This group of methods is used to form moral feelings, i.e. a person’s positive or negative attitude towards objects and phenomena of the surrounding world (society as a whole, individuals, nature, art, oneself, etc.). These methods help a person develop the ability to correctly assess his behavior, which helps him understand his needs and choose goals that correspond to them. The stimulation methods are based on the impact on the motivational sphere of the individual, aimed at forming in students conscious incentives for active and socially approved life activities. They have a huge impact on the emotional sphere of the child, form his skills in managing his emotions, teach him to manage specific feelings, understand his emotional states and the reasons that give rise to them. These methods also affect volitional sphere: contribute to the development of initiative and self-confidence; perseverance, the ability to overcome difficulties to achieve the intended goal, the ability to control oneself (restraint, self-control), as well as skills of independent behavior.

Methods of stimulating behavior and activity include reward, punishment and competition.

Promotion- This is an expression of a positive assessment of the actions of students. It reinforces positive skills and habits. The action of encouragement involves the arousal of positive emotions and instills confidence in the child. Encouragement can manifest itself in various ways: approval, praise, gratitude, granting honorary rights, rewarding.

Despite its apparent simplicity, encouragement requires careful dosing and caution, since failure to use this method can be harmful to education. The method of encouragement presupposes compliance with a number of conditions: 1) encouragement must be a natural consequence of the student’s action, and not his desire to receive encouragement; 2) it is important that the encouragement does not pit the student against the rest of the team members; 3) rewards must be fair and, as a rule, consistent with the opinion of the team; 4) when using encouragement, it is necessary to take into account the individual qualities of the person being encouraged.

Punishment is a method of pedagogical influence that should prevent undesirable actions of students, slow them down, and cause a feeling of guilt in front of themselves and other people. The following types of punishment are known: imposition of additional duties; deprivation or restriction of certain rights; expression of moral censure, condemnation. The listed types of punishments can be implemented in various forms depending on the logic of natural consequences: impromptu punishments, traditional punishments.

Like any method of stimulation that has a strong impact on the emotional and motivational spheres of the individual, punishment must be applied taking into account a number of requirements: 1) it must be fair, carefully thought out and in no case should it humiliate the dignity of the student; 2) one should not rush to punish until there is complete confidence in the fairness of the punishment and its positive impact on the student’s behavior; 3) when applying punishment, you should make sure that the student understands why he is being punished; 4) punishment should not be “global”, i.e. when punishing a child, one must find positive aspects in his behavior and emphasize them; 5) for one offense there should be one punishment; if there are many offenses, the punishment can be severe, but only one, for all offenses at once; 6) punishment should not cancel rewards that the child could have earned earlier, but has not yet received; 7) when choosing a punishment, it is necessary to take into account the essence of the offense, by whom and under what circumstances it was committed, what are the reasons that prompted the child to commit this offense; 8) if a child is punished, it means that he has already been forgiven, and there is no longer any need to talk about his previous misdeeds.

Competition is a method aimed at satisfying the child’s natural need for competition, leadership, and comparing oneself with others. By competing with each other, schoolchildren quickly master the experience of social behavior and develop physical, moral, and aesthetic qualities. Competition contributes to the formation of the qualities of a competitive personality. In the process of competition, the child achieves some success in relationships with friends and acquires a new social status. Competition not only stimulates the child’s activity, but also forms his ability for self-actualization, which can be considered as a method of self-education, since during the competition the child learns to realize himself in various types of activities.

The methodology for organizing competitions involves taking into account the following requirements: 1) the competition is organized in connection with a specific educational task (it can act as a “trigger” at the beginning of a new activity, help complete difficult work, relieve stress); 2) not all types of children’s activities should be covered by competition: you cannot compete in appearance (Miss and Mister competitions), manifestation moral qualities; 3) so that the spirit of play and friendly communication does not disappear from the competition for a minute, it must be equipped with bright attributes (mottos, ranks, titles, emblems, prizes, badges of honor, etc.); 4) in competition, transparency and comparability of results are important, therefore the entire course of the competition must be openly presented to children, who must see and understand what activity is behind certain points or scores.

Compiled by: Saltankina L.P.

(cl. head of grade 6b)

Krasnoslobodsk 2014

M

incentive methods

Reward method .

