In the course of his professional activity, a teacher, in addition to his immediate responsibilities related to the training and education of the younger generation, has to communicate with colleagues, students, and their parents.

In daily interactions, it is hardly possible to avoid conflict situations. And is it necessary? After all, by correctly resolving a tense moment, it is easy to achieve good constructive results, bring people closer, help them understand each other, and achieve progress in educational aspects.

Definition of conflict. Destructive and constructive ways to resolve conflict situations

What is conflict? Definitions of this concept can be divided into two groups. In the public consciousness, conflict is most often synonymous with hostile, negative confrontation between people due to incompatibility of interests, norms of behavior, and goals.

But there is another understanding of conflict as an absolutely natural phenomenon in the life of society, which does not necessarily lead to negative consequences. On the contrary, when choosing the right channel for its flow, it is an important component of the development of society.

Depending on the results of resolving conflict situations, they can be designated as destructive or constructive. The result destructive collision is dissatisfaction of one or both parties with the outcome of the collision, destruction of relationships, resentment, misunderstanding.

Constructive is a conflict, the solution of which became useful for the parties taking part in it, if they built, acquired something valuable for themselves in it, and were satisfied with its result.

Variety of school conflicts. Causes and solutions

Conflict in school is a multifaceted phenomenon. When communicating with participants in school life, the teacher also has to be a psychologist. The following “debriefing” of clashes with each group of participants can become a “cheat sheet” for a teacher on exams in the subject “School Conflict”.

Conflict "Student - student"

Disagreements between children are a common occurrence, including in school life. In this case, the teacher is not a conflicting party, but sometimes it is necessary to take part in a dispute between students.

Causes of conflicts between students

• struggle for authority
• rivalry
• deception, gossip
• insults
• grievances
• hostility towards the teacher's favorite students
• personal dislike for a person
• sympathy without reciprocity
• fight for a girl (boy)

Ways to resolve conflicts between students

How can such disagreements be resolved constructively? Very often, children can resolve a conflict situation on their own, without the help of an adult. If teacher intervention is still necessary, it is important to do so in a calm manner. It is better to do without putting pressure on the child, without public apologies, and limit yourself to a hint. It is better if the student himself finds an algorithm for solving this problem. Constructive conflict will add social skills to the child’s experience, which will help him communicate with peers and teach him how to solve problems, which will be useful to him in adult life.

After resolving a conflict situation, dialogue between the teacher and the child is important. It is good to call the student by name; it is important that he feels an atmosphere of trust and goodwill. You can say something like: “Dima, conflict is not a reason to worry. There will be many more disagreements like this in your life, and that's not a bad thing. It is important to solve it correctly, without mutual reproaches and insults, to draw conclusions, to work on mistakes. Such a conflict will be useful."

A child often quarrels and shows aggression if he has no friends and hobbies. In this case, the teacher can try to correct the situation by talking with the student’s parents, recommending that the child enroll in a club or sports section, according to his interests. A new activity will not leave time for intrigue and gossip, but will give you an interesting and useful pastime and new acquaintances.

Conflict "Teacher - student's parent"

Such conflicting actions can be provoked by both the teacher and the parent. Dissatisfaction can be mutual.

Causes of conflict between teacher and parents

• different ideas of the parties about the means of education
• parent's dissatisfaction with teacher's teaching methods
• personal enmity
• parent's opinion about the unreasonable underestimation of the child's grades

Ways to resolve conflicts with student parents

How can such discontent be constructively resolved and stumbling blocks broken? When a conflict situation arises at school, it is important to sort it out calmly, realistically, and without distortion, look at things. Usually, everything happens in a different way: the conflicting person turns a blind eye to his own mistakes, while simultaneously looking for them in the opponent’s behavior.

When the situation is soberly assessed and the problem is outlined, it is easier for the teacher to find the true cause, evaluate the correctness of the actions of both parties, and outline the path to a constructive resolution of the unpleasant moment.

The next step on the path to agreement will be an open dialogue between the teacher and the parent, where the parties are equal. The analysis of the situation will help the teacher express his thoughts and ideas about the problem to the parent, show understanding, clarify the common goal, and together find a way out of the current situation.

After resolving the conflict, drawing conclusions about what was done wrong and what should have been done to prevent a tense moment from occurring will help prevent similar situations in the future.

Example

Anton is a self-confident high school student who does not have extraordinary abilities. Relations with the guys in the class are cool, there are no school friends.

At home, the boy characterizes the children in a negative way, pointing out their shortcomings, fictitious or exaggerated, shows dissatisfaction with the teachers, and notes that many teachers lower his grades.

The mother unconditionally believes her son and assents to him, which further spoils the boy’s relationship with his classmates and causes negativity towards the teachers.

The volcano of conflict explodes when a parent comes to school in anger with complaints against teachers and school administration. No amount of persuasion or persuasion has a cooling effect on her. The conflict does not stop until the child graduates from school. It is obvious that this situation is destructive.

What could be a constructive approach to solving a pressing problem?

Using the above recommendations, we can assume that Anton’s class teacher could analyze the current situation something like this: “The mother’s conflict with the school teachers was provoked by Anton. This indicates the boy’s internal dissatisfaction with his relationships with the guys in the class. The mother added fuel to the fire without understanding the situation, increasing her son’s hostility and mistrust of the people around him at school. Which caused a response, which was expressed by the cool attitude of the guys towards Anton.”

The common goal of parent and teacher could be desire to unite Anton’s relationship with the class.

A good result can be obtained from a dialogue between the teacher and Anton and his mother, which would show The class teacher's desire to help the boy. It is important that Anton himself wants to change. It’s good to talk with the kids in the class so that they reconsider their attitude towards the boy, entrust them with joint responsible work, and organize extracurricular activities that help unite the kids.

Conflict "Teacher - student"

Such conflicts are perhaps the most frequent, because students and teachers spend hardly less time together than parents and children.

Causes of conflicts between teacher and students

• lack of unity in teachers' demands
• excessive demands on the student
• inconstancy of teacher's demands
• failure to comply with requirements by the teacher himself
• the student feels underestimated
• the teacher cannot come to terms with the student's shortcomings
• personal qualities of a teacher or student (irritability, helplessness, rudeness)

Resolving teacher-student conflict

It is better to defuse a tense situation without leading it to conflict. To do this, you can use some psychological techniques.

The natural reaction to irritability and raising your voice is similar actions. The consequence of a conversation in a raised voice will be an aggravation of the conflict. Therefore, the correct action on the part of the teacher would be a calm, friendly, confident tone in response to the student’s violent reaction. Soon the child will also be “infected” by the calmness of the teacher.

Dissatisfaction and irritability most often come from lagging students who do not conscientiously perform school duties. You can inspire a student to succeed in their studies and help them forget about their dissatisfaction by entrusting them with a responsible task and expressing confidence that they will perform it well.

A friendly and fair attitude towards students will be the key to a healthy atmosphere in the classroom and will make it easy to follow the proposed recommendations.

It is worth noting that during the dialogue between teacher and student, it is important to take certain things into account. It is worth preparing for it in advance so that you know what to tell your child. How to say - the component is no less important. A calm tone and absence of negative emotions is what you need to get a good result. And the commanding tone that teachers often use, reproaches and threats - it’s better to forget. You need to be able to listen and hear the child.

If punishment is necessary, it is worth thinking through it in such a way as to prevent humiliation of the student and a change in attitude towards him.

Example

A sixth grade student, Oksana, does poorly in her studies, is irritable and rude when communicating with the teacher. During one of the lessons, the girl interfered with other children’s assignments, threw pieces of paper at the children, and did not react to the teacher even after several comments addressed to her. Oksana did not react to the teacher’s request to leave the class either, remaining seated. The teacher's irritation led him to decide to stop teaching the lesson and leave the entire class after school after the bell rang. This, naturally, led to dissatisfaction with the guys.

Such a solution to the conflict led to destructive changes in the mutual understanding of the student and the teacher.

A constructive solution to the problem could look like this. After Oksana ignored the teacher’s request to stop disturbing the children, the teacher could get out of the situation by laughing it off, saying something with an ironic smile to the girl, for example: “Oksana ate a little porridge today, the range and accuracy of her throw is suffering, the last piece of paper never reached the addressee.” After this, calmly continue teaching the lesson further.

After the lesson, you could try to talk with the girl, show her your friendly attitude, understanding, desire to help. It’s a good idea to talk to the girl’s parents to find out the possible reason for this behavior. Paying more attention to the girl, entrusting her with important tasks, providing assistance in completing tasks, encouraging her actions with praise - all this would be useful in the process of bringing the conflict to a constructive outcome.

A unified algorithm for resolving any school conflict

Having studied the recommendations given for each of the conflicts in school, one can trace the similarity of their constructive resolution. Let's designate it again.

• The first thing that will be useful when the problem is ripe is calmness.
• The second point is situation analysis without vicissitudes.
• The third important point is open dialogue between conflicting parties, the ability to listen to the interlocutor, calmly express your view on the problem of the conflict.
• The fourth thing that will help you reach the desired constructive result is identifying a common goal, ways to solve the problem that allow you to achieve this goal.
• The last, fifth point will be conclusions that will help you avoid communication and interaction mistakes in the future.

So what is conflict? Good or evil? The answers to these questions lie in the way tense situations are resolved. The absence of conflicts in school is almost impossible. And you still have to solve them. A constructive solution brings with it trusting relationships and peace in the classroom, a destructive solution accumulates resentment and irritation. Stopping and thinking at the moment when irritation and anger surge is an important point in choosing your way to resolve conflict situations.

Photo: Ekaterina Afanasicheva.

"Conflicts in an educational institution"

Introduction.

In moments of social cataclysms, we all note an increase in bitterness, envy, and intolerance towards each other. This is due to the disappearance as a result of the so-called restructuring of the system of prohibitions, education, strict adherence to laws, which leads to the manifestation of base instincts and (what Dostoevsky was afraid of) - to permissiveness and aggressiveness.

Aggression is an obstacle to the formation of relationships, morality, and social activities of people. Administrative measures cannot solve this problem.

Now, more than ever, it is important from childhood to instill in children an attentive attitude towards others, to prepare them for a friendly attitude towards people, and to teach them to cooperate.

To do this, the teacher must master the skills of preventing and resolving conflict situations, since the problem of interaction between participants in the pedagogical process is becoming increasingly acute for modern schools.

Numerous publications about the problems of modern school often note that its main problem is the teacher’s lack of interest in the child’s personality, unwillingness and inability to understand his inner world, hence the conflicts between teachers and students, school and family. This primarily reveals not so much the reluctance of teachers as their inability and helplessness in resolving many conflicts.

In this work, an attempt is made to consider the main types of pedagogical conflicts and possible ways to resolve them.

1. Structure of the conflict.

1.1. Definition of conflict.

Like many concepts in management theory, conflict has many definitions. In psychology, conflict is understood as “a collision of opposing goals, interests, positions, opinions or views of opponents or subjects of interaction.” In this regard, we can define conflict as one of the forms of human interaction, which is based on various kinds of real or illusory, objective and subjective, to varying degrees, conscious contradictions between people, with attempts to resolve them against the backdrop of the manifestation of emotions.

This shows that the basis of conflict situations in a group between individuals is a clash between opposing interests, opinions, goals, and different ideas about how to achieve them.

Western sociologists and philosophers recognize conflicts as the most important factors in social development. The English philosopher and sociologist G. Spencer () considered conflict “an inevitable phenomenon in the history of human society and a stimulus for social development.”

Conflict is most often associated with aggression, threats, disputes, and hostility. As a result, there is an opinion that conflict is always undesirable, that it should be avoided whenever possible, and that it should be immediately resolved as soon as it arises. This attitude can often be seen in the works of Ward, Veblen, Ross, Small, Lewin, authors belonging to the school of scientific management, administrative school and sharing the concept of bureaucracy according to Weber. It was believed that the effectiveness of an organization relies more on the definition of tasks, procedures, rules, the interaction of officials and the development of a rational organizational structure. Such mechanisms generally eliminate the conditions conducive to conflict and can be used to solve emerging problems. The German idealist philosopher and sociologist G. Simmel, calling conflict a “dispute,” considered it a psychologically determined phenomenon and one of the forms of socialization.

