• Family is the first group a small child encounters in life.

• How will he grow up?
• is largely determined
• its position in the system
• family relationships.

• Problem #1
• Parents understand that the child has problems communicating with children, but do not know how to help him.
• Cause:
• Perhaps the parents of this child themselves experienced difficulties in communicating with peers and therefore they cannot teach the child to effectively interact with others. After all, the most important example is the example that parents set for their children when communicating with other people.
• Advice:
• It is necessary to encourage the child’s participation in hikes and trips in every possible way. You should not prohibit your child from staying after school if there is a class event planned. Otherwise, all the kids will become friends with each other, and your child will remain a stranger in the class. Enroll your child in some club, circle, section where there are friends and classmates with similar interests and who treat each other kindly.
• Try to ensure that your child communicates with classmates outside of school. Invite them to visit, arrange communication with them.

• Problem #2
• Parents believe that everything is fine with the child, and if there are any problems, then those around them are to blame: teachers who do not properly organize communication in the classroom; children who are aggressive and cannot communicate normally; their parents raising their children incorrectly.
• Cause:
• Sometimes it is the position of the parents that becomes the reason for the rejection of their child by others. The child gets used to considering those around him to blame for his problems, does not know how to admit his mistakes, treats his peers with a sense of superiority, and does not want to take into account their interests and opinions.
• Advice:
• You should not come to school to personally deal with your child’s offender; it is better to inform the class teacher and psychologist. Do not rush to rush to protect your child in any conflict situation with classmates. Sometimes it is useful for a child to experience all stages of a conflict - this will help him learn to solve many problems on his own. The child needs to learn not to be afraid of peers and trust them.
• But when teaching a child to be independent, it is important not to overdo it and not to miss a situation that the child is not able to cope with without adult intervention.

• Problem #3
• The problem of rejected children. No parent wants their child to become a victim, to be attacked and bullied by others. And at the same time, it is unlikely that anyone would want their child to be the initiator of bullying another.
• Cause:
• Children tend to unite against a peer who has displeased them in some way. This is called "being friends against someone." Parents are upset that their child succumbs to the general mood and commits unseemly acts.
• Advice:
• In this case, they should try to explain to the child how his behavior looks from the outside, to make him think about the feelings that the victim experiences. It is necessary to explain to the child that it is unacceptable to call others names, to laugh at them - let him put himself in their place. We must teach the child to take into account the opinions of others and find compromises.
• If the victim is not liked by the parents, you should not “add fuel to the fire” by discussing this with the child. Ultimately, the child must learn tolerance.
• When talking with a child or in his presence, you should not evaluate other children, parents, or teachers.

• instilling in children a love of peace, acceptance and understanding of other people, and the ability to interact positively with them;
• educating children in the ability to live in a team and take into account public opinion, interact when solving problems in a team;
• cultivating the ability to be tolerant of people’s behavior, strive to provide help and be ready to accept it;

• Goals aimed at forming a class team:

• formation of class team traditions.

• Suntsova Tatyana Viktorovna
• Place of work: MBOU Toguchinsky district Gornovskaya Primary School
• Job title: primary school teacher
• Additional information: I have 19 years of teaching experience, I have publications on the websites: “To the lesson”, “To the lesson”, “Pedagogical Council”.

• References

• Dick N.F. “Fun class hours and parent-teacher conferences.”
• Urbanskaya O.N. "Working with parents of junior schoolchildren."

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Collective education or education of a team Prepared by: Bolshakova N.E., teacher of MADOU kindergarten No. 63 “Crane” of a combined type Kiselevsk, 2014

Team -a, m. A group of people united by common work, study, and common interests. Labor department. Scientific, student department of the plant. (Ozhegov's Explanatory Dictionary) Collective COLLECTIVE (from Latin collectivus - collective) is a relatively compact social group that unites people engaged in solving a specific social problem (working, educational, military, sports, etc.). (Big Encyclopedic Dictionary) The concept of “team”

A team (Latin collectivus - collective) is a group of people united by common goals and objectives, which has achieved a high level of development in the process of socially valuable joint activity. (Psychological Encyclopedia) Team (from Latin collectivus - collective), a social community of people united on the basis of socially significant goals, common value orientations, joint activities and communication. In sociology they study preem. labor K., in psychology - contact groups of people who are in direct interaction, in pedagogy - organized communities of children and adults. (Pedagogical Dictionary) The concept of “team”

The concept of “collective” The collective is one of the most important achievements of human culture. Since ancient times, in the history of all civilizations, people have united to work together and solve vital problems: overcoming the consequences of natural disasters, expelling enemies from their lands, performing religious rituals. This is how collective associations of people arose: voluntary squads of warriors, religious communities and brotherhoods, labor artels and artisan workshops, merchant guilds, student communities.

In such associations the following processes were observed: - special organizational structures were established, for example. the head of the community was elected - a person whom everyone trusted; - organized common activities and joint leisure activities made communication between members of the association quite close and open; - a common fund of material assets and other resources was created, from which assistance and support were provided to needy community members; - a special atmosphere of solidarity and trust arose, and each member of such an association knew that if something happened to him, the community would not leave him in trouble and would support his family and children. The concept of "team"

Great teachers about the team: Ya.A. Komensky Ya. A. Komensky divided the students of the school class into “tens” (“decuria”), at the head of each of them a “tenman” (“decurion”) was appointed from among the students. His duties included checking the presence of members of the “decuria” in lessons and their completion of homework. In addition, the decurion helped the teacher distribute and collect notebooks and, together with the teacher, went home to the student who missed classes. Each class at J. A. Komensky’s school had its own Senate, which issued “laws,” and a Court that examined the misdeeds of students. ". Dates of life: March 25, 1592 - November 1670 Place of birth: Nivnice, Czech Republic Place of death: Amsterdam, Netherlands Scientific field: Pedagogy, didactics Known as: "Father of Pedagogy"

“What we have before us is nothing other than the early forms of school self-government...” The great teacher deliberately created a game model of adult life at school, so that students would not only practice educational content, but also comprehend the experience of joint activities and social relationships. It is no coincidence that Ya. A. Komensky often repeated his favorite comparison: “School is a workshop of humanity.” Great teachers about the team: Ya. A. Komensky

I. G. Pestalozzi argued that man has three principles: animal, social and moral. Only education in the spirit of humanity will help to subjugate all the animals in man and rely on the social principle. In 1801, he organized an educational institute in Burgdorf, and then in 1805 a secondary school and a teachers' seminary in Iverten. In these educational institutions I. G. Pestalozzi had a full board, students studied and lived together with teachers. Children's self-government and duty functioned here, and socially useful (free) work was organized for the benefit of the peasants of the surrounding villages. Great teachers about the team: I.G. Pestalozzi Dates of life: 01/12/1746 – 02/17/1827 Place of birth: Zurich, Switzerland Scientific field: pedagogy Famous students: Friedrich Froebel, Louis-Vincent Tardan Known as: outstanding teacher

In 1905 S.T. Shatsky was the first to create a children's summer labor colony near Moscow, and in 1911 it was already the Vigorous Life colony, where the “organized children's community” was fully operational. S. T. Shatsky defined its main features as follows: - “internal community”, the unity of teachers and children, overcoming the “semantic barrier” between them; - “neutralization of immoral forces” in children’s environment, creation of their own “Constitution”, establishment of positive rules accepted by all; Great teachers about the team: S.T. Shatsky Dates of life: 06/01/1878 – 10/30/1934 Place of birth: s. Voronino, Dukhovshchinsky district, Smolensk region Scientific field: pedagogy Famous students: A.A. Fortunatov, M.N. Skatkin, L.K. Schleger Known as: an outstanding teacher, the founder of domestic additional education

- “vigorous life”, intense and interesting activity, subject to a strict regime, filled with reasonable content (work, self-care, play, art, sports). In children's colonies S.T. Shatsky had elected bodies, the editorial board of his magazine “Our Life” worked, the main issues were decided by the general meeting - the “gathering”. Great teachers about the team: S.T. Shatsky

