A real teacher not only teaches, but also learns himself. And above all in children. And difficult children - strange, dysfunctional, out of the common rut - become teachers for him doubly.
It is these children who voluntarily or involuntarily challenge the teacher - and especially the class teacher. After all, he has to constantly rake and settle conflicts that flare up every now and then through the fault of one or another "outcast".
It is the outcast children who, more than others, remind the teacher what the meaning of individuality is. Each of them has its own world, its own logic of actions. Whether you like it or not, you can't improve relations without an individual approach. And so the lessons will be disrupted and in the classroom provoke either a boycott, or persecution, or laughter ...
So what are they, pariah children? Where do they come from? And is it possible to find a key to them, to understand their behavior and habits?
The hardest thing is probably to overcome your own prejudice. To distinguish between a troublesome class and an outwardly repulsive child is pain and misfortune.

Tatyana Alekseeva,
Candidate of Philology

boycott targets

Based on the work of the famous sociologist A. Speransky "The system of social roles in the student class"

Pupils can find a reason to boycott even where, it would seem, there is no reason for it visible reasons. In each class, the distribution of roles is inevitable. There is a role of a leader, but there is also a role of an outcast. And here it is no longer personal qualities that will determine whether there will be a boycott or not, but the features of the role.

ABOUT the relationship between the student and the teacher is quite formalized. And between the students themselves, relations are free and allow a wide range of options. Social roles in the classroom are distributed not only under the influence of the psychophysiological capabilities of students. The division into roles often occurs under the influence of the emotional sphere of the student class.
It is impossible to predict the distribution of students according to the system of social roles. But it is very important for the teacher to know the patterns of development of interpersonal relationships in the classroom.
as show sociological research, the formation of a system of social roles has a number of features.
1. The system of social roles is formed under the influence of the emotional sphere of the class.
2. The leadership position was formed from the very beginning, but is filled according to the principle of enumeration of applicants.
3. First of all, the outcast role is formed from social roles.
Each social role cannot exist separately. They arise in interconnection, as a single system.

THREE TYPES OF OUTRAGES

Every person, child, teenager experiences not only positive, but also negative emotions. If you do not take them outside the framework of their personality, they will begin to destroy it. Well, considering that a person is in a social environment, it is clear that, as a rule, he dumps his negative emotions on people who are constantly nearby. Gradually, negative emotions are concentrated on one or more persons. This is how the “image of the enemy” arises.
An outcast place is a certain point in the social space of a small group that concentrates negative emotions. Throughout its history, mankind has developed a large number of mechanisms that would make it possible to restrain the manifestation of negativism in the social space. Beating effigies, worshiping idols are just some of them. World religions - Christianity, Islam, Buddhism and Judaism - direct personal negativism into the sphere of self-improvement.
Adolescents, on the other hand, do not have the experience of regulating negative emotions in social terms, accumulated by the history of mankind. Therefore, they succumb to their mythical ideas about the class in which they study. In the student environment, myths about classmates are spreading quite quickly - both positive and negative. As a result, in the general mythical consciousness of the class, myths are created about some students, which cause negative emotions of their classmates towards them.
The reasons for this phenomenon may be different social characteristics of families, which differ sharply from the social qualities of the families of classmates, as well as physical disabilities of the student. Roughly speaking, outcasts can be divided into three types: outcast clown, outcast white crow and outcast antagonist. Let's consider successively all three types of the outcast position.

"Clown"

Outcast clown plays with the environment on the verge of a foul. By his behavior, he deliberately provokes ridicule. And, like a medieval jester, he reveals the boundaries and imperfections of the social structure in the classroom. This type of outcast requires a sufficiently developed intellect from the student. A clown student can put not only classmates in a difficult position, but also teachers working in this class. Not always such a student realizes himself as a "critic" of the social structure of the class. Even educators often do not realize this feature of the clown.
The clown does not take on a very large amount of negative emotions. Usually a teenager acting in this role is quite sensitive to the level of negative emotions addressed to him personally. When negativism in the class reaches a certain level, the teenager performs an act that, having caused the laughter of classmates, reduces the level of negativism.
This type of outcast can be supported by students who perfectly understand or feel the mechanism of social relations. But internally they try to isolate themselves from their surroundings.