Punishment

Praise

"Krasnoslobodskaya secondary school No. 1"

Krasnoslobodsky municipal district of the Republic of Mordovia

Methods of pedagogical influence on personality

(speech at the class teachers’ school of education)

Compiled by: Saltankina L.P.

(cl. head of grade 6b)

Krasnoslobodsk 2014

The method of education (from the Greek “methodos” - “path”) is the way to achieve a given educational goal. In relation to school practice, we can also say that educational methods are ways of influencing the teacher on the consciousness, will, feelings, and behavior of students in order to develop their beliefs and behavioral skills.

M The method of education is one of the tools not only for influencing a person, but also for interaction.

The direct influence of the teacher on the student (through persuasion, moral teaching, demands, orders, threats, punishment, encouragement, personal example, authority, requests, advice);

Creation of special conditions, situations and circumstances that force the pupil to change his own attitude, express his position, carry out an action, show character;

Public opinion of a reference group, for example, a team (school, student, professional), personally significant for the student, as well as thanks to an authoritative person for him - father, scientist, artist, statesman, artist, and the media (television , print media, radio);

Joint activities between the teacher and the student, communication, play;

Processes of learning or self-education, transfer of information or social experience within the family, in the process of friendly communication;

Immersion in the world folk traditions, folklore creativity, reading fiction.

There are many classifications and groupings of education methods. I liked the group P.I. more. Pikadsky.

1) forming the worldview of students and exchanging information;

2) organizing the activities of pupils and stimulating their motives;

3) providing assistance to students and assessing their actions

The educational task must be solved through a set of methods, techniques and means.

Stories on ethical topics, explanations, clarifications, lectures, ethical conversations, exhortations, suggestions, instructions, debates, and reports are widely practiced. An effective method of persuasion is an example.

Each method has its own specifics and scope of application.

A story on an ethical topic, which is used mainly in elementary and middle grades, is a vivid emotional presentation of specific facts and events that have moral content. By influencing feelings, the story helps students understand and internalize the meaning of moral assessments and norms of behavior. A story on an ethical topic has several functions: to serve as a source of knowledge, to enrich the moral experience of an individual with the experience of other people. Finally, another important function of the story is to serve as a way to use a positive example in education. For example, V. Rasputin’s story “French Lessons”. A story about a teacher who managed to give the most important lesson to her student - a lesson of mutual understanding, respect for human dignity, help that does not humiliate the person to whom it is addressed.

Explanation is a method of emotional and verbal influence on students. An important feature that distinguishes clarification from explanation and story is the focus of the impact on a given group or individual. For younger schoolchildren, elementary techniques and means of explanation are used: “You need to do this,” “Everyone does this.” When working with teenagers, deep motivation and clarification of the social meaning of moral concepts are necessary. That each member of the team has rights and responsibilities. (We must behave in such a way as not to infringe on the rights of other children.)

Explanation is used only where and when the student really needs to explain something, communicate new moral principles, and in one way or another influence his consciousness and feelings.

In the practice of school education, explanation is based on suggestion. The latter is characterized by the student’s uncritical perception of pedagogical influence. Suggestion, penetrating unnoticed into the psyche, affects the personality as a whole, creating attitudes and motives for activity. Suggestion is used to enhance the impact of other parenting methods.

In the practice of education, they resort to exhortations that combine a request with explanation and suggestion. Using exhortation as an educational method, the teacher projects the positive in the student’s personality, instills faith in the best, in the opportunity to achieve high results. The pedagogical effectiveness of exhortation also depends on the authority of the educator, his personal moral qualities, and his conviction in the correctness of his words and actions. Reliance on the positive, praise, appeal to feelings of self-esteem and honor create the necessary prerequisites for the almost fail-safe effect of exhortation even in very difficult situations.

Exhortation sometimes takes the form of inciting feelings of shame, repentance, dissatisfaction with oneself and one’s actions. The teacher not only evokes these feelings and makes the student experience them, but also points out the path to correction. In such cases, it is necessary to convincingly show the meaning, the essence of the negative act and its consequences, and create an effective incentive that positively influences behavior. Sometimes negative behavior is a consequence of ignorance and lack of awareness. In this case, admonition is combined with explanation and suggestion and is carried out in such a way that the student realizes his mistakes and corrects his behavior.

