home Audience 2 Plan for the first parent meeting. Sample plan for holding a parent meeting “My child is getting older”

Plan for the first parent meeting. Sample plan for holding a parent meeting “My child is getting older”

BAYANDAMA

Takyryba: “Rukhani-adamgershilik bilim take udarisindegi otbas men mekteptin arekettestigi”

REPORT

Topic: “Interaction between school and family in the process of spiritual and moral education”

“The child is the mirror of the family; Just as the sun is reflected in a drop of water, so the moral purity of the mother and father is reflected in the children.”

V. A. Sukhomlinsky.

In all centuries, people valued morality and good manners. The socio-economic transformations taking place in modern society make us think about the future of Kazakhstan and its youth.

The general education school is faced with the task of preparing a responsible citizen who is capable of independently assessing what is happening and building his activities in accordance with the interests of the people around him.

“Self-knowledge” is one of the practical answers to the emerging need to search for new approaches to the development of a child’s personality, to his moral and spiritual education.

The subject “Self-Knowledge” is aimed at teaching children and youth moral values, developing constructive communication skills, self-discovery of personal potential, and everyone’s search and discovery of themselves in the multifaceted world of human interactions.

And this work must begin from primary school age, since it is at this time that the active accumulation of moral experience occurs, moral self-determination and the formation of self-awareness begin.

At our school, we found ideal allies in the parents of our students. After all, it is the family that is for the child the world where he lives, learns to love and rejoice, sympathize and worry, learns the ability to live among people, comprehends the basics of good and evil.

A child, first of all, must recognize himself as a member of the family, an integral part of his small homeland, then, a citizen of Kazakhstan and only then an inhabitant of planet Earth. Therefore, feedback is certainly necessary, that is, working with the family. The very problem of cooperation between school and parents is not new; today it requires a creative approach. The content of the Self-Discovery curriculum encourages close collaboration with the family. We carry out this joint activity through individual conversations, holidays, homework, open classes, and parent meetings.

Remembering the importance of family education, we try to involve parents in participating in the educational process. And a very important role in this direction is played by the textbook “Self-Knowledge”, the educational and methodological complex for it, intended for joint homework with parents.

Despite the fact that “Self-Knowledge” has only been used in Kazakh schools for only the second year, we realized that to implement this program we need not just the help of parents, but their direct participation in classes. We started with general individual consultations with questionnaires on the problem. Here we took into account the fact that parents are most interested in the development of their child, and they are able to effectively engage in the educational process if they see a way to practically apply the acquired knowledge. We also needed close cooperation with parents in order to receive feedback. During the first conversations with parents and during the survey process, we found out that they lack practical knowledge in raising and communicating with their children. We started getting parents to attend these classes because I? In this case, it was easier for them to complete their homework. Considering that modern parents are very busy, we have introduced some forms of correspondence communication into our practice, for example, “Recommendations of the month.” To do this, we select sayings, quotes about life, about education. We post the selected quotes on special information boards for parents, so they are remembered, imprinted in the mind and later used in practice.

When planning our work with parents, we try to give them the opportunity to understand that they themselves must be what they want their children to be, that children must be taught by the example of their lives.

Using material from the educational and methodological complex, we draw up scenarios for family holidays. Such joint holidays contribute to the spiritual renewal of adults and children, thereby turning into holidays of Love and Goodness, sun and light, joy for everyone. In addition, any joint activity brings parents and children closer, teaches mutual understanding, trust, and makes them real partners. As a result of such joint holidays, parents learn to understand and feel the soul of the child. Our teachers and parents really liked the themed weeks of the decade of self-knowledge held at school, various competitions and exhibitions, joint sports and entertainment events, and health days. And the result of working with parents immediately becomes obvious: they are the most active participants in all school events.

To conduct parent lectures and round table meetings with parents, we also use parables and video recordings of fragments of lessons on self-knowledge, where children reason and express their opinions on questions or problems. At such moments, parents rediscover their children, see them from an unexpected side. Very often it is difficult for them to hold back tears, and some are forced to think about this or that statement of their child.

In the opinions of children, according to parents, new, broader concepts of goodness, love, joy, respect, and friendship appeared. At the same time, 84% of parents note that their children have changed significantly for the better, especially in their relationships with those close to them and those around them.

As a survey of children shows, they really like the lessons of self-knowledge. Here is the feedback we receive: “I am growing up with my children and learning to be more tolerant and kinder in all situations.” We are sincerely pleased with this pedagogy of cooperation between family and school. Experienced work in our school shows the need for this unity. If a person is taught goodness, the result will be goodness. You just need to teach constantly, demandingly, persistently, taking into account the individual age characteristics of children.

We are confident that our students will become highly moral individuals: polite, attentive to other people, and taught to be careful when working.

BAYANDAMA

Takyryba: “12 zhildyk bilimge koshu zhagdayyndagy bastauysh sons okushylarynyn belim money aser take”

Topic: “The influence of the learning process on the level of development of junior schoolchildren in 12-year education”

The influence of the learning process on the level of development of junior schoolchildren in the context of the transition to 12-year education.

A modern school requires radical changes that allow students to adapt to a dynamically changing world, to realize themselves creatively in their personal lives and in the future. professional activity.

The transition to a 12-year education is, in essence, a reform of the entire national education system, offering “the formation and development of a highly educated creative personality, capable of living in a dynamically developing environment, ready for self-development, self-expression and maximum self-realization both in their own interests and in the interests of society (“Concept of 12-year secondary general education in the Republic of Kazakhstan”).

Development of thinking.

By the time a 6-7 year old child enters school, visual-effective thinking should already be formed, which is visual-figurative thinking, which forms the basis for successful learning in primary school. In addition, children of this age should have elements of logical thinking. Thus, at this age stage, the child develops different types of thinking that contribute to the successful mastery of the curriculum.

What is formed visual-effective thinking? A child with a high level of development of visual-effective thinking copes well with any type of productive activity that requires the ability to work according to a visual model, the ability to correlate the sizes and shapes of objects (construction blocks, mechanical parts) to solve a given problem.

Visual-figurative thinking is characterized by the ability to solve a problem primarily in terms of representation and only then - on a specific subject basis.

Logical thinking presupposes that the child has the ability to perform basic logical operations: generalization, analysis, comparison, classification.

The visually effective is formed in preschool age in the process of mastering play activities, which must be organized in a certain way and proceed under the control and with the special participation of an adult. Only the full development of a preschooler ensures the formation of the necessary level of visual and effective thinking.

Children come to school with different levels of general psychological development, therefore, for various reasons, they may not only lack the rudiments of logical or visual thinking, but also have underdeveloped visual-effective thinking, the formation of which should normally be completed by the time they enter school .

What to do if the child still has not developed visual thinking? The most effective way of its development is object-tool activity, which is most fully embodied in the activity of design. Therefore, it is desirable that in each group, each class there is a set of a wide variety of construction sets (plastic, metal, wooden, etc.)