"White crow"

The outcast of the "white crow" is caused by completely different reasons. An outcast of this type has serious ethical differences from the ethical foundations of classmates. As a rule, they are laid down by family upbringing. The reason for such differences may be that the student's family belongs to another ethnic group, to another social stratum, to another religion, etc.
A teenager becomes a "black sheep", in fact, for one reason - he cannot behave differently, unlike a "clown". But the logic of his behavior is incomprehensible to most.
Classmates of the "white crow" create a lot of mythical conjectures and fictions. They are distributed by students who are members of the leadership group. All conjectures are born because of the impossibility of the leader and the interpreter to explain the behavior of a classmate. But the leader cannot admit failure or his limitations. And the "white crow" becomes an outcast.

"Antagonist"

An outcast antagonist personifies the extreme degree of outcast. Such an outcast is based on the mutual rejection of the student and the class as a whole. Often, the most selfish students who are inclined to blame everyone around, and not to look for flaws in themselves, break down into the antagonistic degree of outcast.
The reasons for antagonistic outcasts are flaws in family upbringing. Realizing his rejection by his classmates, the outcast antagonist does not find anything better than to pay in kind. He justifies his actions by the shortcomings observed in the class. An outcast-antagonist builds his behavior according to the principle - I see a speck in someone else's eye, but I don't notice a log in my own.

Failed Leaders

Almost all outcasts, regardless of type, have one common flaw - the inability to think constructively. The critical attitude of any outcast is immediately visible when he enters the leadership position.
In principle, an outcast is a contender for leadership who was not followed by classmates, a loser leader who began to take revenge on his classmates. An outcast never sees his social environment as a whole, he cannot build a perspective that captivates the vast majority of his classmates.
He can only destroy what he does not agree with. The outcast is doomed to forever remain in opposition.

THREE TYPES OF PEDAGOGICAL INTERACTION

If the existence of three types of outcasts is recognized, then three types of pedagogical interaction with outcasts should also be recognized.
In building out his work with outcasts, the teacher needs to remember that the outcast is the wrong side of the emotional life of the student class. In practice, outcasts often turn into bullying of one or two students by the whole class. In the midst of bullying, many of the actions of students are committed in a state of passion and do not fit into universal standards.
The education system itself does not have mechanisms to counteract the formation of an outcast position. But on an individual level, it can be dealt with.
It is important for the class teacher, who sooner or later will face this problem, to be aware of a number of mistakes that are most common in the teaching environment.

Replay the "clown"

Clowning until recently was not considered by teachers as outcast behavior. But confirmation that clowning is part of an outcast can be the publicity of the clown's behavior. Attracting attention to himself, the clown, through his behavior, tries to draw attention to the social paradoxes he has noted in his class.
As the experience of observation shows, the student experiences his first clown actions on the teacher, putting him publicly in a non-standard situation. Unfortunately, not all teachers can effectively, with humor, adequately get out of this situation.
The teacher's attempt to give the actions of the "clown" a negative emotional assessment, to criticize or humiliate him, only strengthens his type of behavior. Pedagogical influence on a clown must be built on the principle of "knocking out a wedge with a wedge", putting such a student in a situation that is not standard for him.

Help the "white crow"

When dealing with an outcast black sheep, it is important to remember that this outcast's relationship with his classmates does not go beyond verbal aggression.
As a rule, aggression in relations between the "black sheep" and the class is one-sided, often on the part of the class. Students are simply afraid of their peers who have values ​​that are unlike their own. Most adolescents with a physical defect fall (albeit briefly) into the "white crows".
The need for a special relationship with a peer who has visible physical disabilities is understood by adolescents quite quickly. But the need for a special attitude towards their classmate, who has dissimilar socio-cultural values ​​(professing a different religion, etc.), is not immediately perceived by adolescents.
In general, the problem of the "white crow" is solved by verbal means. Therefore, debatable forms of pedagogical work are quite effective, helping students to correctly perceive the differences between them. Modern pedagogical practice has already learned for the most part to solve the problems of such outcasts, accustoming the class to live with a person unlike everyone else.