Authors belonging to the “human relations” school were also inclined to believe that conflict could and should be avoided. They recognized the potential for tensions to arise between different groups of leaders. However, they generally viewed conflict as a sign of organizational inefficiency and poor management. In their opinion, good relationships in an organization can prevent conflict from arising.

Conflict as a social action produces, without a doubt, a well-known, brightly colored negative effect. But it performs an important positive function. Conflict serves to express dissatisfaction or protest, informing the conflicting parties about their interests and needs. In certain situations, when negative relationships between people are controlled, and at least one of the parties defends not only personal, but also organizational interests as a whole, conflicts help to unite those around them, mobilize the will and mind to resolve fundamentally important issues, and improve moral psychological climate in the team. Moreover, there are situations when a clash between team members, an open and principled dispute, is desirable: it is better to prevent the wrong behavior of a work colleague in time than to condone it and not react for fear of ruining the relationship. As M. Weber put it, “conflict purifies.” Such a conflict has a positive effect on the structure, dynamics and effectiveness of socio-psychological processes and serves as a source of self-improvement and self-development of the individual. Thus, conflict can lead to increased efficiency of the organization, improvement of relationships within the team, and resolution of controversial situations.

1.2. Causes of conflicts.

The basis of any conflict is a contradiction, which usually leads to either constructive (for example, strengthening group dynamics, team development) or destructive (for example, the collapse of the team) consequences.

Open conflict, in which disagreements relate to the production sphere and express, for example, different paths leading to the same goal, is relatively harmless. You can discuss and one way or another come to a common decision.

Open conflict most often unfolds on a business basis. Hidden, smoldering conflict - human relationships. Many seemingly “business” conflicts are actually conflicts involving feelings and relationships. Result: tension is not relieved; if the business part is flawlessly regulated, it is transferred to another “theater of war.”

It is very important to determine the causes of the conflict, since, knowing the reasons for the emergence of a particular conflict phenomenon, it is easier to take specific steps to block their action, thereby preventing the negative effect they cause.

Let's look at the list of causes of conflict.

Conventionally, it can be presented in the form of three main groups of reasons: firstly, reasons generated by the labor process; secondly, reasons caused by the psychological characteristics of human relationships; thirdly, rooted in the personal identity of the members of the team. Since this course work examines conflicts in institutions, we will consider the causes of conflicts generated by the labor process.

A group of reasons generated by the labor process.

For many work collectives, they are the main source of conflict situations.

Firstly, conflicts are caused by factors that prevent people from achieving the main goal of work - obtaining certain products. Such factors may be:

a) direct technological relationship between workers, when the actions of one of them affect (in this case negatively) the effectiveness of the actions of the other (for example, when working on an assembly line);

b) transfer of problems that should have been resolved vertically to the horizontal level of relations (lack of equipment and tools often leads to conflicts between ordinary employees, although it is not they who should solve this problem, but their managers);

c) failure to fulfill functional responsibilities in the “leadership-subordination” system (for example, the manager does not provide appropriate conditions for the successful activities of subordinates, or, conversely, subordinates do not fulfill the relevant requirements of the manager).

Secondly, conflicts at work are caused by factors that prevent people from achieving secondary goals of work - sufficiently high earnings, favorable working and leisure conditions. This group of factors includes:

a) again, the interconnection of people, in which the achievement of goals by one of them depends on other members of the team;

b) the insolvency of a number of organizational issues “vertically” (i.e., by management), which may result in an aggravation of relations between people located on the organizational horizontal;

c) functional disturbances in the “leadership-subordination” system, preventing the achievement of personal goals by both the leader and the subordinate.

Thirdly, conflicts that arise during the implementation of work activity are often generated by the inconsistency of a person’s actions with the norms and life values ​​​​accepted in his team. Or another similar conflict-generating reason: role inconsistencies in the system of “leadership-subordination” relations, when, for example, there is a discrepancy between expectations common in the team regarding the behavior of people occupying certain official positions with their actual actions.

The latter reason is mainly due to the poor description of staff job functions in many of our institutions. As a result, people have the wrong idea about who is responsible for what and what they do.

There is no exhaustive list of reasons that cause conflicts, including in work activities. And to the reasons just mentioned, one can add many others generated by organizational practice.

We also list other causes of conflicts:

µ caused by the psychological characteristics of human relationships;

µ rooted in the personal identity of team members;

µ differences in ideas and values;

µ poor communication;

µ differences in behavior and life experiences;

µ lack of respect for management;

µ insufficient motivation, etc.

1.3. Types of conflicts.

In social psychology, there is a multivariate typology of conflict depending on the criteria that are taken as a basis.

There are two forms of conflict that arise every day in the workplace. Significant conflict is a fundamental disagreement regarding goals or objectives and the means of achieving them. A dispute with a manager over a course of action is an example of a significant conflict. When people work together day after day, it is natural for them to have different points of view about a wide range of fundamental work issues. Sometimes disagreements arise over group or organizational goals, allocation of resources, distribution of rewards, policies and procedures.

Emotional conflict involves interpersonal problems stemming from feelings of anger, mistrust, hostility, fear, resentment, etc. Such conflict is a “clash of characters.” Emotional conflicts waste people's energy; they distract them from important work tasks. Emotional conflicts can arise in a wide variety of situations, in relationships both between colleagues and between superiors and subordinates. The last type of conflict is perhaps the most difficult organizational conflict for the person experiencing it.

When talking about levels of conflict, it is important to note that people at work may experience interpersonal conflict or face conflict at the intergroup or interorganizational level.

Intrapersonal conflicts are a clash within a person of equal but oppositely directed motives, needs, and interests. Approach-approach conflict occurs when a person must make a choice between two positive and equally attractive alternatives. An example would be choosing between getting a higher position in your organization or a new job in another. Avoidance-avoidance conflict occurs when a person must choose between two negative and equally unattractive alternatives. An example would be a situation where a person must either agree, against his own wishes, to be transferred to work in another city, or leave his job. Approach-avoidance conflict occurs in cases where a person must decide to do something that entails both positive and negative consequences. An example would be an offer of a higher-paying job that requires more personal time.

Interpersonal conflict - occurs between two or more individuals who are in opposition to each other. It can be significant, emotional or both. Two people arguing heatedly with each other about the merits of hiring an applicant is an example of significant interpersonal conflict. Two people constantly disagreeing about what clothes to wear to work is an illustration of emotional interpersonal conflict.

Interpersonal conflict can also manifest itself as a clash of personalities.

Conflict between an individual and a group can arise if this individual takes a position that differs from the position of the group.

Intergroup conflict. Organizations are made up of many formal and informal groups. Even in the best organizations, conflicts can arise between such groups. Informal groups that believe that the leader is treating them unfairly may become more united and try to “get even” with him by reducing productivity. A striking example of intergroup conflict is the conflict between the trade union and the administration.

Interorganizational conflicts are best viewed from the point of view of competition and rivalry that characterize the activities of firms in the same market. But interorganizational conflict can go much deeper than market competition. For example, disagreements between trade unions and organizations that employ their members; between government agencies and organizations under their supervision.

The classification of conflicts depends on a number of factors: the method of their resolution, the nature of their occurrence, the consequences for the participants, the degree of severity, the number of participants.

Antagonistic conflicts are resolutions of contradictions in the form of destruction of the structures of all conflicting parties or refusal of all parties except one to participate in the conflict. This one side wins: the war until victory, the complete defeat of the enemy in the dispute.

Compromise conflicts allow for several options for their resolution due to mutual changes in the goals of the parties to the conflict, terms, and conditions of interaction.

Based on their direction, conflicts are divided into “horizontal”, “vertical” and “mixed”. A characteristic feature of vertical and horizontal conflicts is the amount of power that opponents have at the time of the start of conflict interactions. Vertical - involve the distribution of power vertically from top to bottom, which determines the different starting conditions of the participants in the conflict: boss - subordinate, higher organization - enterprise, small enterprise - founder. In horizontal conflicts, interaction is assumed between subjects who are equal in terms of the amount of available power or hierarchical level: managers of the same level, specialists among themselves, suppliers and consumers.

Open conflicts are characterized by a clearly expressed clash of opponents: quarrels, disputes, military clashes. Interaction is regulated by norms that correspond to the situation and level of the parties to the conflict: international (in case of interstate clashes), legal, social, ethical.

In a hidden conflict, there are no external aggressive actions between the conflicting parties, but indirect methods of influence are used. This occurs under the condition that one of the participants in the conflict interaction is afraid of the other, or he does not have sufficient power and strength for an open struggle.

The most common conflicts are vertical and mixed. On average they make up 70-80% of all others. They are also the most undesirable for the manager, since in them his hands are, as it were, “tied” and the manager’s actions are viewed by all employees through the prism of this conflict. The division of conflicts into types is quite arbitrary; there is no rigid boundary between different types, and in practice conflicts arise: organizational vertical interpersonal, horizontal open intergroup, etc.

Conflicts are distinguished by their significance for the organization, as well as the method of resolving them. There are constructive and destructive conflicts.

Functional or constructive conflict leads to positive consequences for individuals, groups or organizations. On the positive side, conflict can reveal the existence of a problem, and this makes it possible to solve it. Thanks to conflict, all possible solutions to a problem can be subject to careful consideration, as well as repeated revision, ensuring the accuracy of the planned plan. Conflict can increase the amount of information used to make a decision. Moreover, it offers new opportunities for creative performance of work by an individual, a group of people or an entire organization as a whole. Of course, an effective manager is able to facilitate constructive conflict in situations where a sense of satisfaction with the status quo inhibits necessary change and evolution.

Dysfunctional or destructive conflict leads to losses at the level of the individual, group or organization. It wastes energy, disrupts group cohesion, creates hostility between people, and creates an overall negative work environment. This occurs, for example, when two employees are unable to work side by side because of interpersonal differences (destructive emotional conflict) or when they are unable to perform because they cannot agree on the goals of their group (destructive substantive conflict). conflict). Destructive conflicts of this type can reduce productivity and job satisfaction, and contribute to increased absenteeism and staff turnover.

1.4. Consequences of conflicts.

Functional consequences of conflict.

1. The problem can be solved in a way that is acceptable to all parties, and as a result, people will feel involved in solving the problem, which is a motivating factor. This will help eliminate or minimize difficulties in implementing decisions.

2. The parties will be more inclined to cooperate rather than antagonize in future situations fraught with conflict.

3. Conflict can reduce the possibility of submissive syndrome, when subordinates do not express ideas that they believe contradict the boss's opinion. This leads to improved decision making.

4. Through conflict, group members can work through possible implementation problems before the decision is implemented.

Dysfunctional consequences of conflict.

1. Dissatisfaction, poor morale, increased staff turnover and decreased productivity.

2. Less cooperation in the future.

3. Strong loyalty to one's group and no longer productive

competition with other groups.

4. The idea of ​​the other side as the “enemy”; perception of one's goals as positive, and the goals of the other party as negative.

5. Curtailment of interaction and communication between conflicting parties

parties.

6. Increase in hostility between conflicting parties as interaction and communication decrease.

7. Shift in emphasis: placing more emphasis on “winning” the conflict than on solving the real problem.

Proper conflict management leads to functional consequences, and if an effective way to manage conflict is not found, dysfunctional consequences may arise, i.e., conditions that interfere with the achievement of goals.

2. Conflicts at school.

2.1. Conflicts between schoolchildren.

It is in a comprehensive school that the foundations of human behavior in the future in pre-conflict and conflict situations are laid.

In order to prevent conflicts, it is necessary to have at least a general understanding of how they arise, develop and end in school communities, what their characteristics and causes are.

Like any social institution, a comprehensive school is characterized by various conflicts. Pedagogical activity is aimed at the purposeful formation of personality, its goal is to transfer to schoolchildren a certain social experience and to more fully master this experience. Therefore, it is at school that it is necessary to create favorable socio-psychological conditions that provide mental comfort to the teacher, student and parents.

Features of conflicts between schoolchildren.