The following types of tasks contribute to the development of visual and figurative thinking: the above-described work with constructors, but not according to a visual model, but according to verbal instructions, as well as according to the child’s own plan, when he must first come up with a design object, and then independently implement it.

The development of this same type of thinking is achieved by including children in a variety of role-playing and director's games, in which the child himself comes up with a plot and independently embodies it.

You can offer a whole range of developmental tasks that are always very well received by children and contribute to the development of thinking in general.

These include: all kinds of puzzles, various types of tasks with sticks or matches (lay out a figure from a certain number of matches, move one of them in order to get another image: connect several points of one line without lifting your hand).

Exercises with matches will also help develop spatial thinking. For this purpose, in addition to those listed, you can also use the simplest tasks with paper and scissors, conventionally called “One Cut.”

Along with this, you can use puzzle games that allow you to comprehensively develop the thinking function by complicating the task conditions.

In any case, all aspects of the child’s personal developments should not be left without attention, and parents should be given full consultation on the issues that arose as a result of the examination.

Primary school age is very vulnerable, because it is at this age that basic habits and rules of behavior are formed. It’s not for nothing that people say, “When you sow a habit, you reap a character.”

Sample plan for holding a parent meeting

"My baby is getting older."

Mini lecture.

One of the main prerequisites for the healthy mental development of a child is that he grows up in an emotionally warm and stable environment.

For a long time, there were debates among specialists - scientists and teachers - who is more responsible for the moral world of children - family or school? Finally, the majority came to the right conclusion - without removing responsibility from the school, more demands must be made on the family, because It is here that the foundation of a person’s moral values, orientations and beliefs is laid.

The importance of family education is undeniable. No one has more influence on children than father and mother.

To effectively raise a child in a family, it is necessary to comply with the mechanisms of family pedagogy.

According to teachers of mechanisms in family pedagogy

First of all, reinforcement is used, encouraging the child for correct actions and typically punishing and reproaching him for incorrect ones, you gradually introduce a system of norms, rules, and concepts into the child’s consciousness. They must be realized and perceived by the child, and become his need.

The second mechanism is identification (identification) of oneself with loved ones, which the child respects, adores, and strives to be like them. It is important that this mechanism is often based on love for parents, and in the name of this love, the child strives to be good in everything.

The third mechanism is understanding.

Its meaning boils down to the fact that, knowing well and feeling the inner world of a child, the range of his motives and motives, immediately responding to his needs and problems, you can actively influence his actions.

Parent ring.

Target: studying the point of view of parents in solving problematic situations related to raising children in the family.

Discuss together various educational situations and ways to resolve conflict situations in students’ families.

To develop among parents an interest in jointly discussing problems that arise in the upbringing of students.

Ring progress.

Explanation of the theme of the ring and its objectives. Reaching all parents in the room and working with them.

Divide parents into 3 groups of 6 people (table, chairs, sheets of paper, markers). Parents discuss the proposed situation and choose a speaker who presents the group's response.

Situation one.“What to do if...” Recently, the child has changed a lot, communicates little with loved ones, is silent, sits for a long time thinking about something. Not all parents' questions are answered evasively or avoided altogether. Parents tend to think that the child is suffering, but hides the reasons. What to do in such a situation?

Consider the psychologist's answer.

Situation two. At the end of the school term, you received your child’s diary and see that the result of the learning is very, very successful. You are happy, praising your child for his achievements, but after a couple of days you are invited to school for a serious conversation, and there you find out that your son or daughter corrected the grades in the diary and signed for the class teacher. The results of the study are bad and your child deceived you?

Consider the psychologist's answer.

Situation three. The child has grown up, increasingly tries to sneak out of the house and lingers further and further somewhere. He still does everything, but you feel that he lives his own life, which is more interesting to him. You are suffering, but don't know what to do...

Consider the psychologist's answer.

Situation four.“What to do if...” You don’t recognize your child. He became rudely aggressive, and sometimes even cruel. Strangers talk about this, you observe the manifestation of such qualities yourself, sometimes it even breaks through to you.

(Backup option)

Consider the psychologist's answer.

During the period when parents are engaged in the task: psychologist reads recommendations.

Creating a favorable family atmosphere.

Remember: how the parents wake up the child determines his psychological mood for the whole day.

If parents have the opportunity to go to school with their child, do not miss it. A common road is joint communication of unobtrusive advice.

Learn to greet children after school. Don’t be the first to ask the question: “What grades did you get today?”

It’s better to ask a neutral question: “What was interesting at school?”, “What did you do today?”, “How were things at school?”

Rejoice in your child's success. Don't get annoyed at the moment of his temporary failures.

Listen patiently and with interest to your child's stories about events in his life.

The child must feel that he is loved.

How often do you tell your children...

I'm busy right now)...

Look what you've done!

This is not how it should be done...

Wrong!

When will you learn?

How many times have I told you!

No! I can't!

You'll drive me crazy!

What would you do without me?!

You're always getting into everything!

Go away from me!

Stand in the corner!

All these “words” are firmly hooked in the child’s subconscious, and then don’t be surprised if the child moves away from you, becomes secretive, lazy, and unsure of himself.

These words caress the soul of a child...

You're the most loved one!

You can do a lot!

What would we do without you?!
Come to me!
Sit down with us!
I'll help you...
I rejoice at your success!
No matter what happens, your home is your fortress.
Tell me what's wrong with you

“My child is becoming an adult...”

How much human happiness has been shattered

to pieces just because

that someone didn’t say “Sorry” to someone?

I.D. Wilde.

Meeting objectives:

Introduce parents to the reasons that stimulate children's bad behavior.

To form among parents a culture of acceptance of difficulties associated with problems in raising their child.

Develop the skills of finding a way out in difficult situations of communicating with such children. Form of implementation: discussion club.

Questions for discussion.

Preparatory work for the meeting:

Testing students.

Questionnaire for parents.

Preparation of a parable for analysis by parents and recommendations for raising a difficult child.

Progress of the meeting.

Opening speech by the class teacher.

The reason for holding our meeting was observations of students in our class and other classes, not only in lessons, but also during breaks, in informal communication with each other and you, the parents. Many parents and grandparents, speaking about their own child or grandchild, most often use the following phrase: “I can’t get along with him. He started smoking, hangs out with big guys. It’s difficult with him.” The problem of childhood difficulties has become younger and it is necessary to talk about it already in elementary school in order to determine whether he has really become difficult or has matured. Or maybe he looks at the events and people who are next to him with real eyes? Or maybe he tells us, adults, the truth about ourselves, about our relationships? Observations and research materials of many psychologists working with difficult children indicate that a difficult child is often a child with a high level of intelligence and a heightened sense of justice. If they get out of control, it is very difficult to deal with them.

But first, let's try to determine who he is - a difficult child?

Parents identify the signs of a difficult child, and the class teacher writes these signs on the board. For example, a difficult child knows no limits in anything; disrupts daily routine; spoils household property; mocks young and old; bullies and fights with other children; interferes with conducting lessons, etc.