Rescue the "antagonist"

The outcast-antagonist not only does not actively perceive the class, but also provokes a negative attitude towards himself, reaching the point of aggressiveness.
The most common teacher mistake in this situation is trying to take sides. As a rule, he takes the side of the class, although there may be variations. This approach only makes things worse. The teacher, in fact, becomes an instrument of his students and loses his professional qualities.
If the teacher has sufficient authority and at the same time stands up for the outcast, then sometimes he can even lead him to leadership in the class. Then the former outcast begins to take revenge on his classmates, hiding behind the opinion and authority of the teacher.
Another approach is to transfer the outcast to another class. Of course, such a step removes the sharpness of the social conflict, but it has very significant flaws. With the departure of a student, a social place remains in the classroom, which another classmate will fall into.
The outcast himself, moving to another class, often again begins to provoke a negative attitude in his direction. Both the giving and receiving classes may experience serious difficulties associated with the situation of the appearance of a new outcast antagonist.
It is best to transfer this student temporarily (for 1–2 months) to home schooling in order to conduct social and pedagogical prevention with the class and the student.

What is the benefit to the child? And what can parents do to make the student feel comfortable in the team?

Quiet: I feel good alone!

Children with a rich inner world, introverts by nature, fall into this category. They don't need external confirmation that they are wonderful. They do not seek anyone's company, are independent, do well with written work, but do not like to answer at the blackboard. Not active in class because they are not interested. Sometimes they lack self-confidence.

Benefit. Quiet people do not need to communicate with the outside world, but they can focus on what is really interesting.

What is the danger? Closure and inability to build relationships with people in the future.

What can parents do? Help the child to be brighter, teach to show their strengths. It is very important that a quiet person has a friend: then he does not feel lonely and unhappy.

Podliza: closer to the strong

He really wants to be the first, but he lacks neither strength nor character. Therefore, he chooses a different path - to keep in touch with the leaders. Slickers are cowardly somewhere: they are afraid that they will be offended, so they behave in this way. They can sincerely admire the qualities of a bright and charismatic leader. But still, because they value the “warm” place next to it very much, they often act contrary to their own opinion: peace of mind is more precious than friendship.

Benefit. There is always protection, you can bask in the glory of those who are "cooler". In part, all the achievements of the leader are related to his less visible friend.

What is the danger? On the one hand, flexibility in relations with people, the ability to adapt to the interlocutor are useful qualities for communication. But on the other hand, the child in such a situation gets used to not having a personal opinion. This means that he will not be able to prove himself in a situation where leadership qualities are required from him. After all, he was always in the shadows, did not take the initiative, but carried out other people's orders. In addition, there is a risk that a child who has learned the science of toadying from childhood will, in the future, achieve his goal not by deeds, but by flattery and lies. And this is very sad, because in adulthood a licker is a typical manipulator.

What can parents do? To teach a son or daughter to take responsibility, to show that he is valuable in himself, without a “strong” environment behind him. Often suckers grow up in families where parents are too strict: they learn to lie for the sake of salvation.

Snake: I'm the only good one!

Sneakers can't earn respect with deeds. He chooses a different path: to humiliate a classmate and at his expense to rise himself. The reasons for this behavior, as a rule, are rooted deep in the family. Parents of sneaks, having not achieved much in life, assert themselves by humiliating the child, and he behaves in the same way. Weakness of character also contributes to such behavior.

Benefit. The illusion of the importance of one's own person, respect and honor.

What is the danger? The life position “I am good, and everyone around is bad” is formed. Adult sneaks denigrate everyone around, they will not say a kind word about anyone.