In a general education institution, four main subjects of activity can be distinguished: student, teacher, parents and administrator. Depending on which subjects interact, conflicts are divided into the following types: student-student; student-teacher; student-parents; student administrator; teacher-teacher; teacher-parents; teacher-administrator; parents-parents; parent administrator; administrator-administrator.

Conflicts among teenagers are characteristic of all times and peoples, be it the school in the works of N. Pomyalovsky or the aristocratic school of the 19th century described by R. Kipling, or a group of boys who found themselves without adults on a desert island, from the book “Lord of the Flies” by the English writer W. . Golding.

As noted in the survey of school conflicts prepared, the most common leadership conflicts among students reflect the struggle of two or three leaders and their factions for primacy in the class. In middle school, there is often conflict between a group of boys and a group of girls. There may be a conflict between three or four teenagers with an entire class or a conflict between one student and the class. According to the observations of psychologists (O. Sitkovskaya, O. Mikhailova), the path to leadership, especially among teenagers, is associated with a demonstration of superiority, cynicism, cruelty, and ruthlessness. Child cruelty is a well-known phenomenon. One of the paradoxes of world pedagogy is that a child, to a greater extent than an adult, is subject to a sense of herdism, prone to unmotivated cruelty and bullying of his own kind.

The genesis of aggressive behavior in schoolchildren is associated with defects in the socialization of the individual. Thus, a positive relationship was found between the number of aggressive actions in preschoolers and the frequency of their punishment used by parents. In addition, it was confirmed that conflict-ridden boys were raised, as a rule, by parents who used physical violence against them. Therefore, a number of researchers consider punishment a model of conflict behavior of the individual.

In the early stages of socialization, aggression can arise accidentally, but if a goal is successfully achieved in an aggressive way, a desire may arise to again use aggression to get out of various difficult situations. If there is an appropriate personal basis, it is not aggression as a method of achievement that becomes important, but aggression as an end in itself; it becomes an independent motive of behavior, causing hostility towards others with a low level of self-control.

In addition, a teenager’s conflicts in relationships with classmates are determined by the peculiarities of age - the formation of moral and ethical criteria for assessing a peer and the associated requirements for his behavior.

It should be noted that conflicts in school groups have clearly not been studied enough by teachers, psychologists, sociologists and representatives of other sciences, and therefore there is no holistic understanding of their causes and characteristics. This is evidenced by the fact that so far there are practically no works intended for teachers and principals that would contain clear and proven recommendations for the prevention and constructive resolution of interpersonal conflicts in school. But in order to manage conflicts, like any other phenomenon, it is first necessary to thoroughly study them in order to understand the driving forces of their development. However, certain efforts in this direction have already been made and are being done.

Of all types of conflicts in school groups, the clashes between teacher and student have been studied in most detail. Conflicts in student relationships have been studied to a lesser extent. There is even less work on the problem of regulating conflicts that arise between teachers. This is understandable: conflicts between teachers are the most complex.

Pedagogical conflictology has already identified the main factors that determine the characteristics of conflicts between students.

Firstly, the specifics of conflicts between schoolchildren are determined by developmental psychology. The age of students has a significant influence both on the causes of conflicts, as well as on the characteristics of their development and methods of completion.

Age is a specific, qualitatively unique, time-limited stage of development of an individual. The following main age periods can be distinguished: infant (up to 1 year), early childhood (1-3 years), preschool age (3 years - 6-7 years), primary school age (6-7 - 10-11 years), adolescence (10-11 - 15 years), senior school age (15-18 years), late youth (18-23 years), mature age (up to 60 years), elderly (up to 75 years), senile (over 75 years).

It is known that during schooling there is a stage of the most intensive development of a person. School covers a significant part of childhood, all of adolescence and early adolescence. Conflicts among schoolchildren differ markedly from conflicts among adults. There are also significant differences in the conflicts that occur in primary, junior high and secondary schools. The main conflict-generating factor that determines the characteristics of conflicts between students is the process of socialization of students. Socialization is the process and result of the individual’s assimilation and active reproduction of social experience, manifested in communication and activity. Socialization of schoolchildren occurs naturally in everyday life and activities, and also purposefully as a result of pedagogical influence on students at school. One of the ways and manifestations of socialization among schoolchildren is interpersonal conflict. During conflicts with others, a child, teenager, young man, or girl becomes aware of how one can and cannot act in relation to peers, teachers, and parents.

Secondly, the characteristics of conflicts between schoolchildren are determined by the nature of their activities at school, the main content of which is study. In psychology, the concept of activity-based mediation of interpersonal relationships has been developed. He emphasizes the determining influence of the content, goals and values ​​of joint activities on the system of interpersonal relationships in a group and team. Interpersonal relationships in student and teaching teams differ markedly from relationships in teams and groups of other types. These differences are largely due to the specifics of the pedagogical process in secondary schools.

Thirdly, the specifics of conflicts between rural school students in modern conditions are determined by the external way of life in rural areas, the socio-economic situation that has developed today in rural areas. The rural school is an integral and important structural element of rural society. It influences life in the village. But the situation in the village in general and a particular village in particular has a significant impact on the state of affairs in the rural school. Relationships and conflicts in rural school communities respectively reflect all the main contradictions and problems that permeate rural life today. By communicating with parents, students learn about the main difficulties that adults face. One way or another, schoolchildren know about many problems of rural life, experience them in their own way, and transform these problems into relationships with peers and teachers.

The study, conducted under the supervision of schools in the Moscow region, made it possible to identify some features of local conflicts and related phenomena in the relationships of students.

Student-student conflicts arise in the following situations:

v because of insults, gossip, envy, denunciations - 11%;

v in connection with the struggle for leadership - 7%;

v due to the contrast between the student’s personality and the team - 7%;

v for girls - because of a guy - 5%.

11% of students believed that there were no conflicts; 61% of schoolchildren experienced a feeling of hatred towards their classmates.

These data indicate that not all is well in the relationships between classmates at school.

The main reasons for hatred towards peers:

ü meanness and betrayal - 30%;

ü sycophancy, the existence of “fake” excellent students and teachers’ favorites - 27%;

ü personal grievance - 15%;

ü lies and arrogance - 12%;

ü rivalry between classmates - 9%.

Students’ conflict levels are significantly influenced by their individual psychological characteristics, in particular aggressiveness. The presence of aggressive students in the class increases the likelihood of conflicts not only with their participation, but also without them - between other members of the class team.

Schoolchildren’s opinions about the causes of aggression and conflicts are as follows:

Reason for aggression: desire to stand out among peers - 12%;

Source of aggression: callousness and cruelty of adults - 11%;

It all depends on the relationships in the class - 9.5%;

The family is to blame for the student’s aggressiveness - 8%;

Aggressive schoolchildren - children with mental disabilities - 4%;

Aggression is an age-related phenomenon associated with excess energy - 1%;

Aggression is a bad character trait - 1%;

There were aggressive students in the class - 12%;

There were no aggressive students in the class - 34.5%.

Conflicts between students at school arise, among other things, due to misconduct and violations of generally accepted norms in the behavior of schoolchildren. Standards of behavior for students at school have been developed in the interests of all students and teachers. If they are observed, it is implied that contradictions in school groups are reduced to a minimum. Violation of these norms, as a rule, leads to infringement of someone's interests. A clash of interests is the basis for conflict.

Schoolchildren, in their own opinion, most often commit the following violations of behavioral norms at school:

§ smoking - 50%;

§ consumption of alcoholic beverages - 44%;

§ rudeness, rudeness in communication - 31%;

§ use of obscene expressions in speech - 26.5%;

§ false - 15%;

§ students’ disrespect for each other - 13%;

§ promiscuity in sexual life - 10%;

§ petty theft - 10%; fights - 10%;

§ hooliganism - 10%;

§ drug addiction - 6%;

§ bullying of the younger and weaker - 6%;

§ gambling (for money) - 3%.

The peculiarities of conflicts between school students are determined, first of all, by the specifics of the age-related psychology of children, adolescents and young men (girls). The emergence, development and completion of conflicts are significantly influenced by the nature of the educational process and its organization in a particular educational institution. The third factor influencing conflicts in student relationships is the way of life and the existing socio-economic situation.

2.2. Conflicts between teachers and students.

The process of training and education, like any development, is impossible without contradictions and conflicts. Confrontation with children, whose living conditions today cannot be called favorable, is a common occurrence. According to M. Rybakova, conflicts between teacher and student can be classified as follows:

o actions related to the student’s academic performance and his/her performance of extracurricular tasks;

o the teacher’s behavior (actions) as a reaction to a student’s violation of the rules of conduct at school and outside of it;

o relationships that arise in the sphere of emotional and personal relationships between students and teachers.

Activity conflicts.

They arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. This can happen for various reasons: fatigue, difficulty in mastering educational material, and sometimes an unfortunate remark from the teacher instead of specific help to the student. Such conflicts often occur with students who have difficulty mastering the material, and also when the teacher teaches in the class for a short time and the relationship between him and the students is limited to academic work. There are fewer such conflicts in the lessons of homeroom teachers and in primary grades, when communication in the lesson is determined by the nature of the existing relationships with students in a different setting. Recently, there has been an increase in school conflicts due to the fact that the teacher often makes excessive demands on students, and uses grades as a means of punishment for those who violate discipline. These situations often cause capable, independent students to leave school, and for the rest, interest in learning in general decreases.

Conflicts of actions.

A pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student’s actions, did not find out his motives, or made an unfounded conclusion. After all, one and the same action can be dictated by different motives. The teacher tries to correct the behavior of students by assessing their actions with insufficient information about the reasons that caused them. Sometimes he only guesses about the motives of actions, does not delve into the relationship between children, in such cases errors are possible when assessing behavior. As a consequence, the students’ disagreement with this situation is quite justified.

Relationship conflicts often arise as a result of the teacher’s inept resolution of problematic situations and are, as a rule, protracted in nature. These conflicts acquire a personal touch, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

Causes and components of pedagogical conflicts:

Insufficient responsibility of the teacher for pedagogically correct resolution of problem situations, because school is a model of society where students learn the norms of relationships between people;

Participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;

Differences in the life experiences of the participants also determine different degrees of responsibility for mistakes in conflict resolution;

Different understandings of events and their causes (the conflict “through the eyes of the teacher” and “through the eyes of the student” is seen differently), so the teacher is not always able to understand the child’s experiences, and the student is not always able to cope with emotions;

The presence of other students turns them from observers into participants, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;

The teacher’s professional position in a conflict obliges him to take the initiative in resolving it, since the interests of the student as a developing personality always remain a priority;

A teacher’s mistake in resolving a conflict gives rise to new problems and conflicts that involve other students;

Conflict in teaching activities is easier to prevent than to resolve.

The current situation in the country, the plight of the school, and insufficient training of teachers, especially young ones, to constructively resolve conflicts with students lead to significant destructive consequences. According to psychological studies for 1996, 35-40% of childhood neuroses are didactogenic in nature. Research also shows that in interpersonal conflict between a teacher and a student there is a high proportion of negative consequences (83%) compared to positive influences.

It is important that the teacher is able to correctly determine his position in the conflict, and if the class team is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the disciplinarian or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become a chronic phenomenon).

To constructively resolve the conflict, the relationship between the teacher and the teenager’s parents is important.

Often, a teacher’s communication with older students is based on the same principles as with primary school students. This type of relationship does not correspond to the age characteristics of a teenager, first of all, his self-image - the desire to occupy an equal position in relation to adults. A successful resolution of the conflict is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of building such relationships should be an adult.

A survey of schoolchildren conducted under the guidance of a professor showed that about 80% of students hated certain teachers. Students cite the following as the main reasons for this attitude:

₰ teachers don’t like children - 70%;

₰ negative personal qualities of a teacher - 56%;

₰ unfair assessment of their knowledge by the teacher - 28%;

₰ The teacher has poor knowledge of his specialty - 12%.