A. S. Makarenko managed to organize and train brilliant teams in the colony named after. A. M. Gorky and the commune named after. F. E. Dzerzhinsky, about whom he wrote in his pedagogical novels “Pedagogical Poem” and “Flags on the Towers”. Makarenko, as a teacher-theorist, created the methodology of collective education, its theory and technology. He innovatively solved the problem of the individual and the team in a single educational process. The leading theory in A. S. Makarenko’s theory is the idea of ​​interaction between the individual and society. He believed that the model of relations inherent in society, the conditions for acquiring the necessary experience of “being an individual,” are provided by a specially organized team. The variety of collective activities and relationships, wide opportunities for individual choice become the basis for the individual’s socialization and individualization. Great teachers about the team: A.S. Makarenko Date of birth: 03/01/1888 – 04/01/1939 Place of birth: Belopole, Sumy district, Kharkov province Russian Empire (now Ukraine) Occupation: teacher, prose writer

THOSE. Konnikova analyzed the new forms of organization of the educational team and business, functional connections and relationships between children in conditions of collective activity that emerged in the experience of the 50-60s. It was revealed that difficulties in applying forms of work arise because teachers do not know how to timely take into account the significance of the child’s life experience, which is formed not only at school, but also in the system of broad life relationships that serve as the basis for pedagogical influence. Great teachers about the team: T.E. Konnikova

This is precisely the basis for the accumulation of positive experience of collective relations, which serves as the basis for the formation of the personality of schoolchildren. The personality of the students is the leading value for the teacher. The team of students becomes the organizer of their diverse activities aimed at personal development. Education in a team involves the inclusion of its members in a system of relationships that form humanistic qualities.

The education system that has developed in our country is called collectivist. It is based on the thesis that education, and, consequently, the full development of the individual is possible only in a team and through a team. Through his practical deeds A.S. Makarenko proved that a developed children's team plays an important role in the re-education of the individual. Another researcher of this problem, V.M. Bekhterev conducted a series of experiments in which he proved that the influence of a group resembling an average, real collective on an individual is not always and not entirely positive. For example, he found that such a team can suppress a particularly creative, gifted person, unwittingly preventing her development, not accepting her, and due to misunderstanding, envy and unhealthy aggressive tendencies, even actively rejecting her creations. Thus, the influence of the team on the individual can be both positive and negative.

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A.S. Makarenko believed that a teacher’s clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. “Educating a new person is a happy and feasible task for pedagogy,” he said, meaning Marxist-Leninist pedagogy. A.S. Makarenko believed that a teacher’s clear knowledge of the goals of education is the most indispensable condition for successful pedagogical activity. In the conditions of Soviet society, the goal of education should be, he pointed out, the education of an active participant in socialist construction, a person devoted to the ideas of communism. “Educating a new person is a happy and feasible task for pedagogy,” he said, meaning Marxist-Leninist pedagogy.

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Respect for the child’s personality, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment have invariably been the basis of the innovative pedagogical activity of A.S. Makarenko. He approached his students with Gorky’s appeal: “As much respect for a person as possible and as much demand for him as possible.” Respect for the child’s personality, a benevolent view of his potential to perceive the good, become better and show an active attitude towards the environment have invariably been the basis of the innovative pedagogical activity of A.S. Makarenko. He approached his students with Gorky’s appeal: “As much respect for a person as possible and as much demand for him as possible.”

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To the call for all-forgiving, patient love for children, which was widespread in the 20s, Makarenko added his own: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through Makarenko’s entire pedagogical system, is one of its main principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He sought to “project” the best in a person. To the call for all-forgiving, patient love for children, which was widespread in the 20s, Makarenko added his own: love and respect for children must necessarily be combined with requirements for them; children need “demanding love,” he said. Socialist humanism, expressed in these words and running through Makarenko’s entire pedagogical system, is one of its main principles. A.S. Makarenko deeply believed in the creative powers of man, in his capabilities. He sought to “design” the best in a person

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Supporters of “free education” objected to any punishment of children, declaring that “punishment raises a slave.” Makarenko rightly objected to them, saying that “impunity breeds a hooligan,” and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal, were quite acceptable. Supporters of “free education” objected to any punishment of children, declaring that “punishment raises a slave.” Makarenko rightly objected to them, saying that “impunity breeds a hooligan,” and believed that wisely chosen, skillfully and rarely applied punishments, except, of course, corporal, were quite acceptable.

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A.S. Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditioning of the fate of children by heredity and some unchangeable environment” formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, could be corrected provided that a favorable environment was created and the correct methods of raising A.S. were applied. Makarenko resolutely fought against pedology. He was one of the first to speak out against the “law on the fatalistic conditioning of the fate of children by heredity and some unchangeable environment” formulated by pedologists. He argued that any Soviet child, offended or spoiled by the abnormal conditions of his life, could be corrected provided that a favorable environment was created and the correct methods of education were applied

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In any educational Soviet institution, pupils should be oriented towards the future, and not towards the past, call them forward, and open up joyful, real prospects for them. In any educational Soviet institution, pupils should be oriented towards the future, and not towards the past, call them forward, and open up joyful, real prospects for them. “To educate a person means to educate him,” said A.S. Makarenko, “promising paths along which his tomorrow’s joy is located. You can write a whole methodology for this most important work.” This work should be organized according to a “system of promising lines.”

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Much credit goes to A.S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the proper organization of the team. Much credit goes to A.S. Makarenko was that he developed a complete theory of the organization and education of the children's team and the individual in the team and through the team. Makarenko saw the main task of educational work in the proper organization of the team. “Marxism,” he wrote, “teaches us that it is impossible to consider the individual outside of society, outside of the collective.” The most important quality of a Soviet person is his ability to live in a team, enter into constant communication with people, work and create, and subordinate his personal interests to the interests of the team.

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You are standing at the door of your future classroom. To day is the first day. The unknown is scary. Excitement takes over you. What awaits you behind this door: success, disappointment, hope?..
Now you will open the doors of your class for the first time. Here they are, their little eyes looking at you, waiting for a miracle. They are ready to follow you, discovering this wonderful and unfamiliar world. What did you come to them with, what do you bring with you: the joy of communication, friendship or danger and disappointment. What thoughts are overwhelming you? What path have you chosen? What should I do? Where to begin?
These are questions young teachers constantly ask themselves. I think that experienced teachers have asked the same questions more than once. Conducting events, class hours, parent meetings, working with activists - is this the main task of the class teacher? Maybe yes. This is an integral part of his work. But for some reason, this kind of professional skills are called pedagogical technologies for managing and leading a team. Wow, such bureaucratic language is breathtaking. But we are talking about a school, about a children's group. In my opinion, this is not technology, but just the terms of reference of the class teacher. And I really can’t agree with the statement as to whether it is even possible to find a certain technology as a universal key to all pedagogical situations. I agree that each pedagogical situation is unique, and therefore appropriate means are needed each time. But technology, in my opinion, is the basis, I would say, a formative system, to which professionalism, personal qualities, intuition, and creativity are applied.
The young teacher, who does not yet have practical experience, but is armed with the knowledge acquired at the institute, is sure that the main thing is to remember and apply certain methods of organizing a team - and everything will work out. And this idea grew out of the belief that education is influence. And no one warned the future teacher that direct influence methods are not always effective, especially when working with a team. The child always feels when something is being imposed on him and causes nothing but rejection