And so, we have defined a portrait of the child’s difficulties.

Let's all think together about the reasons for the appearance of difficult children. To make it easier for you to determine these reasons, I would like to provide materials for testing your children on this problem.

2. Test analysis.

Discussion.

The reason for children's uncontrollability.

Fight for parents' attention.

The struggle for self-affirmation.

Thirst for revenge on the world around us, on adults.

Lack of faith in your success.

Analysis of the parable.

Different people lived in the same community. They were united by the desire for self-improvement. The community was led by a wise mentor. One day he needed to leave for a long period of time. In his place, he left his deputy, a sweet and pretty woman, to lead the community. When leaving, he gathered the entire community and, in front of everyone, handed the woman a notebook, in which he asked to record all the actions of the community members, regardless of their significance. While he was away, the main disturber of the community's peace was the only boy who lived in it. The deputy had the fewest violations.

After returning from the trip, the community leader called a meeting. At the meeting, he announced that he wanted to distribute rewards for behavior to members of the community during his absence. He was the first to call the boy over and handed him such a wad of money that everyone was dumbfounded. He also gave bonuses to others, but they were much smaller than the one the boy received.

His deputy received the least. At this point the meeting ended and everyone, perplexed, dispersed.

Only the boy did not want to put up with this state of affairs. He was eager to find out why he received undeserved money.

He came to his mentor with this question. "The money is yours.

You earned them. Without conflicts, my friend, no internal development is possible. The conflicts that you were the cause of most often cannot be organized on purpose. Unlike others, you behaved naturally, without looking back at the notebook that I gave to my deputy. And it costs a lot."

The boy turned and left, understanding little. Already after him, but as if for himself, the teacher said: “This story is not an indulgence for a bully. It is for those who see the need for condemnation and punishment behind any action. It is for all of us, standing together. First of all, it is important not for those who are being educated, but for those who are educating."

Summary of the meeting.

Psychologist G. Dosmukhanova

(Early age)

Parent meeting form- conversation, discussion.

Target:

1. Compile as complete a picture as possible of the individual characteristics of each child.

2. Parents get to know each other and with preschool teachers.

3. Creating an emotionally positive attitude towards working together, removing barriers to communication and moving to open, trusting relationships.

Motivation:

Announcement-invitation.

“Education is a job that certainly

should be fun."

A.S. Makarenko

Dear parents!

We want the time your child spends in our preschool to be joyful and happy!

We invite you.../.../... to a meeting with teachers and each other, where we will talk about each child and the characteristics of early childhood.

In a programme:

1. Opening speech by the manager.

2. A tour of the group with an accompanying speech by the teacher.

3. You will learn a lot of interesting things about the uniqueness of your children.

4. Get answers to all your questions.

Let's get acquainted! We will be very glad to see you!

Preparatory stage:

1. Questioning in the form of a letter about your child, using prompt questions to identify the characteristics of each child.

2. Questionnaire in the form of wishes, to obtain parents’ ideas about plans in the sense of cooperation with teachers of the group, kindergarten.

3. Preparation of an invitation announcement.

5. Print out instructions for parents on the topic: “Do we understand each other?”

6. Development of a plan for holding parent meetings.

7. Development of a draft decision of the parent meeting.

4. Homework for parents: making leaves for the tree with a photo of the parents and child for the corner in the “me and family” group.

Means and methods: questionnaires, conversations, word games, bear toy, reminders, basket, paper, pens.

Meeting structure:

1. Opening speech by the manager. She says:

About the preschool institution,

Innovations at work,

Represents teachers

Thanks parents for their active assistance in preparing the group for the start of the school year,

Introduces the meeting program.

2. The teacher invites parents to familiarize themselves with the group.

The group is conditionally divided into three zones: the zone of cognitive development, quiet games, and physical activity. Explains the meaning of each zone. Shows parents the “Me and My Family” corner and suggests placing leaves with photographs of the child and their parents on the tree.

3. The teacher offers parents the game: “Let’s go for a visit.”

Parents stand in a circle. Each participant in the game (the child’s mother or father), in turn, receiving a teddy bear toy, stands in the center of the circle, says his name (the rest of the parents clap it), says the name of his child and three definitions of the qualities that characterize his baby. The acquaintance continues in this way until all parents take part in the game.

The teacher thanks the parents for the pleasant acquaintance, for the “invitation to visit.”

4. Message from the teacher on the topic: “Features of early childhood.”

Target:

introduce parents to the features of early childhood and the adaptation period.
with the tasks of educational work,
with the individual characteristics of pupils,
teach parents to observe the child, study him, see successes and failures, try to help him develop at his own pace.

5. Discussion of the individuality of children in the “Question and Answer” style. Answers to questions from parents in order to identify the nature of interaction between parents and the child.

6. Presentation of the plan for working with the parents of the group.

parent meetings,
consultations,
holding open days to get acquainted with the activities of the teacher and the lives of children,
workshops for parents to master methods and techniques for child development,
Round table meetings
joint holidays,
surveys and surveys.

7. The teacher offers parents the game: “Wish.”

The teacher suggests writing on paper in 2-3 words your wish to the teacher to clarify their requests and expectations from the preschool employees, and to work together with them. Offers indicative prompt questions that parents have been introduced to in advance. Offers to voice some and add to cart.

8. The teacher invites parents to stand in a circle again to hand out reminders on the topic: “Do we understand each other?” and reward each other for participation with applause.

The game is played: “Applause.” The teacher says: “Today is a significant event, the first parent meeting in your life. Will this year for your child, and therefore for you, be happy, interesting, memorable - this largely depends on you, on your participation in the life of the group and kindergarten, on your interaction not only with teachers, but also with others parents of the group. During our first meeting, I want an acquaintance to take place, which later, I hope, will develop into warm friendly relations.”

9. The teacher sums up the parent meeting: “Together we will lay the foundation of friendly relations in the children’s and parent teams, as well as in the relationship between parents and teachers of the preschool institution. We need to make sure that the child in kindergarten has fun, good, interesting, so that he goes to kindergarten with joy, makes friends with the children and returns home happy, because loving adults are waiting for him at home.”

Prompt questions for a survey in the form of a letter about your child.

What is your child like? (confident, indecisive, mischievous, obedient).
Is he sociable or not? How does this manifest itself?
What is his favorite activity?
What is the child’s usual state and mood?
Does your child cry often?
How does he fall asleep? How does he sleep?
Does he get tired quickly? If yes, why do you think?
How does he react to failure?
How does he react to comments and punishments?
How does a child demonstrate independence (likes to do everything on his own, even if he doesn’t know how, does not really strive for independence, prefers that others do everything)?
What are your relationships with peers (does he know how to play nearby, does he share toys)?
What else would you like to talk about?