There are often cases when a student’s negative attitude towards a teacher is transferred to the subject he teaches. Thus, 11% of schoolchildren say that they hated certain disciplines studied at school. The basis of conflict relations between a student and a teacher is often a negative assessment by the student of the professional or personal qualities of the teacher. The higher the student evaluates the professionalism and personality of the teacher, the more authoritative he is for him, the less often conflicts arise between them. More often, primary school teachers manage to establish good contact with students. Senior schoolchildren, recalling their primary school education, assessed their teachers, who worked without conflict, as follows:

ℓ the first teacher was ideal;

ℓ she is a model, a teacher you remember all your life;

ℓ no flaws, my first teacher is ideal;

ℓ an exceptionally experienced teacher, a master of his craft;

ℓ in four years there were seven teachers, all of them were wonderful people;

ℓ I can’t say anything negative about the primary school teacher;

ℓ the teacher was like a mother to us, she was loved very much;

ℓ there were no conflicts, our teacher was an indisputable authority not only for students, but also for their parents.

Teenagers (10-15 years old), and even more so boys and girls (16-18 years old), approach the assessment of their teachers more critically than younger schoolchildren. However, a trained and skillful teacher can always establish good relationships with high school students. In this case, conflicts between the teacher and students are rare or completely excluded. When evaluating subject teachers, high school students most often express their attitude towards them like this:

1. Knows his subject well, knows how to present it, a comprehensively developed person - 75%.

2. Applies a new teaching methodology, approaches each student individually - 13%.

4. Has no favorites - 1%.

5. Does not know his subject well, does not have teaching skills - 79%.

6. Shows rudeness towards students - 31%.

7. Does not like his profession, children - 9%.

8. Cannot lead a classroom - 7%.

9. There is no coherence in the teaching staff, since mostly teachers are women - 16%.

10. The school needs more young teachers, including men - 11%.

11. Insufficient training of teachers at the university - 6%.

An analysis of high school students’ assessments of subject teachers shows that almost half of them formed a more negative than positive opinion about teachers. If this state of affairs were proven as a result of a larger study, then one could conclude that the relationship between high school students and teachers in schools is unfavorable. The data presented were obtained on the basis of a local study in schools in the Moscow region and cannot be extended to the entire secondary school. However, it is obvious that with this state of affairs in one region, there is a high probability of conflicts between teachers and students. Long before the emergence of conflictology as a science, smart people, based on everyday experience, formulated the rule: “When two people conflict, the one who is smarter is wrong.” A smart person must be able to protect his interests and the interests of the business without conflicts. Based on this, in conflicts between students and teachers, the latter are most often in the wrong. The student’s life experience, the amount of his knowledge, worldview, and communication skills with the outside world are much less than that of the teacher. The teacher must learn to remain above the conflict and resolve natural and inevitable problems in relationships with students without negative emotions (preferably with humor).

At the same time, it would be completely wrong to place all responsibility for conflicts between a student and a teacher on the latter.

Firstly, today's schoolchildren are noticeably different from those who studied at school in 1982. Moreover, often not for the better. Twenty years ago, in a nightmare, it was impossible to imagine that the situation with the use of alcohol, drugs, and toxic substances at school would become so aggravated. And now this is reality.

Secondly, the socio-economic situation in the school itself has noticeably deteriorated, which, in turn, contributes to the emergence of conflicts between students and teachers.

Thirdly, the quality of teacher training has obviously decreased. In one of the schools in the Novonikolaevsky district of the Volgograd region, a conflict between a student and a Russian language teacher arose in the spring of 2001 due to the fact that the teacher demonstrated insufficient knowledge of the rules of grammar and, having misspelled a word, insisted that she was right.

Fourthly, a low standard of living provokes tension in the relationship between students and teachers. Stress among teachers, caused by the hardships of life, stress among schoolchildren, which is a consequence of material problems in their families, causes increased aggressiveness in both.

2.3. Features of conflicts between teachers.

Interpersonal conflicts in relationships between teachers have been studied to a lesser extent compared to other types of conflicts in school teams. This is due to the fact that conflicts between teachers are much more complex and diverse than conflicts involving schoolchildren.

Let us consider not only conflicts involving ordinary teachers, but also teachers with the director or head teacher of the school, i.e., “vertical” conflicts. These are two different types of conflicts, although they occur in the same teaching team and are often interconnected, and therefore can be subject to comparative analysis.

The peculiarities of conflicts in relationships between teachers are determined by various factors.

Firstly, the very content and nature of pedagogical activity. Teachers depend on each other's work much less than workers on an assembly line or engineers designing one machine. However, their interdependence is much greater than that of the disciples. If a mathematics teacher works poorly, this significantly affects the quality of the physics teacher's lessons. If the class teacher does not pay due attention to student discipline, this affects the professional activities of all teachers working in this class.

Secondly, the specificity of conflicts between teachers is due to the fact that the teaching staff is predominantly female. The prestige of teaching work and its remuneration are such that for several decades there has been a steady tendency to “wash out” men from this most important, state-forming type of activity. According to 2011 data, 82% of secondary school teachers were women. Among directors of secondary schools, 59% are women.

In conditions of the overwhelming dominance of women in the teaching staff of schools, the emergence, development and completion of conflicts between teachers are noticeably influenced by the peculiarities of female psychology. It is known that women are more emotional in their assessments and actions than men. They are more sensitive to changes on the part of colleagues, and react more sharply to the miscalculations and mistakes of others. It has been experimentally proven that conflicts between women are more often of a personal nature, while men usually conflict due to contradictions that arise in the process of joint activities.

Thirdly, the factor that determines the characteristics of conflicts in relationships between teachers is the modern way of life in rural areas and the existing socio-economic situation. It should be said that this factor also influences the characteristics of conflicts among schoolchildren. However, teachers are much more susceptible to socio-economic environmental pressures than students. Students are largely protected from hardships and deprivations by the care of their parents. In addition, due to the peculiarities of the children's psyche, they usually see the future in rosy colors, quickly forget past grievances, and endure difficulties more easily. For teachers, the unstable situation in rural areas, continuous, often unfounded and incomprehensible reforms, and a barrage of difficult-to-solve problems cause long-term and persistent stress. An assessment of the persistent anxiety of 586 teachers, carried out using a special test, showed that none of them had low anxiety. Normal anxiety was found in 13% of teachers, high anxiety in 87%. It is obvious that with such a high level of personal anxiety, teachers sometimes react inadequately to ordinary conflicts of interests between colleagues, which is often fraught with conflicts.

An analysis of real conflict situations in relationships between teachers shows that there is a wide range of problems that teachers cannot solve without conflicts.

Let's give some examples.

All the high school students were embarrassed to watch how the head teacher of the school scolded the teacher in their presence. She didn’t know how to behave, she was embarrassed and blushed.

The teacher treated her colleagues with disdain. I must say that she was a fairly strong subject specialist and methodologist. And at the same time, she allowed herself to talk down on the teachers in front of the students.

The class teacher openly told high school students about conflicts, quarrels and other events in the lives of school teachers.

The mutual hostility of the two teachers was reflected in the daughter of one of them, who was regularly given lower grades by the teacher with whom her mother was in conflict.

Teachers, in the presence of students, quarrel in the corridor because they both want to teach the lesson in the classroom. They speak in raised voices and actively gesture.

The teacher often calls schoolchildren the words “hamier”, “idiots in socks”, which causes indignation among the students and other teachers (the physics teacher, for example, said that this rude student would be “oaks”). In the school hallway, these two teachers were arguing publicly.

The school principal, in the presence of senior students, spoke rudely to a teacher who was older than him.

Settling personal scores with colleagues, the teacher spoke in class about problems in the teaching staff, giving negative assessments to those with whom he had strained relationships.

Analysis of the data presented in the table allows us to draw certain conclusions.

Firstly, the longer a teacher’s work experience, the less often he comes into conflict with colleagues and school management. This is due to the adaptation of teachers to teaching activities and the team. An experienced teacher understands the destructive consequences of conflicts, and also has the skills of non-conflict resolution of problems with both teachers and the head teacher and director.

Frequency of conflicts depending on their causes and the teacher’s work experience

Causes of the conflict	Work experience
Up to 3 years	up to 10 years	up to 20 years	up to 30 years old	more than 30 years
Inconvenient lesson schedule
Significant expenditure of time on matters not directly related to the education and upbringing of schoolchildren
Housing distribution
Distribution of vouchers to holiday homes and sanatoriums
Teaching subjects that are not a specialty

Secondly, most often the cause of conflicts among teachers is an inconvenient lesson schedule and significant time spent on matters that are not directly related to the education and upbringing of schoolchildren. There are often conflicts related to the teaching load, or due to personal hostility.

Thirdly, it is especially important how often conflicts occur between teachers - it depends on the professional and individual qualities of the teacher. Thus, conflicts over lesson schedules decrease as teaching experience increases - from 3 to 30 years by 1.4 times. And conflicts due to an increase in the teaching load occur 2 times less often.

Elimination of these causes largely depends on the director and head teacher of the school.

The nature and characteristics of conflicts among teachers are determined by those around them whose interests collide or contradictions arise. The following opinions of teachers 1 were revealed about who is most often their opponent in a conflict:

⌂ administration - teacher - 35.5%;

⌂ administration - service personnel - 7.5%;

⌂ conflict between subject teachers - 15%;

⌂ young teachers - experienced teachers - 7.5%;

⌂ teacher - student - 24.8%;

⌂ teacher - parent - 14.3%.

The results of the study show that, according to teachers, most often all conflicts they have occur with the school administration. These data confirm the results obtained by the author when studying more than 1000 conflicts in relationships between civil servants. Vertical clashes, that is, conflicts between superiors and subordinates, usually account for about 78% of the total number of conflicts in the team. Most often, the interests of teachers collide with the interests of the director and head teacher. It's natural. After all, it is with the director and head teacher that the teacher usually resolves issues that are important to him. Consequently, it is precisely such conflicts that a teacher should first of all be prepared for.

Answering the question: “What is the most important thing in your work?” Many of the 586 teachers also highlighted relationships with others

▓ material support - 54%;

▓ freedom, independence in professional activities - 36%;

▓ respect for others - 31.5%;

▓ long vacation - 19.5%;

▓ good relationships with the administration, colleagues, students, parents - 65.3%;

▓ opportunity for self-development, self-realization - 22.5%.

These data show that teachers are almost 2 times more likely to name good relationships with others and respect on their part (in total 96.8%) as the main ones than material support (54%). And this is not surprising: a healthy socio-psychological climate in the school community is no less important for a teacher than a good salary. Teachers have a negative attitude towards conflicts, try to do without them if possible, and assess conflict as a destructive phenomenon in the life of the school. This is a normal assessment of normal people who understand that conflicts more often hinder business than help. A pronounced negative attitude towards conflicts, however, is not an obstacle to interpersonal clashes between teachers.

The peculiarities of conflicts in school teams are determined by the reasons that caused them. Without knowing the causes, it is difficult to understand the mechanisms of development and completion of conflicts, and most importantly, to engage in their prevention. After all, prevention is the elimination of the conditions and factors that cause conflicts, the management of the causes that give rise to them.

Strategies and methods

The educational environment is the totality of all opportunities for learning, education and personal development. It contains a large number of participants: students, their parents, teaching staff, and the administration of the educational organization. Each of them has their own opinion, their own picture of the world, their own desires and needs, which can be the basis for the emergence of disputes, quarrels, conflict situations, conflicts in an educational organization.

One of the factors for successful learning is a healthy and positive socio-psychological climate in the team, which is difficult to maintain during constant quarrels and conflict situations.

A conflict, regardless of its nature, specific content and type, necessarily contains a moment of confrontation, a clash of contradictory or incompatible interests, positions, and intentions. This confrontation between the parties that arises during the resolution of a conflict situation is a “disturbance” for the educational process, which subsequently affects the learning outcomes and psychological well-being of students.

Most often, conflict situations among participants in the educational process arise for the following reasons: differences in values, goals, methods of achieving goals, unsatisfactory communications, distribution of resources, interdependence, differences in psychological characteristics. These reasons manifest themselves in various types of conflicts: personal, interpersonal, intergroup and intragroup.

Conflict management is a targeted impact on eliminating (minimizing) the causes that gave rise to a conflict, or on correcting the behavior of participants in the conflict.

