elena Timoshko)

The first parent meeting is of particular importance in the formation of a team of students, the unification of parents, the formation of a parent community as a team. It depends on how it goes, whether there will be a mutual perception of parents and class leaders, whether goals and requirements will be agreed, whether cooperation between parents and the school will be established. The purpose of the meeting is to determine general approaches in education through mutual information, joint determination of the prospects for cooperation between the school and the parents of the class.

ACQUAINTANCE– first stage of assembly.

* The class teacher's story about himself. It is very important for parents to know to whom they trust their child. The need for this information is great - it is better to get it first hand. In addition, sincere story Cl. hands Sets the tone for the required level of trust in communication.

* Meet the parents. Class Photo Reception.

* A story about the school. Cl. hands Explains the features of the school, talks about traditions, way of life, mode of activity, expected results. Demonstrates the symbolism of the school: emblem, flag, anthem, uniform elements, explains its meaning for the education of students.

Each parent is given a booklet - a business card of the school.

Landmarks– second phase of the meeting.

Kl.ruk determines the general approaches in education, speaks of the need for close cooperation between the family and the school, about the forms of cooperation that are characteristic and traditional for the school. After that, parents in microgroups discuss the question: “How do I want to see my child at graduation from school?”. After 7 minutes of discussion, a representative of each group expresses a common opinion. Cl. hands Fixes on the board the qualities of students - graduates who want to see parents, significant values.

Summarizing the opinions expressed, the class teacher necessarily focuses the attention of parents on the coinciding values ​​of the family and the school, draws attention to the fact that results in the development of the personality of students can only be achieved through joint efforts in close cooperation.

Cl. hands It draws attention to the fact that the movement towards long-term results begins today, in the process of concrete actions. Further, he presents his vision of the organization of life in the classroom: values, a model for organizing activities, requirements, regime moments, basic forms. The teacher agrees with the parents about the regularity of meetings and the information system, explaining their importance. It is important that the "thread of understanding", of general awareness is not interrupted, stretching from meeting to meeting.

PLANS AND PROSPECTS – the third stage of the meeting.

* Video recording of the class in already held cases. Materials reflecting the life of the class over the past period, and their brief commentary (newspaper, best essay, the best notebook)

* Work in microgroups. They break up in a different composition, within 5 minutes they answer the questions:

** What issues would you like to discuss and resolve at this year's meeting?

** Which teacher would you like to meet at the meeting?

** In the organization and enrichment of what cases are parents ready to participate?

Cl. hands He tries to make each parent see his role and feel the importance in organizing the life of the class team.

* Election of the parent committee.

Cl. hands Tells about its functions, terms of activity. Microgroups propose their candidates.

8. Scenario meetings.