Questions and hints for the game “Wish”

How would you like to see teachers treat you as a parent?
What can a teacher learn from parents?
What would you like to learn from teachers?
In what form could you and would you like to participate in the work of the institution?
What did you like as a parent involved in the kindergarten?
What is needed to work effectively?
What do you think about the quality of work of preschool educational institutions today?

PARENT MEETING

EMOTIONAL WELL-BEING OF A CHILD

Target: creating conditions for the emergence of partnerships between parents and teachers.

Tasks: involve parents in partnership participation in the educational process of children; create conditions for sharing family experiences; discuss the most pressing problems of education, develop uniform requirements on the topic of the meeting.

Form of conduct: parent club meeting.

Participants: educators, parents.

Event plan

Introductory part.
Warm up. Exercise “Smile!”
Analysis and discussion of the survey results.
Ball game "Kind words".
Tips for parents “Moments of tenderness.”
Testing “What kind of parent are you?”
Discussion of homework results.
Training.
Final part.

Progress of the event

Preliminary stage

1. Questionnaire “Diagnostics of the level of emotional development of a child” ( Annex 1 )

2. Design of the folder “Childhood neuroses”.

3.Parents and children complete the task: draw your family together at home.

Organizational stage

There is an image of a large heart attached to the easel; paper-cut images of small hearts (green, blue, black and red) are laid out on the tables; pictures for games and tests have been prepared; tables and chairs are arranged in a circle.

Introductory part

Educate l. Good evening, dear parents! Today we gathered for a meeting of our family club to talk about the importance of a child’s emotional well-being for maintaining and strengthening his health.

Warm up. Exercise “Smile!”

Educator. It is imperative for all of us, adults, to accustom ourselves to always have a warm and friendly smile on our face. If it is not there, there must be a readiness for it. There should always be an inner smile. To this end, in the morning you need to linger longer on your reflection in the mirror. Admire yourself, make faces, stick your tongue out at yourself: it will make you laugh and you will smile. Stop! This is exactly the kind of person you should have during the day, not a “official” one. Promise yourself this before you go out.

Now let's greet each other with our smiles. Give your smiles to your neighbor on your right and left.

Scientists attribute preschool age to the so-called critical periods in a child’s life. Under unfavorable conditions, children experience emotional stress and, as a result, the appearance of neuroses.

How do you think this manifests itself? (Statements from parents.)

Children become capricious, their mood often changes (they are either whiny or aggressive), they get tired quickly, and have trouble falling asleep. A child with neurotic disorders also feels uncomfortable in kindergarten: he walks aimlessly around the group room and cannot find something to do.

Analysis and discussion of survey results

Educator . At home, you filled out a questionnaire and determined the level of emotional development of your child ( Annex 1 ). After processing your responses, we have identified the most common causes of violations of the emotional well-being of children.

The results (in%) are provided in a visual form.

Option 1. A poster is hung.

Option 2. “Live model”. The results for each reason are written on separate A3 sheets. The most active parents can help demonstrate them. Parents take the sheets and stand in a column one after another. The teacher names the reason, and all parents see the number (in%) shown by the first parent. Then he sits down in his place, and the teacher names the next reason and the number (in%) that the second parent demonstrates again appears in front of the parents, etc.

Causes

Inconsistency of requirements for the child at home and in kindergarten.
Violation of the daily routine.
Excess of information received by the child (intellectual overload).
The desire of parents to give their child knowledge that is not appropriate for his age.
Unfavorable situation in the family.
Frequently visiting crowded places with a child, parents should take into account: what is everyday life for an adult can become a stressful situation for a child.
Excessive severity of parents, punishment for the slightest disobedience, fear of the child to do something wrong.
Decreased physical activity.
Lack of love and affection from parents, especially mothers.

Educator. All this gives rise to changes in the emotional sphere. The famous psychologist L. S. Vygotsky noted the phenomenon of “dried heart” (lack of feelings), which he observed among his contemporaries and which is associated with “upbringing aimed, as a rule, at intellectualized behavior.” Unfortunately, this phenomenon is still relevant today.

Answer yourself honestly: are there factors in your family that interfere with the child’s emotional well-being? If there is one factor, take a green heart and attach it to a large heart (on an easel). If there are two, pin a blue heart. If there are three or more, pin a black heart.

The red heart will be given to those who believe that there is not a single factor in their family that interferes with the emotional well-being of the child.

Educator. It seems to me that many fathers and mothers wonder whether they have done everything to prevent nervous breakdowns in their child.

Ball game "Good word"

Parents take turns naming affectionate words or phrases that they use to encourage the child.

Educator. Parental love and affection are needed not only by infants, but also by older children. And not only for gentle girls, but also for courageous boys. The child needs both “calf tenderness” and “bear pranks”. Although, of course, noisy and active games can be played only after the child wakes up, and not at night.

The main character of Marcel Proust's story "Towards Swann", a six-year-old boy, waits every day before going to bed for the opportunity to kiss his mother. For him, this is the result of today, a bridge to the future. I think this happens because a kiss is what reveals and returns wholeness. That’s why we kiss the child’s wound so that it heals faster.

Parental affection should not be limited to kisses and hugs. There are many other ways to express it.

Tips for parents “Moments of tenderness”
Invite parents to first give examples from their family experiences. Then they need to pick a petal from a daisy and read out the advice.
Adviсe

Dance with your baby, holding him close to you. You will be in close contact, and the rhythmic swaying to the music will calm him down.

Hug your child by the shoulders, gently stroke his hair or cheek - he needs simple movements so much, he needs them all the time.
Draw on the child's back with your fingers, and let him guess what you are depicting. If it is difficult for your child to guess the objects, then show on his back how a soft cat ran, how a heavy elephant stomped, or a light butterfly flew by, just touching its wings.
Use evening hours or after bedtime for gentle play. The calm atmosphere of the bedroom is conducive to games that will help you express your feelings. Invite your child to hide a soft toy under the blanket, and you try to find it. After finding the teddy bear, be sure to kiss its owner. Repeat the game. The bear cub has somewhere to hide: in a pajama leg or under a pillow.
Climb under the blanket with your baby and chat about something, snuggling together.
You can offer your child a game: show affection for a certain time shown on the die, you can play with a mysterious statue. The child should take any position and cover himself with a blanket or sheet, you should feel him. If you have two or more children, try to guess who is hiding under the blanket. Then the children will have to hold back their laughter and giggles - otherwise they will quickly figure them out.
Confidentially touch the hand or shoulder of a baby going to kindergarten - this gives him confidence in his own abilities. Playfully ruffle the hair of a three-year-old mischief-maker and he will cheer up.

Testing “What kind of parent are you?” ( appendix 2)
Discussion of homework results

Educator. Now let's move on to homework. On the tables are drawings made by you and the children on the theme “My Family.”

Tell us how the child took part in drawing.

Which family member did he most like to portray?

What was his mood at the time?

How much time did you spend on the task?

Speech by two or three parents.