To resolve a conflict, it is important to know all its hidden and obvious causes, to analyze the various positions and interests of the parties and to focus on the interests, because they contain the solution to the problem. It is important to treat the initiator of the conflict fairly, to reduce the number of claims, and for the leader to be aware of and control his actions.

Conflict resolution is the process of finding a mutually acceptable solution to a problem that has personal significance for the parties to the conflict, and on this basis harmonizing their relationships.

There are no universal ways to overcome conflict. To “solve” it, the only possible way is to be completely involved in the situation. Only by “getting used to” the current situation in an educational institution can one study the problem of conflict and give recommendations regarding the optimal strategy of behavior and methods for overcoming it, which the manager needs to know.

Strategies conflict resolution in an educational organization	Methods conflict resolution in an educational organization
competition (opposition), i.e. the desire to achieve satisfaction of one’s interests to the detriment of other people. Rivalry presupposes maximum consideration of one's interests and needs and is used when it is necessary to quickly resolve a problem in one's favor. The advantage of this strategy is to identify the most dynamic participant. Examples of such a strategy are various contests and competitions. The disadvantages of rivalry include the loss of one or more, and sometimes all, parties to the conflict, a high level of tension and the possible breakdown of any relationship between the parties to the conflict.	social development planning;
cooperation, when the parties to the conflict come to an alternative that fully satisfies the interests of both parties;	awareness of employees about the goals and daily effectiveness of the organization;
avoidance, which is characterized by both a lack of desire for cooperation and a lack of tendencies to achieve one’s own goals. Avoidance is useful in cases where there is no time or opportunity to resolve the conflict immediately. The negative side of this strategy is that the conflict is not resolved when using this strategy. Avoiding or avoiding conflict is also often used by management in management.	use of clear instructions with specific work requirements for each member of the organization
accommodation, meaning compliance as opposed to cooperation, sacrificing one's own interests for the sake of another. The virtue of adaptation is considered to be the preservation of the relationship with the opponent. Disadvantages include refusal to satisfy one’s interests and needs. This strategy is used when the individual has little chance of winning or when the situation is insignificant for the individual and it is important to preserve the relationship. The administration often makes concessions by reducing its own claims.	organization of material and moral rewards for the work of the most productive employees
a compromise realized in the partial achievement of partners’ goals for the sake of conditional equality. Compromise is an open discussion of opinions aimed at finding the most convenient solution for both parties. In this case, partners put forward arguments in their own and in others’ favor, do not postpone decisions until later and do not unilaterally force one to one possible option. The advantage of this outcome is the reciprocity of equality of rights and obligations and the legalization (openness) of claims. A compromise requires much less time and less effort to resolve an issue that generally suits the parties to the conflict. This is the benefit of compromise. Its disadvantages include the residual dissatisfaction of the parties who sacrificed any of their interests.	the presence of a simple and understandable payroll system for everyone;
compulsion. This is a tactic of straightforwardly imposing the version of the outcome of the contradiction that suits its initiator. For example, the head of a department, using his administrative right, prohibits talking on the phone about personal matters. This outcome of the conflict, in a sense, really quickly resolves and decisively eliminates the causes of the initiator's dissatisfaction. But it is the most unfavorable for maintaining a relationship.	adequate perception of unconstructive behavior of both individual employees and social groups
method of hidden actions. Used in organizations focused on collective methods of interaction, as well as in countries of traditional collectivism. The method is indicated in cases of insignificant divergences of interests in the context of habitual patterns of behavior of people in a team. The method is based on emphasizing common interests, when differences are downplayed and common features are emphasized: “We are one friendly team and we should not rock the boat.” The likely outcome of using this method involves two options: “win-lose”, “win-win”.	Active conflict management methods include two basic tactics: Rivalry; Device. and three derivative tactics: Evasion; Compromise; Cooperation.

It is much easier to prevent conflicts than to resolve them constructively. Conflict prevention consists in organizing the life activities of workers in such a way that eliminates or minimizes the likelihood of conflicts arising between them. Conflict prevention is their prevention in the broad sense of the word. Its task is to create such conditions for the activity and interaction of people that would minimize the likelihood of the emergence or destructive development of contradictions between them. Preventing conflicts is no less important than the ability to resolve them constructively. It requires less effort, money and time and prevents even those minimal destructive consequences that any constructively resolved conflict has.

ensuring favorable conditions for the life of workers in the organization;

2) fair and transparent distribution of organizational resources;

3) development of normative procedures for resolving typical pre-conflict situations;

4) creation of a recreational work environment, professional psychological selection, training of competent managers.

Thus, we can summarize and point out that the main reasons for the emergence of conflict situations in organizations can be limited resources that need to be shared, differences in goals, differences in represented values, differences in behavior, as well as poor communication, imbalance of jobs, insufficient motivation to perform work. Poor communication is both a cause and a consequence of conflict. One of the reasons for conflict situations in organizations is inadequate perception of information. About 80 percent of a person’s working time is spent interacting with other people. About 50 percent of all transmitted information is perceived incorrectly. Stress can become an elementary cause of conflict.

The best ways to resolve production and organizational conflicts are the manager’s constant concern for improving working conditions and timely awareness of workers about the production situation. Communication between participants, the central point of which is negotiation, is of great importance in resolving conflict situations. When planning to conduct a conversation with his opponent, the leader must first, as completely as possible, analyze the current situation. The manager’s tasks in resolving the conflict are to clarify the cause of the conflict, determine the opponent’s goal and outline the area of ​​convergence of points of view with the opponent, and clarify the behavioral characteristics of the opponent. The more precise the definition of the essential elements of a conflict, the easier it is to find means for effective behavior.

However, it is necessary to take into account that in each specific conflict situation the strategy of behavior will be different, taking into account the characteristics of the situation. The conflict resolution method chosen in one situation may not be suitable for another.

Melnik Ksenia Sergeevna, Student, Murmansk Arctic State University, Murmansk [email protected]

Features of conflict resolution in an educational organization

Abstract. The article examines the manifestations of conflict in the educational environment, defines the specifics of the organization and work of the Reconciliation Services in Russia, and provides an analysis of the federal normative and legal documentation regulating the activities of the Reconciliation Services in the Russian Federation. The results of teaching students conflict resolution using the Sabon method are presented. Key words: conflict, Sabon method, Reconciliation Service, educational environment, educational organization.

In everyday life, every person encounters irritants and stresses that cause conflict situations that lead to conflict. Due to the huge information flow, a person is constantly with someone in a conflict situation (at work, in a store, in an educational or leisure organization, etc.), which leads to frustration or depressive manifestations in behavior. In the psychological dictionary, conflict is defined as “a difficult to resolve contradiction associated with acute emotional experiences.” However, this formulation reveals only part of the concept of “conflict”. A. Ya. Antsupov and A. I. Shipilov consider it as the most acute way of resolving significant contradictions that arise in the process of interaction, which consists in the opposition of the subjects of the conflict and is usually accompanied by negative emotions. Conflict as a psychological phenomenon has its own characteristics. One of them is bipolarity, which means interconnectedness and mutual opposition at the same time. Since the conflict is based on the struggle of two different sides, the elimination of this contradiction is the next sign of the conflict, manifested in activity aimed at overcoming the contradiction. Another criterion for conflict is the presence of a subject or subjects as carriers of the conflict. Thus, conflict is a common feature of social systems, it is inevitable, since each individual has his own opinion, goals, worldview, desires and needs, and therefore it should be considered as a natural phenomenon in the life of people. Educational organizations as one of the types of social systems contain a large number of participants: students, their parents, teaching staff, administration of the educational institution. Most often, conflict situations between participants in the educational process arise for the following reasons: differences in values, goals, ways to achieve goals, poor communications, distribution of resources, interdependence, differences in psychological characteristics. These reasons are manifested in various types of conflicts: personal, interpersonal, intergroup and intragroup. The problem of conflicts and their prevention in the educational space has been studied in Russia for more than 13 years and in parallel, the search for optimal ways to solve it is underway. On June 1, 2012, the President of Russia approved a national strategy in the interests of children for 2012–2017. The National Strategy for Action for Children involves the large-scale introduction of innovative approaches that are designed to provide a new quality of life for children in society. One such approach was the introduction of a model of “school reconciliation services” at the federal level. The formation of these services is the result of the work of the interregional public center “Judicial Reform” and its partners. According to the Strategy, reconciliation programs should be carried out both for minors who have reached the age of criminal responsibility, and for children who have not reached this age. The national strategy sets the task of establishing interaction between courts and law enforcement agencies with specialists - psychologists, social educators, mediators (leaders of reconciliation programs) with the aim of working together to create a restorative justice system for minors. The implementation of the government plan resulted in the preparation of a concept for the development of mediation services for minors. In July 2014, the Government of the Russian Federation approved a document with the following title: “The concept for the development until 2017 of a network of mediation services in order to implement restorative justice for children, including those who have committed socially dangerous acts, but have not reached the age at which criminal responsibility begins.” Russian Federation." To date, they have accumulated vast experience in their work in schools, PMSS centers, colleges, as well as in boarding schools and orphanages in various regions of the country (Perm Territory, the Republics of Sakha and Karelia, Volgograd, Krasnoyarsk, Samara regions, etc. The work of school conciliation services is based on restorative justice, that is, a restorative approach is a solution to problems that justice does not work with. Since the restorative approach refers to extrajudicial practices of conflict resolution, its result is not investigation and punishment, but reconciliation of the parties, compensation for damage and the return of conflict participants to society. The main ideas of restorative justice are:

focus on healing the injured party;

resocialization of the offender;

community restoration. Restorative justice proposes to view offender responsibility as accepting certain responsibilities to the injured party and taking action to correct the harm caused to them. Meeting the needs of the victim is one of the main goals of reconciliation programs. Conflict disrupts relationships between people. Participants in the reconciliation program have the opportunity to restore normal relations. Compensation is a means of restoring the position of both parties, which helps achieve the main goal of reconciliation and restoration of relations. The main element of restorative justice is mediation as a specially organized process. Reconciliation programs are conducted by a neutral mediator - the facilitator of reconciliation programs, who helps the parties hear each other and make independent decisions. Principles of the reconciliation program: 1. Neutrality of the presenter (mediator), the presenter does not defend or blame any of the parties. The most important indicator of whether the presenter maintains a neutral position is the feelings and opinions of the parties themselves on this matter.2. Voluntary participation in the reconciliation program. The parties come to the reconciliation program voluntarily and can refuse to participate in the program at any time. This helps them feel independent and responsible for their decisions.3. Confidentiality. This principle also applies to the leadership position. If the parties are able to speak frankly with the facilitator, knowing that their words will not be used against them, then they will be able to trust the facilitator and communicate their needs sincerely. Note that the facilitator is a neutral mediator. He is not a lawyer, judge or adviser. The facilitator is not responsible for the obligatory nature of reconciliation, but he is responsible for ensuring that both parties to the conflict understand the essence of the restorative method he proposes to get out of the current situation and for the conscious choice to use this method. He is also responsible for ensuring that all conditions are created at the meeting for reconciliation of the parties and for observing the basic principles of organizing reconciliation programs. Thus, the goal of the facilitator in the reconciliation program is to provide the parties to the conflict with the opportunity to resolve the situation independently, through negotiations. The facilitator of the reconciliation program can be a volunteer who has undergone training and has practice in conflict resolution together with experienced facilitators. People of all ages and professions can become volunteers. Volunteers are indispensable assistants to full-time employees of the Reconciliation Service. Conciliation meetings are typically led by two facilitators, at least one of whom is a volunteer. The outcome of a reconciliation program should focus on restoring relationships and justice. What the specific agreement between the parties will be depends on the situation, on the needs and decisions of the participants in the reconciliation program themselves. The algorithm of work of the reconciliation service is as follows: the Reconciliation Service receives information about the conflict from an investigator, an assistant judge (if there is a cooperation agreement with this body) , school administration or from other sources. The reconciliation service analyzes whether it is possible to conduct a reconciliation program in a given case and determines the facilitators who will work on it. The reconciliation program facilitators contact the parties to the conflict, obtain their consent to the reconciliation program and conduct separate preliminary meetings with each of the parties. At the meetings, the facilitators clarify the position, interests of the parties, their desire to participate in the program and readiness for it. With the consent and readiness of the parties, the facilitators hold a conciliatory meeting at which the following issues are discussed: 1. What are the consequences of the situation for both parties?2. How can the situation be resolved?3. How can I prevent this from happening again? .As a result of the meeting, a conciliation agreement is signed. The results of the meeting are usually notified to the police, the investigative department, the court or the Juvenile Affairs Commission (if these bodies were involved in the conflict). A conciliation agreement is an agreement between two or more parties based on the results of a discussion at a conciliation meeting on how to resolve conflict situation and how to avoid its recurrence. This agreement is necessary to consolidate the agreement and ensure compliance with the conditions of reconciliation, as well as to take into account the results of the reconciliation program by official bodies (administration of the educational institution, Commission for Minors, police, etc.). As part of the work Conciliation services use various methods of negotiation. One such method is the Sabon Method. The Sabon Method was developed by the UN together with peace education professor Johan Galtung. This method is used by peacekeepers and specialists working in conflict zones. The central elements of the method are seeing an individual with opposing goals and predicting the consequences of behavior. The goal of Sabona is to increase the controllability of counter goals and improve social skills. The Sabona method includes 7 tools. It is these 7 Sabon concepts that make up the theoretical basis and practical part, which assist in the correct selection of tools for an effective and quick exit from the conflict. The 7 Sabon concepts are divided into 2 groups of tools. The first three tools are the basis. The basis helps and gives respondents the skills to analyze and understand the conflict. The four subsequent tools are practical ways to resolve the conflict. There is a relationship between the tool and its serial number. Tool 1 incompatibility of goals and means

Fig.1. Tool illustration #1.