What can parents do? Stop humiliating the child at home, punish only deservedly. Stop telling bad things about other people in the presence of children, try to treat yourself and others objectively. Explain to the child that every person has many good traits - they need to be paid attention to.

In this lesson, we will try to determine who we are in society, how people around us can perceive us, how the process of distributing social roles and the emergence of statuses in a particular person takes place.

Theme: Social sphere

Lesson: Social roles and statuses

If you try to describe in words who you are, you get the following: you are an eighth grade student, a boy or a girl. You are an athlete and, for example, play football or swim. Are you a son or daughter, grandson or granddaughter. Are citizens of Russia. This chain by analogy is already clear. For yourself, you can define a huge series of statuses, because each of the statuses we have listed implies some information and a certain pattern of behavior, certain actions and certain expectations in relation to you.

Many of you probably love movies. At least each of you has seen at least one movie. All of them feature actors. And the question arises why the same person in different films can so easily transform into different people. In one film, he plays a positive character, in another - a negative one, and in the third film he is generally a neutral character, playing an episodic role, just showing himself, but from a completely different side.

Rice. 1. Yevgeny Leonov as Yegor Zaletaev in the film Don't Cry! ()

Rice. 2. Evgeny Leonov as "Associate Professor" Bely in the film "Gentlemen of Fortune" ()

Rice. 3. Evgeny Leonov as the King in the film "An Ordinary Miracle" ()

In theatrical art, it is believed that the ideal actor will be the person who is deprived of an independent personality. Such a person does not have his own views on life, he does not associate himself among the people around him. This person takes a work or script, reads about a character, draws himself into that image, runs it through himself, and then plays out that person's life. And then the effect of absolute perception is obtained, the viewer believes this character, worries about him, empathizes with him, cries and laughs with him, and even begins to believe in his reality. But it's just a game. This, on the one hand, is the happiness of a professional actor. On the other hand, the misfortune lies in the fact that a person deprived of personality, individuality, is, in fact, nobody.

In fact, all people play. The whole world is theater. The problem of a person is that he needs to determine for himself some kind of role and social status, which he will have to carry all his life, and not for an hour and a half of a film or a three hour performance. That is why a person's choice in life must be wise. In our life, the issues of self-identification and the search for the meaning of life are the most important.

A small group of students is a class. This is a formal group, since a class is a formal division. Accordingly, within the framework of this formal division, we grade students according to their social status. That is, there is the status of excellent students, who are sometimes unfairly called nerds; there is the status of losers, unfairly called a swamp. But life is good because any social status can be changed. It is good to be an excellent student: this means that the student knows a lot and is very hardworking. If a student, by the will of fate or because of his laziness, fell into the camp of a swamp, then he can overcome this social status, rise, because a person has the tools to do this.

There is a wide range of statuses: prescribed, attainable, mixed, personal, professional, economic, political, demographic, religious, and consanguineous, which fall into a variety of basic statuses.

In addition to them, there are a huge number of episodic, non-main statuses. These are the statuses of a pedestrian, a passer-by, a patient, a witness, a participant in a demonstration, a strike or a crowd, a reader, a listener, a TV viewer, etc. As a rule, these are temporary states. The rights and obligations of holders of such statuses are often not registered in any way. They are generally difficult to determine, say, in a passerby. But they are, although they affect not the main, but the secondary features of behavior, thinking and feeling. So, the status of a professor determines a lot in life. this person. And his temporary status of a passer-by or a patient, of course, is not. So the person has main(determining its vital activity) and minor(affecting the details of behavior) statuses. The first are significantly different from the second.

People have many statuses and belong to many social groups, the prestige of which in society is not the same: businessmen are valued more than plumbers or laborers; men have more social "weight" than women; belonging to a titular ethnic group in a state is not the same as belonging to a national minority, etc.

Over time, public opinion is developed, transmitted, supported, but, as a rule, no documents register a hierarchy of statuses and social groups, where some are valued and respected more than others.

A place in such an invisible hierarchy is called rank, which can be high, medium, or low. Hierarchy can exist between groups within the same society (intergroup) and between individuals within the same group (intragroup). And the place of a person in them is also expressed by the term "rank".