Training

1. Game “Passion in the houses”

Educator. When a child feels that his parents are nearby and that they love him, his soul is calm. But when a child does not have this feeling, he becomes suspicious, anxious, and afraid of something. I want to invite you to play the test game “Fears in the Houses”.

In front of you are two houses - black and red. We need to decide where terrible fears will live, and where non-terrible ones will live. I will list the fears, and you write down their numbers inside the house in which you will place them.

This is actually a test you can do at home with your child to find out what they are afraid of.

At the end of the game, the teacher distributes to parents lists of the listed fears.

2.Dynamic pause

1.Parents come out in a circle and shake hands with each other:

A) they like to sleep;

B) love sweets.

2.Parents come out into the circle and jump on one leg:

A) they like to work in the country,

B) they like to make preparations for the winter.

3. Parents who come out in a circle and dance:

A) love to spend money;

B) love to travel.

3. Test “Cheerful - Sad face, or What did it mean?”

Educator. Each of you has a story picture in which the artist did not draw the child’s face. Look at it carefully and try to convey the expression on the child’s face that corresponds to the given situation.

Parents do the task.

Educator. Add up all the pictures, and then choose the one where, from your point of view, an emotionally prosperous child is drawn.

After discussion, the picture is chosen by a majority of votes.

Educator. Do you think punishment can cause disruption to a child's emotional well-being? (Parents' answers.)

4. Test “Continue the phrase”

We will analyze your answers and prepare appropriate consultations.

Punishment is applied because ______________________________
Do you have to punish your child when he ______________________
What punishments do you use towards your child?____

Educator. The famous Russian psychologist V.L. Levi wrote Seven Rules for Everyone: “When punishing, think: why?” I will read only one thing: “A child should not be afraid of punishment. He should not fear punishment, not our anger, but our grief...

When there is a shortage of love, life itself becomes a punishment, and then punishment is sought as the last chance for love.”

Final part

Educator. Our meeting is coming to an end. Take a red heart, write any kind wish on it and give it to your neighbor. On the heart you can also write a few words about your attitude towards the meeting.

Love your children, spend more time with them, and then they will grow up healthy, balanced and reasonable.

In conclusion, parents are given a memo “What you need to know about the emotional development of a preschool child” ( Appendix 3 ) and "Ten Commandments of Parents" ( Appendix 4).

Annex 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

Appendix 6.

Test to assess the level of anxiety…….

Diagnosis of emotional state......

Questionnaire for parents

Currently, the interest of teachers and heads of educational institutions in the problems of education has noticeably increased. In turn, strengthening the educational function of an educational institution necessitates improving the forms and methods of interaction between school and family, teachers and parents.

A parent meeting is the main form of joint work between parents, at which decisions are discussed and made on the most important issues of the life of the class community and the education of students at school and at home. Its main purpose is to harmonize, coordinate and unite the efforts of the school and family in creating conditions for the development of a spiritually rich, morally pure and physically healthy child’s personality. Parent meetings are also held in order to improve the pedagogical culture of parents, intensify their role in the life of the class, and increase responsibility for the upbringing of their children.

Teacher classroom management is not only about organizing children's group, but also, having understood, accept their parents. And the teacher’s task is not to teach parents, but to share with them the experience of raising children accumulated over the years, since by the nature of his activity the teacher reads more literature on education than parents, and his circle of communication with children is much wider and more multifaceted. We must do everything so that fathers and mothers trust the teacher and listen to his advice. Therefore, at parent meetings it is always necessary to create an atmosphere of trust. Parents should be introduced to the main directions of educational work so that they understand the importance of cooperation between family and school. This is a constant process that depends both on the demands of today's society and on the current situation in the classroom. Of course, you shouldn’t understand parent-teacher meetings as an educational program for parents; you shouldn’t lecture parents in a mentoring tone, who usually come to parent-teacher meetings after work tired and sometimes irritated.

All information material should be completed in 15–20 minutes. If parents want to learn more about something, break the material into several blocks, into several meetings, where you can not only tell them the material they are interested in, but also hold a discussion where everyone can express their point of view on this issue. Parents (sometimes they are our former students) remain children at heart. In essence, they are not against advice in the difficult matter of education. But their adult shell protests against the teaching. That's why we sometimes notice their sarcastic looks.

I do not recommend scolding children at a parent-teacher meeting. Try to talk about the successes and activities of the whole class, focusing on the best aspects of each child’s character. After all, for mom and dad, their child is the best. Information about student progress should be read out without preaching, but with empathy and understanding. Be sure to emphasize that tomorrow everything will be fine if we all try. After all, every parent, deep down, expects the best results from their child. And it’s very good when parents believe in this and love their child consciously. Nowadays, it is not easy to stop and think about the fact that children are our only wealth. But you have to try to look into the child’s soul, speak the same language as him, and he will definitely respond.

Parent meetings are needed:

to quickly obtain a variety of information about children;
as orientation, instructive meetings in case of changes in the life and activities of the class team, its mode of operation, etc.;
to familiarize parents with an analysis of academic performance, attendance, the results of medical examinations, etc. But this must be analytical material (without naming the specific names of parents and children);
as advisory services on the vacation program, employment in the additional education system, etc.;
as an emergency, emergency in an acute conflict situation, in an extremely difficult case with one of the children. This is a collective council of adults deciding how to help a child in trouble or a mother in need of help;
creative meetings, when children show their parents their creative abilities, sporting achievements, applied skills, etc.;
meetings-lectures, psychological trainings, role-playing games on various topics and problems of education and training. Such meetings can be held quite often (once a month), like a school for parents.

Preparing the meeting:

determine the topic, main issue and main objectives of the meeting;
clarify the rules, think through the course of the meeting;
send out invitations to parents, written in a polite manner, indicating the issues to be brought up for the meeting;
think about where parents will undress, who will meet them at school and how;
think over exhibition or information material;
determine which specialists can be invited;
Thinking over your appearance is an important detail: after all, every time a meeting is an event and a bit of a holiday.

Sample plan for holding a parent meeting.

The start of the meeting must be at a strictly established time. Parents get used to this requirement and try not to linger. Maximum duration 1–1.5 hours.

Introductory speech by the class teacher (5 min).

Analysis of parents' questionnaires; is carried out to more clearly expose the problem of the meeting (5–7 min).

Speech on the topic: specialist or class teacher. The presentation should be bright, concise and accessible (10–20 minutes).

Discussion of the problem (20 min).

Analysis of class performance. Never call the names of lagging, undisciplined children, do not “brand them with shame.” The analysis should express confidence that working together will improve the situation.

In conclusion, the teacher thanks the parents for their joint work. He asks those parents whose children have problems in learning and behavior to stay for a moment to find out the reasons and jointly decide to overcome them.

Rules of conduct for the class teacher at the parent meeting:

It is unacceptable to hold a parent meeting “on the class register.” Parents value the teacher not as an informant about the educational successes or failures of their children, but as a benevolent adviser, a person knowledgeable in teaching and, most importantly, in raising children.