Sabona defines conflict as the incompatibility of goals and means. This tool is used to find incompatibilities. Curved arrows show the multidirectional goals of the parties to the conflict, and also that the conflict, as a rule, includes more than two parties. If you try to identify who is right and who is wrong, the conflict will only grow. Resolving a conflict means agreeing that other parties to the conflict have their own goals and their own point of view. “Sabona” believes that there are no incompatible people, only incompatible goals. Using tool 1, participants look for incompatibility, without giving up their views and goals, or trying to change them. Tool 2 is the goal and means.

Rice. 2. Illustration of tool No. 2.

This tool is used to analyze and understand the difference and connection between the goal and the tool (method). Its purpose is to determine what the participant wants and feels, this is very important to him. The means are what he does to achieve the goal, this is what can be observed from the outside. If the action is easy to see, then it is not easy to see the goal hidden behind it. Goals and means can be good and bad. Sabona's attitude is an analysis and a clear understanding of the difference and connection between the goal and the means. This knowledge is vitally important, since with the help of this tool you can always find positive and legitimate goals behind negative means, as well as retain them. Tool 3 triangle ABC.

Rice. 3. Illustration of tool No. 3.

This is the basic understanding of conflict. The triangle includes the three elements of any conflict. Angle A is the target. The clash of goals leads to negative thoughts and feelings, this is what a person experiences and this is the invisible part. Angle B These are means, that is, actions. Negative thoughts and feelings lead to negative actions. And this is what a person does, this is his behavior and this is the visible part of the triangle. Seth Angle This is incompatibility, it is what happened between A and B. Thus, tool 3 gives a basic understanding of any conflict. With its help, you can analyze the conflict in detail. Tool 4 conflict analysis mat.

Rice. 4. Illustration of tool No. 4.

This is a structured plan for dialogue. It consists of 4 squares built on two main axes: past future, negative positive. Each square represents a point of view in the conflict Square 1 positive future (dreams) Square 2 negative past (grievances), gives ideas about what we would like to avoid in the future Square 3 positive past, gives focus on what was positive before , what a person wants to take with him into the future. Square 4 is a negative future, fears associated with the future. The choices that an individual makes or does not make are very important in the future. The mat is a tool that helps you determine your own position and at the same time gives you an understanding of the goals of others. These are four views of the world around us. With the help of the mat, it becomes possible to use all four views to see solutions and new opportunities. Tool 5 is five diagrams of possible results of exiting the conflict.

Rice. 5. Illustration of tool No. 5.

There are at least 5 ways out of every conflict. Tool 5 helps to identify and analyze various ways to resolve conflict.

Line 12 is the diagonal of the “war”, it determines who lost, won, right is guilty. Point 3 is a position of retreat, the opportunity to go back, think, draw conclusions, collect additional information. Point 4 is all types of compromise. Everyone gives or receives something, everyone is happy or dissatisfied. Line 345 is the diagonal of peace, when all parties have been heard in the conflict. Point 5 is a way out of the conflict that suits everyone legally. Tool 6 is a conflict resolution ladder including 3 steps (on each of which there are 2 focuses).

Rice. 6. Illustration of tool No. 6.

Before resolving a conflict, you need to find all the parties to the conflict. Stage 1 is the stage of clarifying the situation, the process of finding the parties to the conflict and finding goals through dialogue. At this stage, a conflict analysis mat is used (tool 4). Stage 2 is legitimacy, the individual understands that the chosen means and goals do not violate the basic laws of society. Stage 3 is conflict resolution. Once all parties are ready for dialogue and a goal has been found, a key decision is made aimed at a secure future. Tool 7crossroads of truce, including 5 fields, 1 crossroads and one dialogue.

Rice. 7. Illustration of tool No. 7.

Misunderstandings or negative actions create a “knot” in relation to people, a conflict occurred here; sector 1 (checkered square) is the bad thing that happened between people in the past. 2 and 3 are sectors of the parties to the conflict (white fields) arrows show the relationship between people. In one sector (left) there is an offender, someone who causes pain to another. In the second sector - the victim, the one who suffered, who feels a sense of resentment and shame. Sector 4 (green square) is the sector of the present. This is one of the parties or a representative of one of the parties who wants to meet and correct the situation in which all parties to the conflict find themselves. Sector 5 (orange square) sector of the future. The offender and the victim look at the current situation differently and very subjectively. A crossroads is an arena for dialogue. The parties should not only say “sorry” to each other, but also be able to explain the “what” and “why”. This, as a rule, helps the “process of wound healing” and moving on. People most often demonstrate conflicts in adolescence and young adulthood. This is due to developmental crises experienced by the individual. Therefore, the individual is almost constantly in confrontation with society and himself, which is the basis for the emergence of conflict situations and conflicts. The study was conducted in 2015 on the basis of the Federal State Budgetary Educational Institution of Higher Education “Murmansk Arctic State University” (Murmansk). 50 respondents aged 1819 took part in it. Therefore, to determine the individual characteristics of a person’s behavior in situations of conflict interaction, the Thomas Kilman test, as well as the test of frustration reactions by S. Rosenzweig, were used. The results of the study using the Thomas Kilman test showed that the most common strategy of behavior in conflict is the coercion strategy (fight) – 55%, less typical of them is the strategy of leaving (5%). The choice of a strategy of struggle indicates a tendency towards aggressive behavior in resolving conflict situations. It is easier for an individual to convince or impose his point of view than to conduct productive cooperation with another participant in the conflict, since this requires the concept and acceptance of the goals, desires and views of the other party.

The partnership strategy, as a possible form of behavior in a conflict, was identified in only 10% of respondents, but in addition to it, the respondents were diagnosed with accompanying ones: reconciliation (15%) and compromise (15%). This indicates the inability of respondents to exit the conflict correctly and effectively, with minimal expenditure of effort and nervous resources. The results obtained from the test of frustration reactions by S. Rosenzweig showed that in adolescence, impulsive reactions prevail (9.9 ± 3.1). This indicates that respondents reduce frustrating situations to a minimum value or do not attach importance to them at all, and also do not take responsibility for what happened. The most common type of reaction in a frustrating situation is the reaction “with fixation on the obstacle” (11.45 ± 2.6), which indicates us minimizing the causes of frustration, or accepting the frustrating obstacle as a kind of good. In adolescence, open manifestation of aggression dominates, the desire to blame others for the occurrence of frustrating situations, which is seen as a way of protecting one’s own “I”, as well as avoiding responsibility for one’s own decisions. Work on conflict resolution was carried out using the Sabon method. A total of 10 lessons were conducted (1 lesson per week). The training course included theoretical and practical classes, during which the analysis and resolution of conflicts and conflict situations were carried out. Upon completion of training respondents in the basic steps of conflict resolution using the Sabon method, the following results were obtained. The dominant strategy of behavior in conflicts, according to the Thomas-Killman method, was the strategy of cooperation (40%), which indicates a revaluation of the means of behavior in conflict, a more competent and conscious choice of strategy for behavior in conflict, as well as defining the framework of a conflict situation. The predominant type of reaction has now become the reaction “with a fixation on satisfying the need” (10.9 ± 2.4), and the prevailing direction of the reaction is intropant (10.1 ± 2.8). Thus, the use of the Sabon method in resolving conflict situations and conflicts contributes to the development a sense of responsibility for one’s own decisions and actions, as well as initiative in resolving conflict situations, increases the communicative competence of the subjects, stimulates the development of the most rational and effective ways of behavior in conflict situations. Sabona's concepts contribute to the correct, that is, peaceful resolution of conflicts, which allows preserving the mental resources of people of both youth and any other age.

St. Petersburg: Peter, 2006.2. Grishina, N.V. psychology of conflict [Text]: / N.V. Grishina. –SPb.: Peter, 2005. –464 p.3. Order of the Government of the Russian Federation of October 15, 2012 N 1916r “Order of the Government of the Russian Federation of October 15, 2012 N 1916r On the plan of priority measures until 2014 to implement the most important provisions of the National Strategy of Action in the Interests of Children for 2012-2017.” [electronic resource]. –Access mode: http://base.garant.ru, free.4. Order of the Government of the Russian Federation of July 30, 2014 No. 1430r “On approval of the Concept for the development until 2017 of a network of mediation services in order to implement restorative justice for children, including those who have committed socially dangerous acts, but have not reached the age at which criminal liability begins in RF" [electronic resource]. –Access mode: http://base.garant.ru, free.5. Rogatkin, D.V. How to create a reconciliation service?: collection of materials [Text]: /author. –comp.: Rogatkin, D.V. et al.; translation from Finnish language: Davydov, V., Kyllennen, I. – Petrozavodsk: 2014. –95 p.6. Decree of the President of the Russian Federation No. 761 of 01.06.2012 “National strategy of action in the interests of children for 2012-2017” [electronic resource]. – Access mode: http://Ministry of Education and Science.rf, free.7. Yasvin, V. A. Educational environment: from modeling to design [Text]: / V. A. Yasvin. M.: Smysl, 2001. -365 p..8.A.Marie and S.Faldalen, V.R.Faldalen and L.Thyholdt Sabona Searching for Good Solutions. Learning SolvingConflicts. Kolofon Press, 2011.9. Dag Hareide. Conflict mediationa Nordic Perspective. Helsinki, 200610. Johan Galtung.Conflict transformation by Peaceful Means. United Nations, 2000.

Basic concepts: pedagogical conflict, interpersonal interaction.

The educational process is impossible without contradictions and conflicts, since only they are the source of development. Contradictions and conflicts in an educational organization are a natural phenomenon. There are practically no other social institutions in society that have such a heterogeneous group in terms of many parameters (education, age, interests, social status, needs, authorities, values, etc.) and at the same time such a large contingent.

Interpersonal interaction in an educational organization can be represented in the form of horizontal and vertical connections:

• - vertical: teacher - student; teaching worker - administration; student - administration, etc.;
• - horizontal: student - student; teaching worker - teaching worker; administrator - administrator; parent - parent;
• - mixed conflicts: teaching worker - student - teaching worker; teacher - student - parent; teaching worker - teaching worker - administrator; teacher - student - administrator.

In an educational organization, all conflicts are considered pedagogical; they influence the solution of problems of training and education.

Pedagogical conflicts are caused by a number of circumstances.

Firstly, the work of teaching staff is one of the most stressful. For example, studies of the psychology of work that were carried out in our country in the 1950s indicate that the work of a teacher in its psychophysiological intensity was equated to the activities of mountain climbers and test pilots. Today, the activities of teaching staff have become even more intense and intense.