Then what should we do? I think that such a basis in working with the team has always been and will be the legacy of A.S. Makarenko.
But, in this case, you must be prepared that if we are talking about education today, and even more so about education in a team, then this is perceived as an example of communist education. Why? Because one cannot but agree, and in pedagogy, as in other areas of culture, there is fashion. Today, well, Makarenko is not in fashion. Only the lazy did not criticize the existing education system. The previous education system and everything that was connected with it were destroyed: pioneer and Komsomol organizations destroyed the system of out-of-school children's institutions with its various forms of organizing children's leisure time. Even the system of summer pioneer camps was destroyed. Well, what was wrong with pioneer bonfires and rituals, in meetings with war and labor veterans, in hikes to historical places in the country, or simply in joint trips to nature. And to say that today education occurs in the absence of an ideological orientation, oh, I beg you, is disingenuous.
Everyone agrees, it was necessary to rethink, understand what happened, what has been done and what still needs to be done? Teachers have long understood that survival can only be achieved through renewal. And most importantly, everyone sees and everyone understands that school should always, and especially in modern conditions, be educational. But how can this be accomplished when the country does not yet have a unified ideological doctrine? And each school began to determine this for itself. I don’t know whether to be happy or sad about this, that everything is left to teachers and school principals.
I can already hear how many of my opponents, tearing off their vest, are indignant: “Just listen, he’s not happy that schools have finally gained freedom!” Well, am I against it? Yes, I am “FOR” with both hands. Freedom of choice is good! But you must agree with me that among the mass of teachers and school leaders there are some who are talented and smart, some who are mediocre and, worst of all, who are selfish and immoral. But no one removed the role of the organizing center of the school system from the state.
We are used to repeating endlessly that school must become different. Well
it means different. It turns out that education should become different. Somehow you don’t immediately understand what it means that upbringing should become different. Have universal human values ​​changed or have new methods and techniques been invented?
There have been huge changes in the country, not only in the country, but also in the minds of people. Of course, the school must change, and the process of education must change. And, above all, the school must be freed from all ideological tinsel. And finally, the motto of Karakovsky V.A. “School for children, not children for school” should form the basis of the school’s activities. And as Vladimir Abramovich accurately defined the current state of affairs: “Now many say that all moral values ​​have been destroyed. This is fundamentally wrong - values ​​cannot be destroyed at all; they can be recognized or not recognized. The number of people for whom these values ​​are significant may have decreased, but the values ​​themselves have not disappeared.”
I don’t remember a single meeting with teachers, not a single seminar where it was said: “It’s good for you to talk, but if there are 30 or more of them in the class!..” Well, what to answer to this? To teach – yes, it’s more difficult, to educate – no! The less, the more difficult, not easier, the work of a teacher. This paradox, it seems to me, was first noted by S. Soloveichik. In his book “Pedagogy for Everyone,” he writes: “Mom looks at the teacher with horror: “I can’t cope with one, but he has forty.” But she doesn’t understand that the teacher at school has a powerful tool - a team of children, the child is brought up by the spirit of the team.”
(p.70)
You can argue with this, you can agree or not. But let’s weigh all the pros and cons and answer the question: “Is the collective a powerful weapon?” Or is this just the result of the literary creativity of A.S. Makarenko.
You open the education file on the Internet and you will see that in the first place, seventy percent, is material devoted to sex education. Sex education is probably the most pressing topic today. But is that the only thing? For some reason, it is believed that the problem of education in a team relates to areas of pedagogical science that were characteristic only of our country. And the basis of the doctrine of the collective is communist ideology and therefore it is not compatible with the science and practice of today. Well, if someone dared to touch on this topic, it was somehow timid and uncertain.
Naturally, the question arises: why? Maybe because this topic has become unfashionable or because there is fear that you will be accused of being a red person. For some time now, reds and whites have appeared in the educational process. I know there are green ones, but I haven’t seen any white or red ones.
But how the eyes sparkle when this collective education, along with Makarenko and his theory, is trashed from high stands or from the pages of reputable publications. Well, just Pavka Korchagin, but not at the construction of a narrow-gauge railway, but when he rushes with a saber
bald. Maybe there’s no need to rush into chopping in a hurry! And now they are trying to prove that there was no narrow-gauge railway.
It is probably necessary to agree that there are grounds for criticism. And as a result, on the one hand, we have those who are ready to destroy everything, leaving no stone unturned, and on the other hand, those for whom the doctrine of education in the collective and through the collective is unshakable. But no matter what rhetoric we resort to today, no matter what new ultron scientific works we brandish, when working with children’s groups, we will work according to “Makarenko”. Of course, time makes its own adjustments and makes new demands. But this, first of all, concerns the ways of organizing educational activities, or rather, the forms of work used.
And yet the main stumbling block was and remains the problem of the individual in the team. The formula “The interests of the collective are higher than the interests of the individual,” which is unshakable for A.S. Makarenko, remains controversial even today.
And if until that moment I wrote easily and even with some excitement, then here I had to stop and think. After all, the current state of affairs forces us to rethink a lot. The current generation of young people finds themselves in a difficult situation; on the one hand, they have not freed themselves from the stereotypes of the past, but they already need to live in a new way. But no one told or taught how to do this. But time dictates its own standards of life, morality and behavior. Who has dominated the minds of teenagers in the last decade, who has had an entire generation at their mercy. And the answer lies on the surface - this is faceless television, cheap pop music, strange youth organizations without color, smell or taste. And the question now is, can we
we have something to offer the youth. Can we find the answer to where this divide lies, between the opposition of the interests of the collective and the interests of the individual, and how today, in modern conditions, to solve this problem. Or maybe this is not just a problem today? Maybe there is a line of ideological demarcation here. Perhaps the motto of the communist past, “Think about the Motherland first, and then about yourself,” pushed us to the inviolability of the position that the interests of the collective are higher than the interests of the individual. And now we are paying for this with the entire theory of the educational collective.
But it's a different time outside. And, probably, something in the theory, even of recognized luminaries, has outlived its usefulness and has come into conflict with the modern world and the relationships in it. But I am deeply convinced that one cannot judge a person, his actions, the theory he developed, without taking into account the time and situation. But how could it be otherwise? Just recently the fighting of the civil war died down. And all the romance of the revolutionary struggle was directly reflected in the minds of the colonists. What else could be used, if not the terminology adopted in the Red Army. That's how it is in life
and the life of the colony, “detachment”, “report”, “detachment commander” elements of militarization appeared.
By the way, the words that determined the game and semantic plan of life and everyday life of the colony for many years
years, later became an integral part of the life of most children's organizations. And I don’t think that today anyone will be able to replace them with new, more harmonious ones.
And the conclusion, in my opinion, suggests itself: the modern approach to education in a team is not a denial of accumulated experience, not a struggle with authorities, but, preserving what was important in the traditional approach, looking for new ways to influence collective activity on the individual.
The contradictory position of the individual in the team once again forces us to approach this problem with great caution and seriousness. With any organization of life and activity of a team, whether we like it or not, the position of an individual in it can be not only contradictory, but also simply active, passive, benevolent and negative. Why are we focusing your attention on this? Because
that the ability to see and overcome this, on the one hand, determines the professionalism of the team leader, and on the other, the comfort of each individual in the team. The ability to organize the work of a team so that it combines collective activity with an individual approach is an important task for everyone who heads a children’s
team.
It seems like we are talking about the team, about education through the team, and again and again
We return to the problem of the individual in the team. This is precisely what opponents of everything that is called collective education trump. And after all, there is nothing to object to. Even A.S. Makarenko sharply condemned “fussing with a secluded person.”
Can you imagine how now, with one voice, the opponents of this whole theory: “Well, then,” they shout to us, “you yourself came to this conclusion.” But let’s not rush to determine who is “FOR” or who is “AGAINST”. Believe me, this is not easy to do today. For example, we open the work “A.S. Makarenko, Education in collective work.” We read: “The issue of educating the younger generation in the spirit of collectivism was the leading one,
fundamental issue of Soviet pedagogy from the first days of its existence.” We agree! There is nothing to dispute here. But the fact of the matter is that the following conclusion is drawn: “Education in a team and through a team is the central idea of ​​A.S. Makarenko’s pedagogical system, a red thread running through all his pedagogical activities and all his pedagogical statements.” And here the author and I completely agree. But having made such a conclusion, he completely confused us. So was the education of a collectivist or education with the help of the team the main thing in the activities of A.S. Makarenko? And believe me, there is no attempt to substitute or distort concepts here.
You and I know very well that raising a collectivist is a goal, and education with the help of a team is a tool. But all the criticism of A.S. Makarenko boils down to the fact that he wanted to raise a collectivist, ignoring the interests of the individual. I cannot agree with this. After all, all his pedagogical activity was aimed at finding tools that would help educate a person. And, speaking about the technology of education, about the role of the team in the educational process, we cannot help but note that the merit of A.S. Makarenko is also in the fact that, as he liked to say, he “brought his system to the machine.” Just as he believed that pedagogical skill could be brought to perfection, almost to the level of technology.
If you decide to get acquainted with the problem of education through a team, then no matter what work you open on this topic, in one form or another, it will definitely begin with the words that the team acts as a powerful tool. But no way
not from being raised as a collectivist. Let's give a voice to those who are so criticized today.
“The team is a living organism,” writes A.S. Makarenko, “which is why
the organism, that it has organs, that there are powers, responsibilities, relationships
parts, interdependence, and if there is none of this, then there is no collective, but there is simply a crowd or gathering.”
Crowd or gathering! Agree, these words make you feel a bit uneasy. It seems that this was said in some kind of irritation or by a person who was tired of proving the obvious. A person who is confident that a teacher cannot achieve success without using the capabilities of the team. A person who is confident that the team itself will definitely become an educator. And the result will be positive only then
when the team’s activities are filled with healthy social aspirations,
in which self-government bodies function well, where freedom and security of every individual is ensured.
Namely, security and freedom of the individual. This is the main task of the collective, and not the education of a collectivist. That is why we cannot agree that the success of education is determined only by the personal influence of the teacher on each student. I think there is no point in proving that, at the same time, the student will be influenced by the team in which he is located. A team that accumulates all the richness and diversity of relationships in society. And as a result, the protection of the individual in it is ensured, or vice versa. This is, in essence, the mechanism of influence of the collective on the individual. Because in any team, relationships are built on compliance with the rules and procedures established in this team. AND
It is not words, but precisely this order and rules that have a decisive influence on its members.
That is why it is so important under whose influence this order and rules are established, and what they are. I would really like it to be a teacher - a person endowed with certain knowledge, even if, perhaps, he does not yet have rich teaching experience, but has a certain life experience, perceiving Makarenko’s words that “a team is a living organism...”, not as a poetic line, but as a setting for action.
So we repeat all the time: the individual, the individual, the collective and the individual, all disputes are around the collective and the individual. How often do we think about what it means to educate a person? What do we want to achieve with the help of this important tool - the collective? No, it’s not what we understand when we say personality, but what mechanism is activated in the child with our help.
The simplicity of the answer will probably surprise you. This is when a child shows his best moral qualities in everyday life. When such qualities as: kindness and mercy, courage and honesty, hard work, justice become natural for his behavior. Yes, it's simple! By realizing these qualities, the child becomes an individual. And a properly organized educational team helps to acquire these qualities and make them an integral part of the child’s personality. And the activity of the collective is the field where these qualities are acquired and consolidated in the consciousness
child.
We have already noted that it is the character of the team into which the student finds himself that influences the development of his personality. After all, schoolchildren spend quite a long time here, united by communication and some common activities. The role of the teacher here is very important, and most importantly the tone set during the formation of the team. After all, a student, having found himself in a class group, must, first of all, adapt to it. That is, accept the norms and rules of behavior that apply here. Answer for yourself whether he wants to be as the team demands. After all, this is where his personality manifests itself. Here, at this stage, the first collision occurs
individuals with the team. And it is the teacher who must become an intermediary between the student and the team and help him adapt.
But this is only the beginning of a complex path of interaction between the team and the individual.