When used unqualifiedly, a story, explanation, exhortation, or suggestion can take the form of notation. It never achieves the goal; rather, it causes resistance among the students, a desire to act contrary. Notation does not become a form of persuasion.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties - the teacher and students. A conversation differs from a story or instruction precisely in that the teacher listens and takes into account the opinions and points of view of his interlocutors, building his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, and ethical problems. The purpose of ethical conversation is to deepen, strengthen moral concepts, generalization and consolidation of knowledge, formation of a system of moral views and beliefs.

Ethical conversation is a method of attracting students to develop correct assessments and judgments on all issues that concern them. The method is especially relevant for students in grades five to eight, when the period of formation of the “picture of the world” begins.

In the practice of school education, planned and unplanned ethical conversations are used. The first ones are planned class teacher in advance, preparations are made for them, and the latter arise spontaneously, are born in the course of school and public life. I conduct ethical conversations on classroom hours: “The luxury of human communication”, “Friendliness and rudeness”, “Acquaintance” - the purpose of which is to develop communication skills, make acquaintances, and have a friendly attitude towards each other.

Disputes are lively, heated debates on various topics that concern students. Debates are held in middle and high schools on political, economic, cultural, aesthetic, and legal topics. Disputes are valuable because beliefs are developed through the collision and comparison of different points of view.

At the heart of a dispute is an argument, a struggle of opinions. For a dispute to produce good results, you need to prepare for it. For the dispute, 5-6 questions are developed that require independent judgments. Dispute participants are introduced to these questions in advance. Speeches should be lively, free, and brief. The purpose of a dispute is not a conclusion, but a process. The teacher helps students discipline their thoughts, adhere to the logic of evidence, and argue their position. A class hour on the topic “Vicious Circle” helps to foster kindness, sensitivity, compassion and empathy, tolerance and goodwill. “Cruel Games” promotes the ability to build relationships with other people, determine one’s place among peers, comprehend the actions of one’s own and others, and find ways out of conflict situations.

An example is an educational method of exceptional power. Its effect is based on a well-known pattern: phenomena perceived by sight are quickly and easily imprinted in consciousness. The example operates at the level of the first signal system, and the word - the second. An example provides specific role models and thereby actively shapes consciousness, feelings, beliefs, and activates activities. When they talk about an example, they first mean the example of living specific people - parents, educators, friends. But the example of heroes from books, films, historical figures, and outstanding scientists has great educational power.

Naturally, education depends on the teacher’s personal example, his behavior, attitude towards students, worldview, business qualities, and authority.

The power of the positive impact of a mentor’s personal example increases when he acts systematically and consistently with his personality and authority.

Education should shape the required type of behavior. It is not concepts or beliefs, but specific deeds and actions that characterize the upbringing of an individual. In this regard, the organization of activities and the formation of experience of social behavior are considered as the core of the educational process. All methods of organizing activities are based on the practical activities of students.

The method of exercise is the creation by the teacher of conditions in which the student will have to act in accordance with the norms and rules of behavior.

In mastering the experience of social behavior, activity plays a decisive role. You cannot teach a child to write by telling how others write; It is impossible to teach how to play a musical instrument by demonstrating virtuoso performance. In the same way, it is impossible to form the required type of behavior without involving students in active, purposeful activities. A way to attract people to activity is exercise - a practical method of education, the essence of which is to repeatedly perform the required actions, bringing them to automatism. The result of the exercises: stable personality qualities - skills and habits.

When planning a system of exercises, the teacher must foresee what skills and habits will be developed. The adequacy of the exercises to the projected behavior is another important condition for the effectiveness of this method. Education should develop vital, important, useful skills and habits. Therefore, educational exercises are not invented, but taken from life, set in real situations. The use of the exercise is considered successful when the student exhibits stable quality in all life situations.

To form stable skills and habits, you need to start the exercise as early as possible, because the younger the body, the faster habits take root in it. Self-control, self-control skills, organization, discipline, culture of communication - qualities that are based on habits formed by upbringing. A requirement is a method of education with the help of which norms of behavior, expressed in personal relationships, cause, stimulate or inhibit certain activities of the pupil and the manifestation of certain qualities in him.

Based on the form of presentation, a distinction is made between direct and indirect demands. A direct requirement is characterized by certainty, specificity, accuracy, and formulations that are understandable to students and do not allow for two different interpretations.

An indirect requirement (advice, request, hint, trust, approval, etc.) differs from a direct one in that the stimulus for action is not only the requirement itself, but also the psychological factors of the experiences, interests, and aspirations of the pupils caused by it.