The mismatch of statuses causes a contradiction in the intergroup and intragroup hierarchy, which arises under two circumstances:

When an individual occupies a high rank in one group, and a low rank in the second;

When the rights and obligations of one person's status conflict with or interfere with the rights and obligations of another.

A highly paid official (high professional rank) will most likely also have a high family rank as a person who ensures the family's material well-being. But it does not automatically follow from this that he will have high ranks in other groups - among friends, relatives, colleagues.

Although statuses enter into social relations not directly, but only indirectly (through their carriers), they mainly determine the content and nature of social relations.

A person looks at the world and treats other people in accordance with his status. The poor despise the rich, and the rich despise the poor. Dog owners do not understand people who love cleanliness and order on lawns. A professional investigator, albeit unconsciously, divides people into potential criminals, law-abiding and witnesses. A Russian is more likely to show solidarity with a Russian than with a Jew or a Tatar, and vice versa.

Political, religious, demographic, economic, professional statuses of a person determine the intensity, duration, direction and content of people's social relations.

Society always invests certain expectations in a particular social status. All people somehow position themselves in life. If we return to the example of an excellent student, then he studies well, gets high grades, and does all his homework. In fact, there is an excellent student who gets only fives, and there is a person who positions himself as an excellent student, that is, as a person with a wide range of knowledge.

Sometimes a student may not get all fives in a quarter or a semester, but the attitude towards him after that will not change, because he has already determined a social role for himself. That is social role differs from social status in that the role is the expectations of others from the social status that a person has reached. The main characteristics of the social role are highlighted by the American sociologist Talcott Parsons. He suggested the following four characteristics of any role.

a) Scale. Some roles may be strictly limited, while others may be blurred.

b) According to the method of obtaining. Roles are divided into prescribed and conquered (they are also called achieved).

c) According to the degree of formalization. Activities can proceed both within strictly established limits, and arbitrarily.

e) By type of motivation. The motivation can be personal profit, public good, etc.

The scale of the role depends on the range of interpersonal relationships. The larger the range, the larger the scale. So, for example, the social roles of spouses have a very large scale, since a wide range of relationships is established between husband and wife. On the one hand, these are interpersonal relationships based on a variety of feelings and emotions; on the other hand, relations are regulated by normative acts and in a certain sense are formal. The participants in this social interaction are interested in the most diverse aspects of each other's lives, their relationships are practically unlimited. In other cases, when the relationship is strictly defined by social roles (for example, the relationship of the seller and the buyer), the interaction can be carried out only on a specific occasion (in this case, purchases). Here the scope of the role is reduced to a narrow range of specific issues and is small.

How a role is acquired depends on how unavoidable the role is for the person. So, the roles of a young man, an old man, a man, a woman are automatically determined by the age and sex of a person and do not require much effort to acquire them. There can only be a problem of matching one's role, which already exists as a given. Other roles are achieved or even won in the course of a person's life and as a result of purposeful special efforts. For example, the role of a student, researcher, professor, etc. These are almost all roles associated with the profession and any achievements of a person.

Formalization as a descriptive characteristic of a social role is determined by the specifics of interpersonal relations of the bearer of this role. Some roles involve the establishment of only formal relations between people with strict regulation of the rules of conduct; others, on the contrary, are only informal; still others may combine both formal and informal relationships. Obviously, the relationship of a traffic police representative with a violator of traffic rules should be determined by formal rules, and relationships between loved ones should be determined by feelings. Formal relationships are often accompanied by informal ones, in which emotionality is manifested, because a person, perceiving and evaluating another, shows sympathy or antipathy towards him. This happens when people interact for a while and the relationship becomes relatively stable.

Motivation depends on the needs and motives of a person. Different roles are due to different motives. Parents, caring for the welfare of their child, are guided, first of all, by a feeling of love and care; the leader works in the name of the cause, etc.