After all, having coped with the adaptation, he needs to become part of the team or, as it is written in the textbooks, to become legalized. This means that the team must understand who it is, what it represents, what can be expected from it. For a schoolchild this is a difficult period of misunderstanding. He mobilizes all his internal resources to manifest his individuality. It’s good if you have something to show - it could be well-read, success in sports, possession of certain skills, maybe even a collection worthy of attention, etc. And if not, what should I show? Then we get gray mice who become objects of ridicule and bullying. And then this is compensated by a demonstration of strength, bordering on bravado, and perhaps the use of success with the opposite sex; it is also possible to demonstrate a negative attitude towards one or another teacher. Everything is used just to win his place in the team. For the teacher, this is a signal of an attempt, within the framework of the team, to declare oneself as an individual. If the contradiction that has arisen between the individual and the collective is not eliminated in time, then, as a consequence, the individual is forced out of it, which in fact often leads to his complete isolation and loss of personal qualities. And as a result, he becomes uninitiative, and if you like, invisible in this team or, as we have already said: a gray mouse. But isolation can also have another side for the team - these are acts of aggressiveness towards it and everything connected with it.
Now everything depends on what level of development the team is at, what its tone and style are. It depends on this whether he will develop his positive individual characteristics or join the ranks of those who reject this collective.
While looking through materials on the Internet, I came across Andrei Troy’s posts. First of all, I was struck by the title “Nurturing non-leadership qualities using the example of a school team.” What! Perhaps, not only will we not find such a dissertation, but we won’t even find an abstract on this topic. It is a pity that I cannot reproduce all the content here, it would be of interest to many.
It’s been ten years since Andrei graduated from school, but apparently it left a deep imprint on him, if, after so many years, he no longer returns to this topic.
Here is the description he gives of himself: “... I often asked myself this question - where did I get such rejection from society, where did I get the amazing confidence that you need to live for yourself, and not sell your life to your employer.
I would say more, for example, I don’t give a damn about the fact that disasters happen in the world and planes crash.
I’m scared by the awareness of my own indifference and happy by the fact that socially I am absolutely useless.”
It's scary isn't it? After such a confession, it takes time to come to your senses.
Bravado or pain? Any psychologist will tell you that, most likely, this is pain, pain rushing out. Otherwise, why did he take up the pen? I can't even tell that it's pain hidden behind bravado. For Andrei himself understands why everything happened this way. But without realizing it, he is trying to warn us against this nightmare.
“In our class there were three rows of desks,” Andrei continues his confession. I sat where all the renegades and suckers sat. Surely you remember (especially the guys) how the class was divided and why all the suckers preferred to stick together. However, the leader of our class, Misha, could not classify me into any of the subgroups in the class, he wrinkled his brow in puzzlement, and one day during a literature lesson he told Lidia Alexandrovna, our teacher, that I was the “White Crow.”
Perhaps because I have not had friends since childhood, I am exactly one of those whom you see there, in the back rows.
The first time this happened was in fifth grade. It was me who shit in my briefcase, and I then washed the textbooks in the bathroom, washing off the shameful yellow color from them and at the same time all the letters. Then Vova from the tenth grade fell in love with beating me to relieve himself. I remember this went on for hours, and if at first I tried to resist, then I simply endured it in silence and put on my winter hat, which had previously been on Vova’s foot.
In the eighth grade, in the early nineties, there was real chaos at school, they constantly extorted money from me. Somehow it happened that from then on I simply became a calm weirdo who ignored collective calls and went home faster than anyone else.
Singles, perhaps, receive the most severe school of rejection by the team, and then by society, and get used to living in their own way, without sharing their troubles and joys. Think for yourself, by and large, your parents don’t need you in any way, well, except as a smiling, sweet and problem-free child. At school they don’t accept you or they rot you like in the movie “Scarecrow”, life simply paints prospects in front of you that are not at all rosy.
However, remembering all my stories, when quite unexpectedly, having already completely fit into some group, I sooner or later came across my inconsistency. You know, this always happened unexpectedly for me. The smile slipped from my face, the words got stuck in my throat, and I again found myself on the same desk, and Misha, wrinkling his very high forehead, shouted “White Crow!”
This is such a sad story. This is such a sad picture of a child’s life in a group and how a school team can determine their entire future life. And the answer to why this could happen lies on the surface. We have already noted that any child, having found himself in a group of peers, strives to take an active part in common affairs, strives to prove himself, thereby making a name for himself. And this position is not always unambiguous: it can be active, passively friendly and negative.
The ability to see, feel and overcome this determines the professionalism of a teacher. His pedagogical skill, which lies in his ability to organize the work of the team so that his life does not take on an ugly character. For the collective is truly a living organism: sometimes it is capricious, feels unwell, and sometimes is sick. This may be the “star sickness” of the leaders, and then it is unknown what influence informal leaders will have on the team; this is also the atmosphere of relationships that Andrei introduced us to, where individuals often become outcasts from the team. And then, as Andrei defined, loners, leaders and a herd appear in it.
It sounds rude. But we, adults, are accustomed to the neat and euphonious definitions adopted in pedagogy. We appeal to them where necessary and not necessary. And we never think about how the guys see the same thing, and what definitions they themselves give to the same events.
It is important for a teacher not only to know his team well and feel it, but also to manage it correctly. He, as a doctor, must find the only correct way, I would say, a special strategy and tactics in preventing and overcoming undesirable phenomena. The path to mastery is, first of all, knowledge of the hidden springs of children's communication, interests and motives of behavior and the ability to influence them. Of course, this is a long and far from easy path.
There is a shorter way. When the formation of a team comes down to pressure on students, to subordinating them to their will, to the desire of the teacher to continuously personally influence the students. As a result, this often leads to the opposite effect, causing resistance and even protest from children.
The desire to escape supervision, to escape from constant care and to feel independent often becomes acute and sometimes quite ugly. And then there can be no talk of any kind of educational team. A certain style and tone develops. And this happens because the simplest and shortest path was chosen, devoid of genuine pedagogical work.
Take a closer look, some teachers always react violently to any manifestations of children’s initiative. They are always in a hurry somewhere, they always have paper, paints and God knows what else in their hands. Either they organize competitions or some games. Some are assigned to do one thing, others another. And they always fail to achieve something. I’m tired, the children are tired, the adults around me are nervous. It seems that everything around her is spinning and spinning, and there are competitions, and there are games, but there is no real life in all this.
And the other teacher works somehow unnoticed and doesn’t rush through the corridors, but when you enter the classroom, you feel life. The children come up with something, discuss everything together, sometimes they argue until they become hoarse, they get offended and immediately make up. This is true technology, when everyone, including the teacher, is passionate about one thing, when forces are not scattered, when the style and tone of the team is restrained and businesslike.
We are once again convinced of how great the role of the teacher is, and most importantly the tone he sets in the team. It is clear that the easiest way to achieve external well-being. The teacher decides everything, no one fights openly, no one insults each other in front of everyone, as they say, dirty laundry is not washed in public.
But pedagogical skill is, first of all, the ability to covertly influence the team. After all, a properly organized team is a guarantee of personal security. And this means that every child is confident in him, they will not offend him here, they will listen, help, and if necessary, they will demand. It is then that the collective becomes an important instrument of education, and then, with its help, “touching the individual” is achieved.
The team becomes attractive where and when the basis of the relationship is sincerity and openness, when independence and freedom of expression are valued. When
The teacher is not afraid of children’s objections, is not afraid of becoming an object of criticism from them, and tries to make each member of the team an active participant in the life and activities of the team.
I think the statement that a teacher should not be afraid of objections or criticism from children has confused you somewhat. To be more convincing, let me use examples from my own experience.
In order to see for myself in practice the strength of the educational team, I created a children's team, with whom I worked for 8 years, from the day of its creation until its natural death.
There was a tradition in the detachment: anyone who for some reason left the detachment had to say so at a general meeting and then he formally remained a member of it, taking whatever part he could in its life. Those who did not do this left the detachment forever.
It so happened that Sveta left the detachment, breaking this tradition. It’s my fault that I didn’t bother to clarify the reason for leaving. And when a few months later the detachment was discussing candidates for a trip to Germany, to visit the grave of the hero whose name was assigned to the detachment, the question of Light arose. I don’t know whether it was under pressure from my authority, but the majority voted “against”. But at the next council of commanders, the guys turned to me that they did not agree with me and the decision. I looked surprised and indifferently objected, there is a general meeting, we will decide.
The guys, of course, were worried, but if only they knew how worried I was. How they defended her, I watched and admired them, my soul was joyful and anxious, and how the rest would vote. Having made, with great difficulty, a serious face, showing with all my appearance that they did not really convince me, I put it to a vote. I really wanted to vote “for”, but there is no way out and I vote “against”, and I am left alone, everyone is “for”!
. How happy I was, I was on cloud nine – there was a team, I managed to do it! Well, because the guys didn’t agree with me and voted “against”, my authority didn’t decrease at all, I’m sure it even strengthened. And the guys truly believed that they were the masters of the squad.
And there is no game here. After all, guys always feel false. They always feel when the teacher is truly interested in their problems, when he is sincerely ready to carry them along with him. This faith and devotion is worth a lot. Without this, it is not possible not only to create something, but even to take a step. If the guys didn’t believe you, didn’t believe that they are a team and should decide everything themselves, it will be impossible to achieve goals.
This is why the problem of self-government is so important, and especially if we are talking about a team. It is also important because, as quickly as possible, some of the functions associated with organizing the life of the team should pass from the hands of the teacher into the hands of the children themselves. This puts them not only in the role of a performer, but also of the organizers of this very life. This new role requires them to make independent decisions and naturally take personal responsibility. This is where the conditions are created for the development and self-affirmation of the individual, and what place they will take in the team. I want you to be sure to pay attention that educational activities, most often, do not become the basis for determining the place of an individual in a team. But we cannot but agree that at the beginning of the formation of a team, academic success can play a certain role. But only the collective enters into a certain activity, personal assessments change, and relationships change.
And a special place here is given to leaders. In this regard, it should be noted that leadership should be recognized by the majority of the team, and not primarily by the teacher. And I don't think there is any need to convince you of how important this is. I remember the first days of my team's life. First day. I look at my watch all the time. The closer the time, the greater the excitement. They will come, they will not come, I will not be able to captivate them. It has already been played out in my head dozens of times that I will tell them how to behave.
At the appointed time, about fifty guys gathered. I just didn't expect it. To be honest, I was confused, I was not ready for this and did not know what to do with so many children. But there was no way out, we had to start. But after a few weeks there were no more than ten of them left. It was a difficult time of searching and disappointment. Yes, I haven't had any luck yet with choosing a leader in the squad. Compared to the guys, he somehow immediately stood out due to his activity, I would even say, efficiency and acumen. And naturally, at the first vote, the choice fell on him. But less than a couple of months passed, I felt that something was not right in the team. His efficiency and acumen began to irritate more and more often. I tried to convince myself that maybe it was just me, maybe I was transferring my personal attitude to the whole team. But the tension grew, the detachment became feverish. I understood this and understood that there was only one reason, it was necessary to change the leader. But how to do that? Of course, I could use my position to solve this problem, I could intervene and set the guys up, and in the end, I could simply demand it. But something told me that I shouldn’t do this, I shouldn’t rush. After all, the team was just beginning to live, and I had to teach them to solve their problems independently.
And one day, the guys came up to me and said that if he remained in the team, they would all leave. But it’s etched in my memory how they did it. Timidly, not believing that I would listen to them, much less understand them. It wasn’t their fault, they were taught that way at school, and for them I was still just one of them. At that moment, I realized that the question was not about the leader, the question was whether the team would live or not and whether they would believe in me.
I tried to explain to them that I couldn’t just kick him out like that. This is their team, it’s up to them to decide. Thus, for the first time, a general meeting was born in the detachment, where the most important issues for the team were then decided. Well, before the meeting he still managed to distinguish himself by not completing what the guys assigned him and, thereby, we let others down. So the guys had no problems at the meeting and voted unanimously.
With his departure, somehow it immediately became easier to breathe, a completely different mood appeared in the squad and, it seems to me, the guys felt like a team for the first time.
It is important to pay attention to one more thing: of course, the leader influences the team, but the team also forms its leader. And the efforts of the teacher should, first of all, be aimed at forming public opinion in the team, and not at fighting for the election of the leader he recommends. And if we have already talked about mistakes, then I would like to warn against one more, which is often encountered and not only among novice teachers. This is the so-called inertia of established ideas. When success in educational activities is transferred to leadership qualities. But children in a group, most often, are connected by “informal relationships” based on such selective feelings as sympathy, respect or, on the contrary, antipathy, hostility and even hostility. Often this is what primarily determines one’s position in the system of collective relations, and not one’s studies. And this is what, to a large extent, determines mental well-being.
Well, to the question, how to learn to work with an asset and teach an asset to work? The answer is quite simple: give children the opportunity to go through the difficult path of “trial and error” themselves, work and solve all the issues together. I understand that you, of course, will offer them the right solution, and perhaps this will be the shortest path to success. But it will be your choice, it will be your path. By imposing a ready-made solution, you deprive them of the feeling of being the owners of the team, leaving them with a minimum of activity and independence. Justifying ourselves that everything is done for the children, we do not notice how we cross that invisible line when everything is done for the children. And if this is the path that we have chosen, then we will never understand the mechanism of influence of the collective on the individual, then it will remain a mystery to us why the collective is an important tool, and how it is that with its help we touch the individual. And the mechanics of educational influence, hidden from view, will remain unsolved for us.
After all, only by making the children the true owners of the team will we avoid the illusion of independence. It is then that this sense of duty is born, and not after our long and sometimes boring conversations with them. By learning to lead and at the same time obey, participating in the development of collective decisions, and encountering opposing or differing opinions, the child is formed as a person.
Please note that we always return to the same problem, how a personality is formed in a team. While talking about the purpose of education, you and I came to the conclusion that the main goal of education is still the education of a free person. Now we see that with the help of the collective, freedom rises to a higher level, when the children are faced with the need to make a choice and make a decision. Making a decision and the ability to defend one’s point of view is perhaps the most difficult thing, requiring a certain amount of courage from a child, especially if it is necessary to resist the public opinion of the team. That is why collective activity is the field where personality is directly formed.
Often, unfortunately, either due to inexperience, or, conversely, due to established
stereotypes, the teacher uses the public opinion of the team as a weapon of coercion or condemnation. Forgetting that public opinion is a formidable weapon in his hands, to be waved left and right indiscriminately. And if the teacher, in fact, strives to create an educational team, then conditions will certainly be created in it where not only the collective opinion is important for each individual, but also the opinion of each individual is important for the team. Don't be surprised by the simplicity of the conclusion. Yes, a person is, first of all, a person who has his own opinion and knows how to defend it. And if he sees that the teacher treats his opinion with respect, if he understands that the team listens to his opinion, the child begins to recognize himself as an individual. This is, at first glance, a simple mechanic.
But an educational team does not arise on its own; it must be created and nurtured. Oh, what a difficult and time-consuming task this is. In this regard, I really liked the unusual comparison of Baltasar Glasian. I was even quite envious that it wasn’t me who came up with this comparison. The creation of a team, he compared
With the Japanese art of bouquet arranging. An inexperienced, short-sighted teacher strives to make a bouquet of flowers of one type. He apparently likes an efficient, conflict-free team that is easy to lead. But bright personalities get in the way and force you to always be on alert, which not every teacher likes. But will such a team become educational? I kind of doubt it. This will, most likely, be a team where, behind external well-being, there is hidden, invisible to the eye, torn apart by internal conflicts.
The skill of a teacher lies in the ability to recognize the “role” of everyone in the team and give them the opportunity to establish themselves in the role for which they are applying. By the way, the conclusion and concept of “role” also belongs to Balthasar Glaciana. The comparison, of course, is beautiful, you can’t say anything, but I would not rush to agree that I would not rush to give him the opportunity to act in the role for which he is applying. The team always develops according to its own laws. And he distributes roles according to the same laws known only to him. So Starhawk in his book “Dark Thoughts: Magic, Sex and Politics” gives ten types of behavior of informal roles that people play in groups. These are: lone wolf - orphan - beggar - princess - clown - capable child - self-flagellation - Rock of Gibraltar - star.
Ask any teacher who has worked at school for a long time, and he will confirm to you how accurately this is noted. And most importantly, no matter how you shuffle the classes, unite them, separate them, after a while they will have their own princesses - clowns - stars and their own lone wolf. What does this mean? What does this warn us about? That we often transfer the assessment of any one quality, even if it is not important, whether it has a plus or a minus sign, to the entire personality. And as a result, a stereotype of attitude is developed. And we no longer notice that the clown, behind his antics and antics, hides a subtle and vulnerable soul. And our lone wolf has golden hands, but no one cares about these hands. This is a form of behavior, nothing more than self-defense. But no one cares about this, we only care about the fact that they are not like everyone else. Unfortunately, not all people are free from the inertia of initially formed impressions and, sadly, this applies to many teachers. It's no secret how dangerous such phenomena are for the destinies of students. And for the teacher responsible for forming a team, they are doubly dangerous. We have already noted that the position that the student occupies within collective relations largely determines his mental well-being. This, of course, complicates the teacher’s work, and emphasizes the enormous responsibility that falls on his shoulders.
Just think about it, day after day, for many years, a child goes to school. And school for him is not a building, not a classroom, but his classmates. What awaits him there? In what mood does he get up in the morning, in what mood does he open the classroom door and what awaits him beyond its threshold. Fear, disappointment or joy and hope. Is he sure that he will not be offended here, that they will listen to him, and if necessary, they will protect him.
I understand what a long and difficult path to success is. It is much easier to achieve external well-being. But an educational team - a team that guarantees the security of each of its members - is born when the teacher knows the motives of their behavior, these hidden springs of children's communication. Not only knows, but also, which is very important, knows how to influence them. I probably won’t be original in arguing that formalism is not born by children, but is introduced into children’s environment by adults. And the approach to children's self-government is a mirror reflection of this. As well as the fact that it reflects the professional and, if you like, cultural level of the teacher.
It seems to me that I managed to convince you of the ineffectiveness of direct influence and the importance of self-government, the role that public opinion plays in the team. Do not believe that someone managed to create an educational team with the help of threats, unconditional obedience, or only with the help of their own authority.
True, when a team is just being born, the teacher needs to take the initiative, use his authority, and maybe make demands somewhere. There is no group of children who believe in you yet, who you could rely on, who could become your asset in the future; they have yet to be won. There are still no self-government bodies that will take some of the burden off of you and become the main assistants in organizing all the activities of the team. In pedagogical literature they are called “formal bodies”. As paradoxical as it may sound, one of the most important tasks is to make sure that they do not become formal for the guys. Even if they were officially elected, it is necessary to ensure that their relationships with the team are built on the basis of respect and sympathy. So that they can really influence, there are rules and requirements that regulate the life and activities of the team, ensuring the security and freedom of each of its members.
And again, once again, we ask ourselves the same question: how to make everyone in the team feel good and comfortable. How to accomplish all this? How to overcome this difficult and long path? After all, having been born, the team must strengthen, grow, and gain strength. After all, we never tire of repeating that this is a living organism. He is like a child and must go through certain stages of development.
When I first came to school, I was like a blind kitten. I really looked like that teacher who endlessly rushes along the corridor with paper, paints and God knows what else, grabbing first one thing and then another.
And then I came across L.N. Lutoshkin’s book “How to Lead.” My God, as if enchanted, I uttered poetic comparisons “sand placer”, “soft clay”, “flickering lighthouse”, “Scarlet sail”, “burning torch”. Healthy, really! This is how the stages of development of the team were unusually named. Figuratively, clearly, showing the state of the team at each stage of its development.
But if we are trying to understand and understand the technology, to look inside what is happening, to understand what is happening at each stage, then, of course, romance alone will not do. In addition, for a long time we have become accustomed to believing that the stages of development of a team are, first of all, characterized by the form of presenting demands to the team. So, if at the first stage, the means of uniting children into a team is the teacher’s individual demand for the team, then already at the second stage the bearer of the demand is the chosen asset. And according to A.S. Makarenko’s definition, the third stage is when the team itself demands it.
Nowadays, a different approach has emerged. Somehow, the concept of a different approach hurts the ears. I don’t want to call it so categorically. Maybe not a different approach, but let’s say a slightly different look at this problem. Here we can cite a number of names of interesting people and scientists, but this is not the main thing for us now. The main thing is what they consider to be the defining stage. So, for example, L.I. Novikova identifies the first stage as the stage of team unity. The transformation of the collective into an educational instrument characterizes the second stage of the collective. And only when the development of the creative individuality of each student becomes the most important concern of the team, can we consider that the team has reached the 3rd stage.
I think there is no need for us to enter into controversy and prove who is right and who is wrong here. After all, we cannot agree that at the first stage we will try to do everything to unite the children's team. And take on the role of leader and do everything for the asset, and make the necessary demands. That is, do everything to unite the team. It’s bad if we remain at this stage, putting everything on our shoulders, just to create the appearance of a certain activity. But if we were able to swing this difficult flywheel and our team found its face, its assets began to work with all their might, and the team began to breathe deeply, then it will definitely become a tool with which we will have the opportunity to touch the individual.
I’ve been sitting in thought for several minutes now and don’t dare to continue. Why? Because I have to write - the creation of a team must begin with the skillful presentation of pedagogical requirements. This is what it says in the pedagogy textbook, and you will read this in any literature if it is devoted to education in a team.
What confuses me? The word that worries me is demand. Neither from discussing an interesting idea, nor from some exciting activity that would unite. Guys. But no, you have to start with a requirement. From what requirement, what to demand? Maybe those who write these textbooks know, but I don’t! Maybe you know?..
And it sounds like this: “The correct presentation of pedagogical requirements at the very beginning of educational work with a group of schoolchildren organizes their behavior, helps improve their work, and thus introduces elements of cohesion and unity of aspirations into the life and activities of the team. This lays the foundation for the further development and education of the team.”
Like this! No more, no less. And I turned over more than a dozen books, spent more than a single sleepless night to find something that would help me unite the guys and create a team.
It cannot be denied that if we are talking about the start of a class teacher’s work with a class, then from the first days it is necessary to clearly define the norms and rules of behavior that must be observed by students. Of course, there are certain requirements that govern relationships in the classroom. Or how precisely I determined
V. M. Korotkov “...the requirement at this stage acts as a tool for guiding and managing students. Quickly helps to restore order and discipline.”
The fact of the matter is that we are now talking about a group of children still united only by the walls of one classroom. They still have a certain way to go to become an educational team. So, there is a collective, there is a personality, now a mechanism for their interaction is needed. Such a mechanism is joint activity, which will become an educational force. How? It is joint activity that gives each individual the opportunity to reveal themselves. But only when it is interesting, when in this activity the child finds the opportunity to reveal his inclinations. After all, the activity itself, even if it is not socially significant, forces one to enter into certain relationships, obey certain rules and requirements that have developed in the team, which develops certain behavior.
And this, by the way, concerns not only the students themselves, but also the teacher turns from an organizer into a member of collective activity. If he remains only an observer, most often the educational impact is zero.
“Now, now, all that’s left is to jump with them,” you say. For some reason we don’t remember your Makarenko jumping with the guys!” If this were enough, then everything would be too simple. Another hour galloped and your guys!..
Fortunately, the kids are interested in us, not when we jump with them, but when we help everyone believe in themselves and their capabilities. When we come to the guys not only with demands, but also with an interesting task. Only if they are interested, they are ready to follow you, then you will be interesting to them. Interest, and not demand, first of all, unites the guys. Guys always feel false. But they always feel when the teacher is interested in their problems, when he is sincerely ready to understand them and is able to carry them along with him.
I would like to immediately warn against one common mistake, especially among novice teachers. This is an abundance of different things to do. These include holidays, relaxation evenings, meetings, trips, excursions. Everything is great and the guys are delighted. And believe me, I am not being ironic at all. All this is necessary and important when working with children, but there is one “BUT”. And the fact is that this is only an illusion of the collective moving forward. This is nothing more than walking in circles. And, if you believe that the collective is a living organism, then such walking in a circle will inevitably lead to its death.
Activities, of course, unite, but have even greater value if they are aimed at achieving some significant and important goal for the team. Such activities usually culminate in a key activity. And then meetings, excursions, hikes help us achieve this goal. But this does not mean that in addition to this, there cannot be holidays, relaxation evenings, outings, etc.
And yet, an important condition for the team to move forward is the presence of a clearly expressed perspective. Or, as A.S. Makarenko liked to repeat, “tomorrow’s joy.” This again and again confirms that no matter what we do, no matter where we start, we will always return to Makarenko, we will still work according to Makarenko.
Here is an example of such a perspective. The team I worked with was named after Hero of the Soviet Union V.T. Kazantsev. Our fellow countryman, who received this title for hoisting one of the banners over the fascist Reichstag. However, fate was not merciful to him; he died in the ongoing battles and was buried in Germany in the town of Seefeld.
When, during a collective planning session, I suggested visiting his burial site in 2 years, the guys looked at me as if I were crazy, or, to put it mildly, as a dreamer. After all, this is the 80th year. But the idea was accepted. But in order to accomplish this, it was necessary to become active participants in the “My Motherland - USSR” expedition, hold a number of meetings and collect material that would form the basis of the future museum.
Finally, think about how to earn money for the trip. Thus, the system of perspectives and collective activity merged together.