Secondly, the activity of a teacher is connected with the control and assessment of students; the evaluative model of interaction is transferred to other people. A categorical, inadequate assessment of a person, event, phenomenon, since sometimes all circumstances and conditions are not taken into account, is a source of conflicts. Let's look at the typical mistakes that teachers make when assessing students, which cause dissatisfaction and lead to conflicts. O. A. Ivanova identifies the following groups of errors.

• 1. Violation of the assessment procedure: unreasoned, unfounded assessment (assessment for the sake of assessment; assessment of the student’s personality, not his achievements; assessment not of the results of the student’s educational activities, but of his behavior; lack of cooperation and dialogue during assessment; taking into account the student’s past experience when assigning grades; uniformity in types of assessment).
• 2. Submission of evaluation: accompanying negative comments with negative evaluation; categorical assessment, impossibility of its correction; manifestation of cruelty, dogmatism, rigidity of assessments.
• 3. The presence of subjective factors during assessment: subjectivity of assessment, determined by personal attitude towards the student; stereotypedness in grading; “bias” is a negative concept from a wider range of a priori phenomena, i.e. preset™; student assessment is a tool for solving intrapersonal problems of the teacher; inability to modify grades taking into account the living conditions and individual characteristics of students.
• 4. Violation of ethical standards of assessment: assessment is punishment; high prevalence of negative assessments; defending a previously made assessment; excessive emotionality in grading; the presence of corruption in assessing student performance.

In the educational process, monological methods (methods of influence) are most often used, which involve orienting students to fulfill certain requirements. Students are deprived of the opportunity to take initiative, and this leads to a decrease in the level of motivation for interaction and cooperation. Students do not develop the skills of dialogical interaction and cooperation (especially in conflict situations). They have difficulty managing their own mental states and emotions.

Pedagogical workers should remember that children who experienced a lack of parental warmth in childhood, were deprived of maternal love, affection and care, are more likely than others to have defects in the emotional, ethical or intellectual spheres. A number of works note that outstanding people, as a rule, had good mothers. In families where there is violence and antisociality, children experience high levels of anxiety, aggressiveness, and conflict. They more often enter into conflicts and resolve them from a position of strength.

In the works of S. K). Temina highlighted the objective and subjective causes of pedagogical conflicts.

Objective reasons pedagogical conflicts: insufficient degree of satisfaction of the child’s basic needs; contrasting functional role positions of teacher and student; significant limitation of degrees of freedom; differences in ideas, values, life experiences, belonging to different generations; student's dependence on the teacher; the need for teacher assessment of students; ignoring students' personal problems in formalized educational systems; the multiplicity of roles that a student is forced to play due to different demands placed on him; the difference between educational material and phenomena, objects of real life; social instability, etc.

TO subjective reasons include: psychological incompatibility between teacher and student; the presence in a teacher or student of certain character traits that determine a conflict personality (aggressiveness, irritability, tactlessness, malice, self-confidence, rudeness, rigidity, pickiness, skepticism, etc.); lack of communicative culture among a teacher or student; the need for all students to study this subject and the lack of interest in it among a particular student; discrepancy between the intellectual and physical capabilities of a given student and the requirements placed on him; insufficient teacher competence; the teacher or student has serious personal problems, severe nervous tension, stress; excessive workload of the teacher or student; forced inactivity of the student; lack of independence and creativity in the educational process; discrepancy between the student’s self-esteem and the assessment given to him by the teacher, etc.

Social and pedagogical conflicts have a dual nature. As a rule, they are caused by objective, subjective and objective-subjective characteristics of society. Objective features are associated with the teacher’s dissatisfaction with his status position, lack of clarity in the distribution of functional responsibilities, inconsistency of rights and responsibilities, dissatisfaction with communication, violation of labor (educational) discipline, differences in goals, values, etc. Subjective features are due to the psychological incompatibility of the teacher and student, the presence subjects interact with character traits that define a conflict personality (aggressiveness, irritability, tactlessness, rudeness, rigidity, etc.), a low level of communicative culture, as well as the use of conflict agents, etc. Objective-subjective factors are caused by the transformation of objects of society by subjects.

Problems that students have in the educational process, troubles at school often become the cause of disagreements and conflicts with parents. Sometimes children cannot solve problems at school on their own, or free themselves from worries; they look for support from parents and teachers, but do not always get what they expect. Sometimes a chain of a child’s problems and misunderstanding on the part of teaching staff form a vicious circle from which the child cannot get out on his own. Lack of understanding of the needs and problems of schoolchildren by teachers and parents becomes a source of conflict. Teaching staff sometimes try not to notice the problems of students or not to attach much importance to them. If a child asks for help, you need to act, but due to busyness or incompetence, this does not always work out. Therefore, sometimes teachers and parents pretend that nothing is happening and wait for the situation to resolve itself.

The causes of conflicts are used to typologize conflicts, for example, K. M. Levitan describes six types of conflicts characteristic of teaching activities.

• 1. Conflicts caused by the diversity of professional responsibilities of a teacher. Awareness of the impossibility of doing all of one’s tasks equally well can lead a conscientious teacher to internal conflict, loss of self-confidence, and disappointment in the profession. This process is a consequence of poor organization of the teacher’s work. It is possible to overcome it only by choosing the main, but at the same time real and tangible tasks and methods for solving them.
• 2. Conflicts arising due to different expectations of those people who influence the performance of professional duties of a teacher.
• 3. Conflicts arising due to the low prestige of certain subjects of the school curriculum.
• 4. Conflicts associated with the excessive dependence of the teacher’s behavior on various directives and plans that leave little room for initiative.
• 5. Conflicts based on the contradiction between multifaceted responsibilities and the desire for a professional career. In a school setting, a teacher has few opportunities to make a career - few teachers occupy the positions of director and his deputies. At the same time, the teacher has unlimited opportunities for professional growth and personal self-realization.
• 6. Conflicts caused by the discrepancy between the values ​​promoted by the teacher at school and the values ​​observed by students outside its walls. It is important for a teacher to be psychologically prepared for manifestations of selfishness, rudeness, and lack of spirituality in society and at school in order to defend his professional position.

M. M. Rybakova identifies the following conflicts between a teacher and a student: conflicts of activity that arise regarding the student’s progress, his performance of extracurricular tasks; Conflicts of behavior (actions) arising from a student’s violation of rules of conduct at school and outside of it; relationship conflicts that arise in the sphere of emotional and personal relationships between students and teachers 1.

Activity conflicts. They arise between a teacher and a student and manifest themselves in the student’s refusal to complete an educational task or poor performance of it. This can happen for various reasons: fatigue, difficulty in mastering educational material, and sometimes an unfortunate remark from the teacher instead of specific help with difficulties in work. Such conflicts often occur with students experiencing learning difficulties, or when the teacher teaches the subject in class for a short time and the relationship between him and the student is limited to academic work. Recently, there has been an increase in such conflicts due to the fact that the teacher often makes excessive demands on the mastery of the subject, and uses grades as a means of punishing those who violate discipline. These situations often cause capable, independent students to leave school, while the rest lose interest in learning in general.

Conflicts of actions. A pedagogical situation can lead to conflict if the teacher made a mistake when analyzing the student’s actions, did not clarify the motives, or made an unfounded conclusion. After all, one and the same act can be caused by different motives. The teacher corrects the behavior of students by assessing their actions with insufficient information about their true reasons. Sometimes he only guesses about the motives of actions, he does not know the relationships between children well, so mistakes are quite possible when assessing behavior. This causes quite justified disagreement among the students.

Relationship conflicts often arise as a result of the teacher’s inept resolution of problem situations and are, as a rule, long-lasting. These conflicts acquire a personal meaning, give rise to long-term hostility between the student and the teacher, and disrupt their interaction for a long time.

I. G. Gerashchenko notes the multidimensionality of pedagogical conflicts, which is manifested in the variety of their types: horizontal and vertical conflicts, partial and general, superficial and deep, agonistic and antagonistic, interethnic, religious, etc.

Pedagogical conflicts can be imaginary and real. Hostile relationships between students or a teacher and his pupils at first glance seem easily explainable by childhood imbalance or failure to comply with the teacher’s demands, but upon careful analysis, the causes of conflicts turn out to be more significant: interethnic and interreligious contradictions, nervousness as a result of an unsatisfactory financial situation, uncertainty about the future, etc. .p. Research shows that in an interpersonal conflict between a teacher and a student, the proportion of negative consequences is high (83%) compared to the positive influence.

It is important that the teacher is able to correctly determine his position in the conflict, since if the class team is on his side, then it is easier for him to find the optimal way out of the current situation. If the class begins to have fun with the violator of discipline or takes an ambivalent position, this is fraught with negative consequences (for example, conflicts can become permanent).

To constructively resolve the conflict, the relationship between the teacher and the teenager’s parents is important.

Often, the teacher’s communication with mature students continues to be based on the same principles as with primary school students, allowing the teacher to demand obedience. This type of relationship does not correspond to the age characteristics of a teenager, primarily a new idea of ​​himself, the desire to occupy an equal position in relation to adults. A successful resolution of the conflict is impossible without the psychological readiness of the teacher to move on to a new type of relationship with maturing children. The initiator of such relationships must be an adult.

O. A. Ivanova, based on an analysis of teachers’ mistakes, developed a typology of conflicts presented in table. 5.5 1.

Table. 5.5

Typology of conflicts based on teachers' mistakes

1 Ivanova O. A. Preparing a university teacher for interaction in a conflict educational environment.

Conflicts that arise between subjects of education in the socio-educational environment can be classified:

By communicative orientation: horizontal, vertical, mixed;

Subject of disagreement domestic conflicts - household device. For example, a teacher suggested making repairs or general cleaning in the classroom, but students and their parents are against it. As a result, conflicts may arise between students, students and teachers, teachers and parents, administration and parents, etc., but the subject of disagreement is the same - classroom repairs (general cleaning).

IN administrative conflicts the object of the collision is the powers that one subject claims, and the other denies his right. For example, at school, conflicts often arise between the administration and parents, when some defend the right to study in a particular school, while others reject it.

As an object in professional conflicts is a professional activity. For example, a teacher who has undergone retraining uses new non-traditional technologies in his activities, while teachers working in the traditional teaching system deny their effectiveness. As a result, a contradiction arises that can develop into a professional conflict.

In the center ideological conflict lies the attitude of subjects to the same value phenomenon. For example, not enough textbooks were allocated for the class. Each student wants to have all the necessary textbooks. Students cannot divide them. As a result, conflict arises.

The center of controversy in psychological conflicts the psychological characteristics of a person appear (temperament, thinking, imagination, sensation, etc.), i.e. one or both subjects feel uncomfortable when interacting with each other. For example, if the teacher is choleric, he tries to teach the lesson at a fast pace, demands immediate answers from the students, but the student is slow to understand, his answers irritate the teacher, and without listening to the student, he interrupts him. The student experiences a feeling of resentment, annoyance, and if at the same time the teacher calls him slow-witted, this contributes to the emergence of a conflict.

Object ambitious conflicts is reputation. Old teachers believe that young ones have no right to disagree

(dispute) with their point of aronia, since they do not have even a tenth of the experience they have accumulated. A similar situation can be observed in teacher-student relationships. Nowadays, students have the opportunity to use a computer, watch various educational programs and share this information with other students during lessons, sometimes this information is somewhat contradictory with what the teacher offers. Some teachers view this as an attack on their reputation.

IN ethical conflicts the object is norms of behavior. For example, a child is constantly late for school, goes without a pair of shoes, has a careless appearance, and pushes everyone out of the way in the cafeteria. This may lead to conflict, but it is possible that this norm of behavior was not instilled in him in the family. Once you explain it to him, the conflict will be over.

"Empty" conflicts have no content component. They arise as a result of the unfavorable psychological and physical state of one of the opponents. For example, a student is inattentive or does not work in class, but this condition is not typical for the student. It is possible that some problems have arisen in the family, and the teacher begins to focus attention on this student, using various types of conflict agents, which will certainly lead to conflict.