The most striking and typical social roles and statuses are the following:

1. Social roles and statuses determined by age. With age comes the formation of a person, his awareness of himself in the world around him, his changes in relation to others. The age ladder leaves a very significant imprint on the social status that a person carries in himself.

Rice. 5. Representatives of three generations ()

On the other hand, a person realizes himself in the world around him, in accordance with this status and the corresponding social role. The child is expected to act in accordance with his social role: he is a son, a student, a football player, for example. And he lives according to his social experience: if he goes to a football match with adults, he can lose. But it will be a good lesson for the future, because the child will see how to play better and will accumulate experience. But when a loss happens to an older, more experienced player, it is perceived quite differently in terms of what the emotional effect is. It turns out that age gradation is a very important point in determining the social role and status of a person.

2. Another type of social gradation is determined by gender. If a person was born a boy, then from childhood he is taught to be a man: he is given not dolls, but cars, soldiers, a designer, that is, the so-called "men's gifts". The boy must grow up as a male protector, a male earner of family well-being in the future.

The same is true for a girl, but in this case there is a slightly different gradation. The girl is the future mother, the keeper of the hearth and, accordingly, she is given gifts that will help her successfully fulfill her social role in the future.

Prescribed and achieved statuses are fundamentally different, but they interact and complement each other. For example, it is much easier for a man to achieve the status of president or head of a firm than for a woman. One can argue about different possibilities for achieving high statuses by the son of a major leader, on the one hand, and the son of a peasant, on the other. The basic social position of the subject in society is partly prescribed, and partly achieved with the help of the abilities and aspirations of the subject himself. In many respects, the boundary between prescribed and achieved statuses is arbitrary, but their conceptual separation is necessary for study and management.

Since each person has a wide range of statuses, it means that he also has a lot of roles corresponding to this or that status. Therefore, in real life often arise role conflicts. In the very general view two types of such conflicts can be distinguished: between roles or within the same role, when it includes incompatible, conflicting responsibilities of the individual. Social experience shows that only a few roles are free from internal tensions and conflicts, which can lead to refusal to fulfill role obligations, to psychological stress. There are several types of defense mechanisms by which role tension can be reduced. These include:

- "rationalization of roles", when a person unconsciously looks for the negative aspects of a desired but unattainable role in order to calm himself;

- "separation of roles" - involves a temporary withdrawal from life, turning off unwanted roles from the consciousness of the individual;

- "regulation of roles" - is a conscious, deliberate release from responsibility for the performance of a particular role.

Thus, in modern society each individual uses the mechanisms of unconscious defense and conscious connection of social structures in order to avoid the negative consequences of role conflicts.

Even if we are aware of ourselves as people playing a particular social role, we understand what our social status is at certain periods of life, the search for ourselves remains the main thing in life.

In the next lesson, we will talk about nations and ethnic groups, we will study the term "interethnic relations", how they arise and develop. This lesson is important and will be useful for the subsequent study of the course of social studies.

Bibliography

1. Kravchenko A.I. Social science 8. - M.: Russian word.

2. Nikitin A.F. Social science 8. - M .: Bustard.

3. Bogolyubov L.N., Gorodetskaya N.I., Ivanova L.F. / Ed. Bogolyubova L.N., Ivanova L.F. Social science 8. - M.: Enlightenment.

Homework

1. What is the difference between social role and social status?

2. Give examples of social hierarchy.

3. * What social roles do you personally play? What statuses do you have? Express your thoughts in the form of an essay.

An exemplary lyceum and a correctional school differ little when it comes to the distribution of social roles. No matter how friendly the class is, no matter how good the class teacher is, there are always strong and weak among the students, C grade students and louts, teachers' favorites and individualists. We will figure out whether it is worth worrying about this stratification, whether it is possible to change the image of a child in the eyes of peers and how to learn how to use it correctly.