It often seems to a teacher that it is enough to convince children that he is right, and they will respond with a willingness to follow him. And conversation becomes his main weapon. Of course, the passionate word of a teacher is an effective weapon. But, unfortunately, it can only captivate and then only for a while. A team is not created through conversations and conversations. The main condition for creating a team was and remains joint activity.
I think I was convincing enough. And you agreed with me that when forming a team, it is necessary to have a common cause with a goal that is attractive to everyone. This goal must be alive and real, and to achieve it, a variety of joint activities are necessary, the main requirement of which is the effort and participation of each member of the team.
When starting to work with a team, we are first of all tormented by the question of how to unite the guys. But how often do we ask ourselves what a single, cohesive team means? What internal mechanisms are responsible for all this? And only by including the guys in a common cause, we will feel how thousands of invisible spiritual connections are born and strengthened between them, threads, which, ultimately, are the source of sincere friendship and need for each other, a true source of respect and faith into yourself.
Speaking about the activities of the team, I would like to draw your attention to something else: the team should not become isolated on itself. He must interact with other teams, joining efforts to achieve the goal. Then he seems to focus not only on the specific life of his team, but also on the socially significant cause itself.
Summing up the conversation about the activities of the team, I would like to once again emphasize the importance of this problem, the huge role that activity plays in the formation of the team. It is she who unites and unites children into a single organism, forms a healthy public opinion, provides various forms of communication, and gives the opportunity to express themselves. And the educational function in the eyes of children seems to recede into the background. And when we talk about a teacher’s skill, we mean, first of all, his ability to do this.
Continuing the conversation about education in a team, we cannot help but draw attention to the fact that collective activity is the source of the birth of positive traditions. But for some reason, it is precisely this side of the team’s life that receives the least attention. No, no, in almost any work about a team, your attention will definitely be drawn to the important role of traditions. And necessarily referring to A.S. Makarenko, they will say that he believed that traditions develop collective experiences and decorate the life of the team. Of course, one cannot but agree with this.
After all, it was he who drew our attention to the fact that there are large and small traditions. Big ones are bright public events, the preparation for which instills a sense of pride in one’s team and faith in its strength. Small ones are everyday, everyday traditions, but no less important for their educational impact.
Traditions are the core on which the entire life of the team is strung. I can confidently say that if a team has lived for some time and positive traditions have not been born in it, then it is impossible to talk about it as an educational team. After all, traditions are deeds, rituals that become an integral part of the life of the team. How are they born? This question cannot be answered immediately. Differently!..