Relieve tension, anxiety, anticipation of an unpleasant conversation.

Show that the school and family have the same problems, the same tasks, the same children.

Suggest how to find ways out of problematic situations. Look for these paths together.

Try to understand your parents, put yourself in their place.

Be able to talk with parents calmly, respectfully, kindly, and interestedly. It is important that parents of both good students and struggling children leave the meeting with faith in their child.

Tips for a successful parent meeting:

you can arrange tables and chairs in a circle: everyone can see and hear each other well;
prepare business cards with the names of the parents, especially if they do not know each other yet;
call parents by their first and patronymic names, and not “Tanya’s mom,” “Vita’s dad,” etc.;
use the form of conversation over a cup of tea, especially at the beginning of 1st grade;
use group forms of work with parents, game elements;
rely on the experience and opinions of authoritative parents;
skillfully determine the day and hour of the parent meeting (when there are no important events, interesting TV shows, etc.);
strictly define the rules of the meeting, protect parents’ time;
it is necessary to end the meeting with a concrete decision.

Useful tips for parents.

Whether upbringing is going well or poorly - this can be reliably judged by whether your child can say: “I am happy!”

Don’t rely too much on your own example; alas, only bad examples are contagious. An example, of course, is important, but only if you respect your child.

Is your child seeking freedom from his parents? This means that something is wrong in the family; in a good family, children feel free, and it does not even occur to them to rebel against their parents.

We are not the masters of our children's lives; we cannot know their fate. We don’t fully know what is good and what is bad for their future, so we will be more careful in all decisions that may affect the child’s path.

When we talk to children, we are always sure that this is the truth, but we do not notice that sometimes we are embarrassed in the eyes of our children. Don't be afraid of children's doubts that you are right.

It is necessary to look after children; trouble can await neglected children.

Learn to control your intonation; unmistakable intonation can smooth out even a pedagogical mistake.

Tell your child the main words more often: “Don’t worry! Cheer up! Don't be afraid! No food!”

Whether or not to protect your child from bullies is one of the most difficult aspects of parenting, but don't leave him alone if you feel he's being bullied.

Sometimes children take all the school troubles too personally. Constantly teach them to distinguish between what is important and what is not so important.

If children are too captivated by TV: they don’t go for walks and have lost friends, then the TV should... break. At least for 2-3 months, until the children come to their senses. What about adults? Raising children, like an art, requires sacrifice.

Do you remember how long ago you heard laughter in your house? The more often children laugh, the better their upbringing goes.

John Steinbeck said: “A boy becomes a man when the need for a man arises.” If you want to raise a man, create such a need in your home.

You came home and saw that your eight-year-old son and his guests had literally destroyed the house. Let’s understand that there was no malicious intent: the children were just playing hide and seek, let’s take this opportunity to say: “Nothing, let’s clean up together.”

Tell your son or daughter: “People should feel at ease with you.” Don't be afraid to repeat it.

Never reproach a child with his age: “You’re already big!”, or with his gender: “And he’s also a boy!”, or with a piece of bread: “We feed you, we give you water.”

Try not to criticize anyone in front of your children. Today you will say bad things about your neighbor, and tomorrow your children will talk bad things about you.

The most difficult thing in parenting is to teach children to be humane. Loving children can be difficult. Praise your child, but praise people even more often in his presence.

Rousseau believed that a child should know: how good he is with others, so they will be good with him.

Parents are annoyed when their children do not obey them from the first word. Learn to repeat a request without irritation and see how calm your home will become.

When you scold a child, do not use the words: “You always”, “You in general”, “You are always”... Your child is generally and always good, he just did something wrong today, tell him about it.

There are children whom you cannot win either with punishment or with kindness, but a generous attitude ultimately saves them.

How? Do you still put your child in a corner? Nobody in Europe does this anymore. You are hopelessly behind pedagogical fashion.

When your child leaves the house, be sure to walk him to the door and tell him on the way: “Take your time, be careful.” This must be repeated as many times as the child leaves the house.

They say: “As the first day of the year passes, so will the whole year pass.” Praise your child from morning to evening!

Instill in your child the long-known formula of mental health: “You are good, but not better than others.”

Tell your child: “Don’t be neat - they don’t like neat people in the class, don’t be dirty - they don’t like dirty people in the class.” Just be careful."

Usually, when a child returns from school, he is asked: “Did they call you?” What mark did you get?” Better ask him: “What was interesting today?”

Memo to parents from their child:

And the most important thing, I love you so much! Please answer me the same...

COLLECTION OF PARENT MEETINGS

“How pleasant meetings can be…»

(to help the class teacher)

Zharkenova G.K., primary school teacherBestyubinskaya secondary school No. 2, Stepnogorsk

Dear Colleagues!

If this brochure has caught your attention, chances are you work in a school where parent-teacher conferences are held from time to time.

I hope that this brochure may be of interest to a wide range of classroom teachers, regardless of whether they work in a public or private school, in primary or secondary schools.

A parent meeting at a school is a short-term meeting of parents with teachers, and in some cases with the school administration, during which organizational problems are resolved, parents receive information about the educational process, the progress and behavior of children, as well as the opportunity to communicate with each other. Typically the meeting is held several times during the school year.

Conventionally, parent meetings can be divided into organizational, where current problems of school life, organization of classes and extracurricular activities are discussed, and thematic, which discusses issues that are relevant to parents. Organizational meetings are usually held at the beginning and end of the school year, and thematic meetings can be held throughout the year, either in accordance with a pre-drawn plan or in case of any pressing problem.

Each of us has our own idea of a parent-teacher meeting: someone has fresh memories of how during their school years they waited for parents to return from a meeting with an anxious thought: “What will they tell about me?”, “In what mood will mom return?” .

A parent meeting is a special form of work that significantly expands the range of its capabilities.

This collection contains parent meetings of a non-standard form; meetings were also developed using the following forms of work: group form, critical thinking, ICT. Parents at these meetings work with great pleasure and open up in communication with each other. This collection also contains questionnaires for parents and useful tips.

Sample work plan for the parent committee

date	Events	Responsible
	Meeting of parents and election of a parent committee. Discussion of problems that need to be addressed in the new academic year. Discussion of the work plan of the class parent committee in the new school year. Preparations for holding the line on September 1.	Classroom teacher
September	Organizing and holding 1 parent meeting on the topic “First grade, for the first time”	Classroom teacher
	Participation of the parent committee in organizing the “Hello Golden Autumn” matinee	Class teacher and chairman of the parent committee
	Participation of the parent committee in the insulation of office windows. Preparing for the New Year tree.
	Organization and holding of the 2nd parent meeting “Talk show “There is an opinion...””. Results of the first half of the year.	Classroom teacher
	Report of the parent committee on the work done for the first half of the 2012-2013 academic year	Chairman of the Parents Committee
	Organization and holding of the 3rd parent meeting “Family relationships as the basis of mutual understanding”	Classroom teacher
	Organization and holding of a matinee dedicated to March 8 and the celebration of Nauryz. Results for the 3rd quarter.	Parental committee. Classroom teacher.
	Participation in the organization and conduct of Batyr Day for boys.	Chairman of the Parents Committee
	Final parent meeting. Organization and holding of the 4th parent meeting “Talk show “Is it possible to do without punishment?”	Sokolova N.V.