Why the roles are not equal

Frenchman Didier Desor twenty years ago published the results of an experiment on rats that determines social roles in a team. Six furry pets were placed in a cage with a pond, and the food was placed in the part that is separated by water. After some time, the group split up: two rats simply waited for the other three to return with food and took it away, and another individualist fought off the attacks of the aggressors, swam for food himself and ate it himself. And this happened every time, even if there were ten times more rats. Listening to children's stories about the distribution of social roles at school, you begin to understand the meaning of the experiment conducted on rats.

The situation is exacerbated by inequality in society. To equalize the social status of parents, a school uniform is introduced, which should blur the line between rich and poor. But this does not change the situation. Children strive to stand out, if not with clothes, then with trendy stationery, shoes, backpacks, and even expensive jewelry. Therefore, the class will almost certainly form an elite and those who do not belong to it.

Parents often think that a child falls into one or another group precisely because of the financial condition of the family, but in fact, the characteristics of his personality and character are much more influential. Self-confident, calm and independent, if you recall the experience with rats, he is more likely to become an individualist than bend under others or himself will oppress someone. And the more different characters, the more complex the school hierarchy, the more diverse the distribution of roles.

Each classroom is a real externally organized social group. Small groups are characterized by varying degrees of social maturity. The lowest degree of maturity is the contacts of people in the same group for the sake of communication, pastime in connection with the same interests. Such groups are called diffuse. For example, the guys who gathered in the yard to play football represent such groups. Groups of schoolchildren gathered by a teacher to participate in a district Olympiad can also be diffuse. Such a combined team consists of schoolchildren who may not know each other. Any newly formed class is a diffuse group, therefore, from the 1st class, the process of its transformation into a collective begins. An intermediate stage along this path may be the emergence corporations, i.e., such a group, the members of which have a consciousness of group belonging, as a result of which each student in the class can say about the other: "This is one of us." However, in the group of this level of social maturity, schoolchildren are dominated by individual goals and aspirations, sometimes contradicting the general group goal. This is especially pronounced in sports teams, where some students want to stand out during the game, even to the detriment of the actions of the whole team. The team in this case is considered by such schoolchildren only as necessary condition achieving personal, sometimes selfish, goals.

The highest form of social maturity of a group is team. The group becomes purpose of activity which not only one for all, but also public benefit. The team is characterized common values, on the basis of them, an understanding of the generality develops and a public opinion, with the help of which pressure is exerted on individual members of the team. A student, as a rule, is a member of several communities of people at once - groups and collectives. First of all - he is a member of his family, then - he is a member of the class, school. In the courtyard, he is a member of an informal group - a company of guys united by common goals of spending leisure time. In each of these groups, the student enters into certain relationships with other participants, is exposed to various, and sometimes opposite influences. These groups in social psychology are called membership groups.

The teacher judges the relationship between children on the basis of observing their behavior, by their actions, statements, joint games, etc. In other words, in his mind he reflects the external side of interpersonal interaction - direct communication. Sociometry reveals the inner basis of these contacts - interpersonal preference.

Depending on the goals and nature of the interaction of the participants in the microgroup, they can have both a positive and a negative orientation. This circumstance, as well as the presence or absence of antagonism between microgroups, determines the attitude of the teacher towards them. If these micro-groups have a sound basis and direction, are formed on the basis of collectivist aspirations, then the teacher should rely on them in his work: these groups can help to unite the class, to turn it into a team.

The social status of schoolchildren in the classroom. Interpersonal relationships, likes and dislikes. Relations in the classroom between students are formalized and non-formalized. formalized Relationships include business relationships that are shown in the learning process, and management relationships that develop between schoolchildren who perform the function of leadership and other students (for example, between the head of the class and his classmates). Unformalized relations reflect sympathy or antipathy, friendship or enmity, i.e. the emotional side of class life. Usually in the classroom, one can observe several types of interpersonal relationships among schoolchildren: friendship, sympathy, neutral relations, antipathy, etc. These relationships arise on the basis of each other's assessment of personal and business qualities, on the basis of the student's belonging to a certain microgroup and the assessment of this group, even on the basis of the achievements of the student's parents in a particular field of activity.