Most conflicts between subjects of education can be classified as interpersonal. According to a number of psychologists and educators, interpersonal conflict can be considered as a situation of collision between people in the process of their direct communication, caused by conflicting views, modes of behavior, and attitudes of people in the context of their desire to achieve certain goals.

Intrapersonal conflict can take various forms. One of the most common forms is role conflict, when one person is subject to conflicting demands from significant others. For example, a student is presented with demands that he perceives as incompatible: to study successfully, do homework correctly, do work at home, attend classes at a music school, play sports, etc.

If the requirements for education or for the implementation of one's immediate responsibilities are not consistent with the personal needs or values ​​of the individual, then an intrapersonal conflict may also arise. For example, a high school student is seriously interested in languages ​​and literature, and in the future he plans to enter a university in this field, but he studies at a school with a natural science focus. He is forced to study physics, chemistry, biology in depth, spend time, intellectual, and energy resources on these disciplines, and at the same time devote significantly less time and effort to the area of ​​interest to him.

A conflict can also arise for a teacher if, for example, he is forced to devote maximum time, intellectual resources, and energy to preparing and conducting educational classes, and at the same time he has practically no opportunity to take care of his family, solve his own problems, self-education and self-improvement.

Intrapersonal conflict can be caused by overload or underload (educational or work). Such conflict is associated with low job satisfaction (study), low self-confidence and organization, and stress. For example, a teacher who receives a low salary is forced to take on additional workload, which affects both the quality of his work and his health. The cause of intrapersonal conflict can also be contradictions between the individual’s system of moral values ​​and the patterns of behavior socially encouraged in a given group. For example, student A participates in the aggressive games of his comrades, because he is afraid of remaining isolated and becoming an object of ridicule, but internally protests against such entertainment.

Conflict between an individual and a group may be due to the fact that the expectations of the group are in conflict with the expectations of the individual. For example, students in this class have a very cool attitude towards the educational process, are content with average results, do not always complete homework, protest against what they consider to be large assignments, etc. But one of the students in the class takes his studies seriously, completes all assignments, gets excellent grades, and is set as an example for other students. In such a situation, a conflict may arise between this student and the class (the “black sheep” effect). A conflict of the same kind, but at a higher level of personal development, was considered by A. Maslow: “No matter how one defines a self-actualized person, he cannot escape the deep conflict caused by his own “elitism”, chosenness - in the end, no matter what indicators nor compare them with other people, they will certainly be better.”

A conflict arises between an individual and a group if the individual takes a position different from the position of the group. For example, the majority of students in a class decided to leave the lesson, but one student refused to do so, or, on the contrary, the class is set up to study, a qualified teacher gives necessary and interesting information, but one of the students constantly interferes and causes irritation and hostility among the rest of the students. A conflict between an individual and a group may be associated with a misunderstanding of the motives of the individual’s behavior, sharp differences in the views, ideas, interests, and level of intelligence of the individual and the group.

Conflicts of this kind also include “adaptation conflicts.” They arise between newcomers to a given group and the rules and norms of interpersonal communication. According to K. Levin, when crossing the boundaries of a new group, “a person feels out of place and therefore becomes shy, inhibited, or goes too far in his actions.” Uncertainty of position in a group can lead a person to occupy a position on the boundary of the group. This is typical for people who differ from the majority of the group in social, national or religious affiliation.

The conflict between the group and the leader also refers to this type of conflict. In school practice, this may be a conflict between the teacher and a given class. Such conflicts usually arise in classrooms in which students form a cohesive group, adhere to common principles and defend collective interests. As an example, we can cite the situation of replacing a teacher with whom the class had a close, warm relationship with a new teacher. In such cases, conflict often arises between the class and the new teacher, and the latter has to make considerable efforts to earn the trust of the students.

Intergroup conflict is different in that the conflicting parties are social groups pursuing incompatible goals and preventing each other from achieving them. In teaching teams, inter-group conflicts can be caused by alternative positions of teachers on any current issue, different attitudes towards administration policies, the introduction of innovations, obtaining certain positions, incentives, benefits, etc. In student teams, conflicts can arise based on differences in assessment one or another significant event, competition in the desire to take a certain place, position, to receive any dividends, with a sharp contrast of interests, aspirations, and positions of different groups of students. Intergroup conflicts can be caused by students’ belonging to different social communities (ethnic, religious, property characteristics, social origin, place of residence - “yard to yard”, etc.). Intergroup conflicts can also arise on the basis of students’ fanatical commitment to various sports, musical groups, and specific individuals.

Interpersonal conflicts are the most common type of conflict in any organization. There are different views on the nature and nature of interpersonal conflicts. In interpersonal conflicts, actors may pursue interests that are incompatible with each other, strive to occupy a certain position, place, position in intense competition, be distinguished by psychological incompatibility, experience acute hostility towards each other, etc.

Interpersonal conflict arises when the conflicting parties perceive each other negatively, mutually attack and seek to more or less consciously cause harm to each other. In this case, it does not matter whether a strong or weak attack is undertaken; they attack only verbally or by other means. Hostile silence or demonstrative passivity also refers to negative actions. L. Coser defines interpersonal conflict as a struggle, so that behavior in a conflict can be perceived as hostile actions that are committed by someone as a result of the development of the situation and the formation of the parties involved with different strategies.

According to K. Lewin, the frequency of conflicts in a group is determined by the level of tension in which a person and a group exist. In a school classroom, this level of tension remains constantly high, which leads to conflict situations.

There are attempts in the literature to highlight the features of pedagogical conflicts. For example, S. Yu. Temina identifies the following among the specific features of conflicts in school:

• - children are always involved in them;
• - the consequences of the conflict directly affect the personal development of students, and often the future fate of school graduates;
• - interests, values, ideas, functional role positions of representatives of different social groups collide;
• - the main role in resolving the conflict is assigned to the teacher or administration;

a conflict usually involves a fairly large number of participants, which constantly grows if the conflict drags on;

Social and psychological dependence of the student on the teacher, etc.

Among the features of pedagogical conflicts A. Ya. Antsupov

and A.I. Shipilov highlight the following:

• - the teacher’s responsibility for pedagogically correct resolution of problem situations: after all, school is a model of society where students learn the norms of relationships between people;
• - participants in conflicts have different social status (teacher - student), which determines their behavior in the conflict;
• - the difference in the life experiences of the participants gives rise to different degrees of responsibility for mistakes in resolving conflicts;
• - different understanding of events and their causes (the conflict is seen differently through the eyes of the teacher and through the eyes of the student), so it is not always easy for the teacher to understand the depth of the child’s experiences, and for the student to cope with emotions and subordinate them to reason;
• - the presence of other students turns them into participants from witnesses, and the conflict acquires an educational meaning for them as well; The teacher always has to remember this;
• - the teacher’s professional position in a conflict obliges him to take the initiative in resolving the conflict and be able to put the interests of the student as an emerging personality first;
• - every teacher’s mistake in resolving a conflict gives rise to new problems and conflicts, which involve other students;
• - conflict in teaching activities is easier to prevent than to successfully resolve.

It should be noted that regardless of which of the subjects of education is a participant in the conflict, the conflict is always educational in nature, students gain positive or negative experience of interaction in the conflict, and learn ways to resolve conflicts. The teacher must remember that the experience of behavior in conflict, learned in childhood, remains for life, therefore both parents and teachers must be responsible for their actions and actions in conditions of conflict.

Questions and tasks

• 1. List the causes and types of conflicts in an educational organization.
• 2. Describe the typology of conflicts in an educational organization.
• 3. Select one of the given cases. Study the material and complete all the tasks in the case.

Case 1. Conflicts in the pedagogical process and ways to resolve them

“Literature lesson begins. Teacher Maria Petrovna turns to Sasha Sergeev, who is late, and asks him to take his seat:

• “Sergeev, you’re always late,” the teacher says with irritation.
• - Curious. “You notice everything,” the teenager sarcastically.

You're being talkative again today. Let's check how you completed your homework. By today we had to learn one of Mayakovsky's poems. We are listening to you. Maybe you can please us with something?

• “I didn’t learn it,” Sasha admitted.
• - Why? - asks Maria Petrovna.
• “I didn’t learn everything,” echoes the teenager.
• - The wind is blowing in your head, Sergeev. You are an irresponsible person. People like you cannot be relied upon for anything,” the teacher concludes.
• - Why can’t you rely on me for anything? - Sasha is indignant.
• - Because a person manifests himself in how he relates to his responsibilities. And you are irresponsible in your academic responsibilities.
• - Just think, I didn’t learn one poem. Maybe I don’t like Mayakovsky at all.
• - Please tell me what kind of critic you found. He doesn't like Mayakovsky. In general, who cares - do you like it or not? Mayakovsky is a famous poet, he is in the program.
• “So what if he’s on the program,” Sasha retorts.
• - Maybe you are not satisfied with the program? - asks the teacher.
• “Maybe he’s not happy with it,” Sasha answers.
• “In that case, maybe you’re not happy with our school either?” Then look for another one.
• - Why are you scaring me? And in general, why are you attached to me with your Mayakovsky? Do you yourself know anything besides Mayakovsky? - the teenager disperses.
• - How are you behaving, Sergeev! Get out of class! - the teacher shouts.
• - Well, I'll go out.

Task 2. Analyze the situation from the point of view of determining the true causes of the conflict, using psychological knowledge. Find out the teacher’s mistakes and determine where her professional incompetence lies. Suggest a dialogue option with Sasha Sergeev that would convince him of incorrect (unacceptable) behavior when talking with the teacher. Using this example, show how to prove to teenagers their mistakes and how conflicts can and should be resolved.

Case 2. Conflicts in an educational organization

Task 1. Get to know the situation.

“Efrat Grigorievich, according to the guys’ conviction, wow! And suddenly it turns out that he is leaving school for family reasons. The farewell lesson was watered with tears, the girls openly cried. The teacher himself often took out his handkerchief, although he did not have a runny nose. In the seventh grade there is “mourning”. Finding a new physics teacher is not easy. The school administration invited retired Olga Sergeevna to work temporarily. She is a woman of large, powerful build, with a voice of the lowest register and such strength that it can be heard on all three floors. The lessons began, but physics ended. She began by mercilessly scolding Efrat Grigorievich.

Which shoemaker taught you? - she shouted. “You couldn’t even memorize a single formula!” Stupid people, losers, hacks - this teacher had plenty of swear words.

“Voenbaba” - without thinking for a long time, the guys called her.

At the first lesson, she conducted a “test” of knowledge and gave two marks to everyone called to the board. Everything that the previous teacher achieved was nullified by the new “physics” teacher. Teasing kids was her second profession.

Previously, students went to physics lessons as if they were on holiday, but now they have turned into hard labor. No one taught physics; they hated her, just like the teacher herself. The strongest class in school turned its back on physics categorically and irrevocably. The barracks nightmare under the command of Voenbaba lasted for two months. Fortunately, a new teacher was found. While getting acquainted with the class in the magazine, he was amazed by the “echelon” of twos.

What then is going on in the souls and hearts of the children? - thought the new teacher. How to start working with a class? How can I fix everything?”

Task 2. Analyze the situation. What pedagogical mistakes were made? What ways out of the situation existed, but the teacher did not see them? Propose your solution to the problem with a theoretical justification.

Case 3. Conflicts in an educational organization

Task 1. Analysis of the problem situation.

A biology lesson in the seventh grade is taught by a young teacher. Five minutes after the start, the door opens noisily and, brazenly asking “Can I come in?”, three students stop on the threshold. The teacher asks them to leave and enter the class properly. The students go out into the corridor. A minute later the door opens again and the teenagers crawl into the classroom on all fours.

Task 2. Formulate the educational problem that has arisen and propose a solution to it.

• Ivanova O. A. Conflicts in the school educational environment: educational and methodological manual. St. Petersburg: IOV RAO, 2003; Hers. Preparing a university teacher for interaction in a conflict-ridden educational environment. St. Petersburg: IOV RAO, 2003.
Antsupov A. Ya., Shipilov A. I. Conflictology. Theory and practice. St. Petersburg :Peter, 2013. pp. 357-358.
• Spirin L.F. Theory and technology for solving pedagogical problems. M., 1997.