I remember how, on the eve of the next holiday of Victory over Nazi Germany, neither I nor the guys could figure out how to celebrate June 22, the beginning of the war. The forms we use year after year are boring. And then one day I saw on television how front-line poets read their poems. And suddenly, the decision came by itself. What if we meet the dawn on June 22 at our detachment place. Our detachment place was located not far from the city, in a beautiful place, in the forest, next to a spring.
I suggested it to the guys, they agreed. It seems to me that at that moment they thought little about why we were going there, precisely from June 21st to 22nd. What attracted them most quickly was that they would spend that night together, in tents, around the fire. I didn’t specifically set them up or hold a conversation, I just offered to bring with them the poems they liked about the war.
At that moment I was worried about something else. It's June. Guys on vacation: they will come, they will not come. I had no doubt that the old people would come, but how would the new ones behave? And here it is June 21st. Guys are arriving at the bus station where we always gather. Only a few people didn't show up. I'm calming down. Ahead lies the usual bustle, a pedestrian crossing, and we are at our detachment place. The guys, according to the already established tradition, each minds their own business. The tent city had already been set up, the fire was crackling cheerfully, and from it came the familiar smoke of a cooking dinner. Behind the games and mindless running around, evening came imperceptibly. Although I warned everyone that I would have to get up early, at 4 o’clock in the morning, I couldn’t get to bed right away. But then fatigue crept up unnoticed, and gradually the camp began to calm down. You could only hear the people on duty talking around a fire, quietly giggling.
I lay there, listening to the crackling of the logs in the fire, and tried not to think how everything would go, whether the guys brought poems, whether this would leave some kind of mark on their souls. So
behind these thoughts I fell asleep.
At ten minutes to four, the attendants woke us up. I was surprised by the silence that enveloped us. The starry sky, the play of flames on the logs and this gently embracing silence of the forest created a fantastic atmosphere. It was already approaching 4 o’clock in the morning, and I was afraid, with official words, to scare away this quiet transparency of the night, to destroy the mood it created.
The guys were also silent. Probably, everyone perceived everything that happened to us at that moment in their own way. At four o'clock I asked everyone to honor the memory of the fallen with a minute of silence. It is forever etched in my memory how they stood silently around the fire, thinking about something of their own. And then, sitting by the fire, they read poems about the war. That's all! I didn’t talk about anything, didn’t call for anything, the poems spoke about everything.