Sympathy- an internal disposition towards someone. The most attractive qualities that largely determine mutual sympathy are responsiveness, goodwill, sincerity, and loyalty to the word. Positive and negative assessments of each other by children may depend on belonging to one or another gender. Preschoolers already choose a partner for various activities, taking into account gender differences: most often boys choose boys, and girls choose girls. Many studies have shown that children rate members of their own sex higher than members of the opposite sex.

Leaders and Rejected. A clear distribution of roles and statuses, inequality of positions is an indispensable law of the existence of any group. Even in twins, i.e. people who are absolutely identical in their biological properties, there is a division of roles and leaders and followers stand out. Some children are popular among their peers (according to the results of sociometry, i.e. they can be formal leaders), others are not, and others generally fall into the category of “rejected”. This is evident already in kindergarten. A student who is popular in the class can also become an informal leader if he has certain organizational qualities. The teacher's attitude towards him should be determined by the following circumstances: firstly, one should take into account what the leader's orientation is, what goals and aspirations he asserts in the group; secondly, what objectively contributes to its activity - the unity or disintegration of the team; thirdly, by what methods does he assert his authority; fourthly, how he relates to the teacher and his activities. All this the teacher must take into account before making an attempt to rely on the leader in guiding the behavior of the class. However, finding out these circumstances is not always easy, since leadership is often hidden: the leader prefers to remain in the shadows; he performs his "conducting" function imperceptibly, with the help of figureheads, especially if it is directed against the teacher.

If the leader is distinguished by a positive, social orientation, has a beneficial effect on the group, then the teacher should involve him as his assistant. In many cases, the trust placed by the teacher in such a student helps to transform him from a mischievous, violator of discipline, if he was such, into a faithful assistant in the struggle for the discipline of the class as a whole.

If the teacher failed to win over the informal leader, and he disrupts the work of the team, then the task of the teacher is to discredit him in the eyes of his supporters. To do this, it is necessary to emphasize his negative features, to show the negative role for the class of his actions, to give the students the opportunity to feel the humiliation of their position in subordinating this leader. Then the halo that hid his shortcomings from schoolchildren will disappear, and in the end, his very bad influence will also disappear. However, this must be done carefully and tactfully, since adolescents have a very negative attitude towards the intervention of adults in the sphere of their friendly relations. Violent attempts to break off relations in the group, ridicule and humiliation of the leader usually lead to the opposite result: internally protesting against the rude intrusion of the teacher, schoolchildren rally around the leader even more. To debunk, you can put the leader in such conditions in which he must show courage, courage, kindness, integrity - qualities that are most appreciated by teenagers and which may not be sufficiently expressed in this leader. So, for example, one teacher acted during a tourist trip for schoolchildren. The "negative" leader had to return to the place of the daytime halt for the "forgotten" bowler hat. It happened late in the evening in the forest. A coward, this schoolboy sat all night in the bushes near the nightly halt of tourists, and in the morning began to tell that he walked for a long time and did not find a bowler hat. The deception was exposed as the teacher sat by the fire and heard the leader walking nearby. As a result, his leadership authority was shaken. A debunked leader cannot, however, be isolated from the collective. On the contrary, we must try to attract him to common affairs team, open before him the prospect of regaining leadership positions, but on a collective basis. This is also important because the former leader often painfully experiences a change in his status in the class and strives with all his might to maintain his authority, and in case of failure, he can completely break away from the team and fall under the influence of people with morally alien attitudes to society.

Teachers deserve special attention and another category of schoolchildren - rejected. The reasons why they are denied friendship can be different: because of their obvious disregard for the interests of the team, their spoiledness and selfishness, secrecy, isolation, unsociableness. They do not want to work with such schoolchildren, take them into a team game. Yes, and they themselves keep aloof, often mentally depressed. This reinforces existing personality traits and leads to the emergence of new negative traits.

Observations and some studies show that the student emotionally experiences his relationships with others, his position in the peer group. Dissatisfaction in communicating with classmates also affects the child's behavior, affects academic performance, and sometimes pushes them to antisocial acts.