Class: 1st class

Form of presentation: Talk show "There is an opinion"

Subject: "Public Administration"

Task: Listen to the opinions of both parents and the administration about State and public management at school, how parents and the school administration should work.

Progress of the meeting

introduction

Good afternoon, dear parents. Today our meeting will take place in the form of a talk show “There is an opinion.” The topic of the talk show is "Public Administration"

And the first question, in your opinion: Who should play a primary role in decision-making at school? Which formula is correct?

Parents dictate terms to school administration

The school administration dictates conditions to parents

Parents and school administration are partners

So, most parents believe that the third formula is correct. Then a reasonable question arises: Who is a PARTNER, in your opinion? To do this, you need to select an association for each letter of the word “partner” that begins with the same letter

(parents' opinions are being clarified)

- The teachers' opinion is as follows:

P - assistant

A - active

R - versatile

T - hardworking

N - reliable

E - like-minded person

R - reasonable

It is very good that for the most part the opinions of teachers and parents are similar.

However, how to organize a partnership between school and parents? Through:

Governing councils

Boards of Trustees

Parent committees

Of course, the most acceptable and working option is parent committees. There are two main opinions about the parent committee:

It seems to me that the parent committee is complete nonsense. What is it for? There's no point in it. The Parents' Committee exists only on paper, formally. I don't understand why it is needed at all.

I believe that a parent committee is needed. These are the first assistants to teachers in organizing any events, for example, the same gifts for the New Year. The parent committee can always control the kindergarten. He has such powers.

What, in your opinion, are the functions of the parent committee?

Helps ensure optimal conditions for organizing the educational process (provides assistance in purchasing technical teaching aids, preparing visual teaching aids, etc.),

Conducts explanatory and advisory work among parents (legal representatives) of pupils about their rights and responsibilities.

Provides assistance in conducting mass educational events with children.

Participates in preparations for the new school year.

Together with the management, he controls the organization of high-quality nutrition for children, medical care, and the organization of dietary meals for individual students (for medical reasons).

Assists management in organizing and conducting general parent meetings.

Considers appeals addressed to himself, as well as appeals on issues within the competence of the Parent Committee, on behalf of the head.

If the functions are so diverse, then what are the reasons for the low effectiveness of parent committees? (parents' opinions are recorded)

Now I suggest you work in groups on the following problem: How to make the work of parent committees more effective? (work in groups)

Each group presents its findings. To summarize:

Administration + parents = partners = children's well-being

Thank you all for your work. Let's actively use our current developments to optimize the work of parent committees.

Class: 1st class

Form: round table

Topic: Family relationships as the basis of mutual understanding

Discuss with parents the problem of relationships in the family as the basis of mutual understanding; to form among parents a culture of understanding the problem and ways to overcome it; give recommendations; develop the skills of finding a way out in difficult situations.

Progress of the meeting

introduction

– Hello dear fathers, mothers! Today we have gathered at a round table to talk about something very important. Family is a landing place for the elders, a launching pad for the younger ones, and a beacon of relationships for everyone. Our children are growing up, becoming smarter, and you and I would like there to be fewer problems in communication and interaction with them, but this is not happening. Why? Why, when meeting with friends, work colleagues, class parents, teachers, do we experience anxiety and worry, worry and fear for our children? Today we will try together to find the cause and solution to this problem. Now I want to read a Chinese parable to you, and you listen carefully.

Working with the Chinese parable “Good Family”

Once upon a time there was a family in the world, It was not simple. There were more than 100 people in this family. And she occupied the whole village. This is how the whole family and the whole village lived. You will say: so what, you never know there are many big families in the world, but

the fact is that the family was special: peace and harmony reigned in that family and, therefore, in the village. No quarrels, no swearing, no fights, no strife. Rumors about this family reached the very ruler of this country. And he decided to check whether people were telling the truth. He arrived in the village, and his soul rejoiced: all around was purity, beauty, prosperity and peace. Good for children, calm for old people. The lord was surprised. I decided to find out how the people of the village achieved such harmony. Came to the head of the family; Tell me, how do you achieve such harmony and peace in the family. He took a sheet of paper and began to write something. He wrote for a long time, apparently he was not good at reading and writing.

Discussion with parents of the parable

– What can you say about this parable? (Parents express their opinions).

– What kind of relationships should there be in a family?

- What do I need to do? What conditions should be created?

Parental workshop-game “Basket of Feelings”

– Dear parents, I have a “Basket of Feelings” in my hand, let’s write and name the feelings that bother us when discussing this topic. Parents name the feelings that overwhelm them, which they experience painfully.

An important condition for normal relationships in the family between parents and children is the mutual awareness of parents and children, in this case a good attitude towards learning will be formed. Mutual awareness of parents and children makes it possible to come to mutual understanding and respect for each other’s opinions.

In joint activities, not only parents discover the character of their children, but also children get to know the complex world of adults, their way of thinking and experiencing, and get to know their parents better. Parents can ask more from their children, giving them their time, feelings, providing them with a decent life.

If the atmosphere in the family is friendly and sensitive,

then a child raised on the positive examples of his parents in an atmosphere of mutual love, care and help will grow up to be just as sensitive and responsive.

Parents who are afraid of overloading their children at school and relieve them of household responsibilities are making a big mistake, because... in this case, the child may become selfish and neglect work altogether.

In order to correctly assess the motives of your children’s behavior, you need to understand them, know the direction of their personalities, interests, level of their knowledge and skills. If the family does not have such information about the children, then mutual difficulties in communication will appear.

It is very useful to discuss family and social problems with children, listen to their opinions, respect, correct and guide them in the right direction,

forming a sense of responsibility, self-respect of the individual, and, if necessary, admitting one’s mistakes.

Weak mutual interest between parents and children creates a negative attitude towards each other on both sides; children generally become disillusioned with communication and transfer their attitude towards their parents to the whole world of adults. Parents, in turn, also experience bitter disappointment in their children, resentment and annoyance, do not believe in them, do not respect them.

The relationship between parents and children, the specifics of their communication with each other, during which these relationships manifest themselves, influence the formation of the children’s personality. Parents who satisfy only the needs of their children and do not have spiritual contact with them, as a rule, have problems in raising and communicating with their children.

Questionnaire

– Now I want to conduct a survey with you that will help you understand what kind of relationships you have in your family.

Questionnaire

Do you think that your family has mutual understanding with children?

Do your children talk to you heart to heart, do they consult you on personal matters?

Are children interested in your work?

Do you know your children's friends?

Do your children participate in household chores with you?

Do you have common activities and hobbies?