When we returned, we did not discuss how it went. I didn't pay much attention to this. And how surprised I was when, during the collective planning, along with other traditional activities, the guys immediately suggested going to see the sunrise on June 22. This is how we have a new tradition, “Meeting the Military Dawn.” And this tradition lived on for many years, and its ritual never changed.
It is necessary to understand that traditions are not a repetition of what has already been done once, but a simulator where a stable habit of moral behavior is developed. Traditions maintain a certain order, and on the other hand, decorate the life of the team. To be more precise, traditions create a characteristic style of a group, its image, which makes it possible to distinguish it from any other group.
But not just any business or event can become a tradition. Only something that makes you worry can become a tradition. We are so accustomed to this word that we often don’t think about what is hidden behind it, what is the mechanism that makes children empathize. First, L.S. Vygotsky, and then L.I. Bozhovich tried to do this for us. They believe that experience is the unity of what is experienced by the child, this is the environment surrounding him, and on the other hand, the subject himself, that is, what the child himself brings to this experience. It’s not for nothing that, citing the example of the “War Dawn” meeting, I paid so much attention to describing the atmosphere created. In other words, a tradition of a collective can only become something that does not leave the collective indifferent, a simple contemplator, when it is involved in this action, actively interacting with the environment, the most important element of which is people.
I think you agree with me, traditions determine the appearance of a team, but the importance also lies in the fact that they create a unique world inherent only to a given team. Traditions, rituals, laws developed by the team itself determine the nature of relationships in it, decision-making, forms of life and activity. That is, they determine the entire life activity of the team.
I remember how at one time we were fascinated by I.P. Ivanov’s communard methodology, looking for somewhere to read about his commune of young Frunze residents. And even then I was surprised by how Igor Petrovich consistently and non-intrusively instilled respect for the Laws of the collective. They remain in my notes to this day.

1. Every business is useful, otherwise why?
2. Every business is for people, otherwise why?
3. Every business is creative, otherwise why?
4. Our goal is people's happiness!
5. We will win - it cannot be otherwise!

These were the principles by which this team lived and acted. They cannot be imposed on the children; they are born only along with the life of the team itself.
Each teacher chooses his own path to the goal. Some, as we see, rely on organizing a bright life, filled with creativity and communication, of a single team of teachers and students. Others rely only on their own authority, while others use existing experience.
For example, while reading materials on the Internet about working with a team, I noticed the use of a code of honor by one of the class teachers. I don’t know if he is familiar with the work experience of Igor Petrovich Ivanov, but this is also stated in the form of laws.

1. Law of connection
Life has united us with the same bonds of a great team. This
The connection, on the one hand, is accidental, and on the other, quite natural.
Therefore, we will observe these laws, develop and
improve.

2. Law of understanding and acceptance
Everyone in the team is confident that in everyone they have acquired a reliable
A friend, someone who seeks to understand feelings, needs, motives.
Ready to accept both strengths and weaknesses, which means to forgive
if necessary. Recognize the rights of others.

3. Law of merger and boundaries
Merge to create community, create “OURS”, making your contribution.
Become one, but at the same time preserve your “I”. Only by saving
my identity, treating myself as a unique individual, I also
I treat someone else. That's why I remain interesting and attractive
to others.
As a member of the team, I strive to accept the best that we have
Eating to become richer spiritually, brighter, more original, more versatile.

4. The law of the relationship between goals and plans
Each student in the class is a bright personality. Therefore planning
joint activity is a creative process, while maintaining and
respect for personal interests and participation of everyone.

5. The law of emotional maturity.
The team emphasizes emotional maturity. This means,
the ability to give preference to the interests of the team, not
to shift, not to find out who did more, but to take on as much,
as much as you can.

I understand that this can be approached in different ways. But this is how a teacher works. Does this help him? Wonderful! For us, this should only serve as food for thought; the collective has developed laws by which it lives and which have become a tradition for it. What's bad about it? Even if they are not very perfect, even if the hand of an adult is felt, the main thing is that they are guided. The main thing is that they are not formulated immediately, but become the result of the life of the team.
This is my opinion, and the goal is to make you think, push you to find your path. We see that there is such a variety of modern pedagogical theories, systems, and educational technologies that provide unlimited opportunities for pedagogical creativity. And most importantly, they give the teacher the opportunity to avoid formalism and stereotypes, using many ideas and technologies accumulated in teaching practice. And most importantly, they give the teacher the opportunity to avoid formalism and stereotypes, using many positive ideas and technologies accumulated by pedagogical
practice.
I am afraid that behind the flow of pedagogical terms, various opinions and disputes, we will not miss the main thing: a team is a living organism. We will not achieve results if we are not attentive to it and feel it. Like any living organism, it has ups and downs. You will definitely feel it and don’t be afraid. This happens approximately every 2-3 years, but the most difficult age for a team is 6-7 years. This has been proven by practice, it has been proven by psychologists. By the way, the family lives by the same laws. The first difficulties and quarrels in the family begin precisely in the 2nd and 3rd years of marriage, and the most difficult time, so to speak, the test for the family ship, occurs in the 6th-7th year of family life.
Please note: within 3-4 years A.S. Makarenko created an exemplary educational institution “Labor Colony named after. A.M. Gorky.” And suddenly, with a group of teachers and students, he moves to Kuryazh, near Kharkov. And everything starts all over again, trying, with the help of the Gorkyites, to turn the “Kuryazhans” into an exemplary team. And two years later, he organized a children's labor commune named after. F.E. Dzerzhinsky.
What is the reason for such drastic changes in the behavior of this wonderful teacher. Then they explained it simply: the concept of education is erroneous, harmful, and, in the end, they achieved Makarenko’s removal from the post of head.
Yes, the blow was struck with such force that “... it pinched the colonists’ hearts, and I was seriously confused,” wrote Anton Semenovich.
Today this is not done so straightforwardly. Puffing out their cheeks and squinting their eyes, they hint to us in a mysterious voice that it seems that documents were already ready for Makarenko and he was threatened with arrest. Well, the father of nations did not like anyone who could at least somehow think for themselves. So, in order to save him, his friends, the security officers, arranged for him to work in the future commune named after Dzerzhinsky. And you seem to us to be talking about moving forward, promising lines and all that kind of stuff.
From the perspective of today it is easy to explain everything that happened many years ago. And pedagogical theorists can cleverly turn any experience in the direction they need. Of course, there were probably some pitfalls and currents. And perhaps I had to leave under the wing of the security officers, not of my own free will. But is this exactly what is so important for us today? Let's better listen to how Anton Semenovich himself explains all this.
“Some kind of formidable crisis stood before my eyes in full force, and values ​​that were undoubted for me threatened to fly somewhere into the abyss, values ​​that were alive, living, connected, like a miracle, by the five-year work of the team, exceptional virtues that I even out of modesty hid I didn’t want it from myself.
I imagined the strength of the collective of colonists and suddenly understood what was going on. Well, of course, how could I think for so long! It's all about stopping. A stop in the life of the collective cannot be allowed.
I was delighted like a child: what a delight! What a wonderful, fascinating dialectic! The form of existence of a free human collective is movement forward, the form of death is stopping.”
I hear your thoughtful sigh and question: are we talking about different teams? After all, a class collective is still a collective with special specifics. I can't help but agree with you. But doesn't the model of a children's team in the classroom include such elements as style and tone, self-government, and a system of perspectives. Don’t we have written and unwritten norms and rules of life in our class team? Isn't it our job to help make them positive traditions?
I also agree that society has changed, new forms of organizing the collective life of children have appeared, and the children themselves have changed. And naturally, some theoretical provisions came into conflict with the new content and forms of the team’s work. But, it seems to me, it makes no sense to contrast today’s developments with existing pedagogical experience. On the contrary, it is necessary to turn to domestic pedagogical traditions, to long-existing technologies. Take from there all the good and useful things. So that, as in other areas, then you don’t have to scour the whole wide world.
After all, today’s conversation is not so much an appeal to the legacy of A.S. Makarenko, but directly to you. And such a question as: “Do we need Makarenko today!” - I don’t think it’s appropriate. I wanted you to ask yourself a completely different question: “Do I need Makarenko today?” Certainly? Is it possible to do not only without Makarenko, but is it possible to work with the team, without everything that he left us as a legacy? Or as he liked to say that “...he brought his system to the machine.” I am sure that you knew all this and listened to lectures, argued at seminars, and read a lot. And there are so many books written on this topic, each better than the other. Probably, the question naturally arises, why another one.
The fastest way is to convince you of the importance of the problem, make you think again and make your choice: “FOR” or “AGAINST”.
The choice is yours!..