Are children involved in preparing for the holidays?

Do children prefer that you be with them during the holidays?

Do you go to exhibitions, concerts, theaters with your children?

Do you discuss TV shows with your children?

Do you discuss books you have read with your children?

Do you have common activities or hobbies?

Do you participate in excursions, hikes, walks?

Do you prefer to spend your free time with your children?

Processing the results:

For each positive answer, 2 points are given;

For the answer “sometimes” - 1 point;

For a negative answer - 0 points.

20 points– You have a good relationship with your children.

10 – 19 points– the relationship is satisfactory, but insufficient, one-sided. Look where your negative answers stand.

9 points and below– contact with children is not established.

Practical work with parents

– And now I want to make a memo with you that will help establish and maintain conflict-free discipline and mutual understanding in the family.

Parent training

Give examples of situations from your life, from the life of your family, or from what you have observed.

situations related to family relationships.

There are pieces of paper in front of you. Write down on them expressions that are prohibited in communicating with a child in your family, as well as recommended and desirable expressions.

When communicating with children, you should not use expressions such as:

· I told you a thousand times that... · How many times must I repeat... · What are you thinking... · Is it really difficult for you to remember that... · You become… · You are the same as... · Leave me alone, I have no time... · Why is Lena (Nastya, Vasya, etc.) like this, and you are not...

When communicating with children, it is advisable to use the following expressions:

· You are my smartest (handsome, etc.). · It's so good that I have you. · You're doing great for me. · I love you very much. · How well you did it, teach me.

· Thank you, I am very grateful to you.

· If it weren't for you, I would never have gotten through this.

Try to use the listed expressions as often as possible.

Recommendations for parents: 1) Accept your child unconditionally. 2) Actively listen to his experiences and opinions. 3) Communicate with him as often as possible, study, read, play, write letters and notes to each other. 4) Do not interfere with his activities that he can handle.

5) Help when asked. 6) Support and celebrate his successes. 7) Talk about your problems, share your feelings. 8) Resolve conflicts peacefully. 9) Use phrases that evoke positive emotions in communication. 10) Hug and kiss each other at least four times a day.

– The most important words to say to your child: “I love you, we are close, we are together and we will overcome everything. This concludes our parent meeting. I think you got a lot of useful information for yourself. Goodbye, and see you again.

Class: 1st class

Form:

Subject: "Learning to be tolerant"

Goal: to identify the problem of tolerant attitude towards each other

give the concept of tolerance,

identify the traits of a tolerant and intolerant personality,

discuss examples of conflict situations in families and ways to prevent them.

Progress of the meeting:

Opening speech by the class teacher about tolerance.

There are no uninteresting people in the world.

Their destinies are like the stories of the planets.

Each one has everything special, its own,

And there are no planets similar to it.

And if someone lived unnoticed,

And with this invisibility I was friends,

He was interesting among people

The most uninteresting thing.

Everyone has their own secret personal world.

There is the best moment in this world.

There is the most terrible hour in this world,

But all this is unknown to us.

And if a person dies,

His first snow dies with him,

And the first kiss; and the first fight...

He takes all this with him.

Yes, books and bridges remain,

Machines and artists' canvases,

Yes, a lot is destined to remain,

But something still goes away!

This is the law of the ruthless game:

It is not people who die, but worlds.

We remember people, sinful and earthly,

What do we really know about them?

What do we know about brothers, about friends,

What do we know about our only one?

And we are talking about our own father,

Knowing everything, we know nothing.

People are leaving. They cannot be returned.

Their secret worlds cannot be revived.

And every time I want again

Scream from this irrevocability. (E. Yevtushenko)

Classroom teacher.

What a poignant poem! The poet talks about the intrinsic value of each person’s personality and how often we lack attention and understanding from others. We lack tolerance and respect for each other. Now this concept is called “tolerance”.

What does this concept mean?

In preparation for the parent-teacher meeting, I selected the definition of tolerance from various sources.

Tolerance-

This is a person’s value attitude towards people, expressed in recognition, acceptance and understanding of representatives of other cultures.

This is a positive attitude towards his otherness.

– tolerance for other people’s opinions, beliefs, behavior.

The term “tolerance” sounds differently in different languages:

tolerancia (Spanish) – the ability to recognize ideas or opinions different from one's own.

tolerance (French) – an attitude in which it is accepted that others may think or act differently than oneself

tolerance (English) – willingness to be tolerant, condescension.

kuan rong (Chinese) – allow, accept, be generous towards others.

tasamul’ (Arabic) – forgiveness, forbearance, gentleness, mercy, compassion, benevolence, patience, goodwill towards others.

Tolerance (Russian)– the ability to endure something or someone, to be self-possessed, resilient, persistent, to be able to put up with the existence of something or someone, to take into account the opinions of others, to be forgiving.

The definition of tolerance given in the “Declaration of Principles of Tolerance” (signed on November 16, 1995 in Paris by 185 member states of UNESCO, including Russia):

Tolerance means “respect, acceptance and proper understanding of the rich diversity of our world’s cultures, our forms of self-expression and ways of expressing human individuality. It is promoted by knowledge, openness, communication and freedom of thought, conscience and belief. Tolerance is freedom in diversity. This is not only a moral duty,

but also a political and legal need. Tolerance is a virtue that makes peace possible and helps replace the culture of war with a culture of peace.”

The third millennium is gaining momentum. Progress moves inexorably forward. Technology has come to serve man. It would seem that life should become more measured and calmer. But more and more often we hear the words: refugee, victim of violence...

In today's society there is an active growth of extremism, aggressiveness, and expansion of conflict zones. These social phenomena especially affect young people, who, due to age characteristics, are characterized by maximalism and the desire for simple and quick solutions to complex social problems.

Recently, among adolescents and young people there has been a catastrophic increase in all kinds of antisocial behavior. Juvenile crime continues to increase. The number of antisocial radical youth organizations is growing, involving inexperienced youth in extremist groups.

The main task of society is to educate the younger generation in the spirit of tolerance.

Summarizing the above, we can conclude:

tolerance for other people's opinions, forgiveness, respect for rights,

beliefs, behavior of others

compassion - TOLERANCE - cooperation,

spirit of partnership accepting the other as he is

mercy respect for human dignity

Every person does different things in life. In some situations he does the right thing and shows his good qualities, but sometimes it happens the other way around...

There are two ways of personality development: tolerant and intolerant.

2) Parents work in groups.

Parents are divided into two groups. Task for groups:

the first group will describe the main features inherent in a tolerant personality, the second - the features inherent in an intolerant personality.

Conclusion: The tolerant path is the path of a person who knows himself well, feels comfortable in the environment, understands other people and is always ready to help, a person with a friendly attitude towards other cultures, views, and traditions.

The intolerant path is characterized by a person’s idea of his own exclusivity, a low level of education, a feeling of discomfort in existing in the reality around him, a desire for power, and non-acceptance of opposing views, traditions and customs.