Habituation is an intensely performed exercise. It is used when it is necessary to quickly and at a high level create the required quality. Accustoming is often accompanied by painful processes and causes dissatisfaction. Basic requirement - the lesson is over, before going to recess you need to get ready for the next lesson. The bell rang, sit in your seat, repeat your homework.

The instruction method gives good results. With the help of assignments, schoolchildren are taught to take positive actions. Instructions are of a varied nature: to visit a sick friend and help him with his studies, to decorate a classroom for a holiday, etc. Instructions are also given in order to develop the necessary qualities; the unorganized are given the task of preparing and conducting an event that requires accuracy and punctuality, etc. etc. Control can take various forms of inspection during execution, a report on the work performed, etc. The inspection ends with an assessment of the quality of the completed order.

Since ancient times such incentive methods human activity as reward and punishment.

Reward method- positive assessment of the actions of students. Reward reinforces positive skills and habits. The action of encouragement is based on the arousal of positive emotions. That is why it instills confidence, creates a pleasant mood, and increases responsibility. Types of encouragement are very diverse: approval, encouragement, praise, gratitude, granting honorary rights, awarding certificates, gifts, etc. .

Approval is the simplest type of encouragement. The teacher can express approval with a gesture, facial expressions, a positive assessment of the behavior or work of students, the team, trust in the form of an assignment, encouragement in front of the class, teachers or parents.

Rewards of a higher level - gratitude, awards, etc. - evoke and support strong and lasting positive emotions, giving students or the team long-term incentives, since they not only crown long and hard work, but also indicate the achievement of something new, higher level. It is necessary to reward solemnly, in front of all students, teachers, and parents: this significantly enhances the emotional side of stimulation and the experiences associated with it.

Inept or excessive encouragement can bring not only benefits, but also harm to education. First of all, the psychological side of encouragement and its consequences are taken into account.

1. When encouraging, educators should strive to ensure that the student’s behavior is motivated and directed not by the desire to receive praise or a reward, but by internal convictions and moral motives.
2. Encouragement should not pit the student against the rest of the team. Therefore, not only those who have achieved success deserve encouragement, but also those who have worked conscientiously for the common good.

3. Encouragement should begin with answers to questions about who, how much and for what. Therefore, it must correspond to the merits of the student, his individual characteristics, place in the team and not be too frequent.
4. Encouragement requires a personal approach. It is very important to promptly encourage the insecure and lagging behind.

5. Perhaps the most important thing in current school education is to maintain fairness. When deciding on encouragement, consult with your students more often.

Punishment- this is a method of pedagogical influence, which should prevent undesirable actions and cause a feeling of guilt before oneself and other people. Like other methods of education, punishment is designed to gradually transform external stimuli into internal stimuli.

The following types of punishment are known:

1. Imposition of additional responsibilities;

2. Deprivation or limitation of certain rights;

3. Expression of moral censure, condemnation.

In today's school, various forms of punishment are practiced - disapproval, remark, censure, warning, discussion at a meeting, punishment, suspension from classes, expulsion from school, etc.
Among pedagogical conditions, which determine the effectiveness of the method of punishment can be called the following:

1. The power of punishment increases if it comes from or is supported by the collective.

2. If the decision on punishment is made, then the offender must be punished.

3. Punishment is effective when it is clear to the student and he considers it fair. After the punishment, they do not remember him, and they maintain normal relations with the student.

4. When applying punishment, you must not insult the student. We punish not out of personal hostility, but out of pedagogical necessity.

5. Punishment is a powerful method. It is much more difficult to correct a teacher’s mistake in punishment than in any other case. Therefore, do not rush to punish until there is complete clarity in the current situation, until there is complete confidence in the fairness and usefulness of punishment.

6. Do not allow punishment to become a weapon of revenge.

7. Punishment requires pedagogical tact, good knowledge of developmental psychology, as well as an understanding that punishment alone will not help matters. Therefore, punishment is used only in combination with other methods of education.

The use of stimulation methods in teaching activities

Praise is an effective and common method of stimulation. You should not think that existing incentives are not effective, that they “don’t work.” Even a positive facial reaction from a teacher or laconic approval is quite a lot, because a smile and a warm word, like bread, never get boring. The friendly and welcoming face of the teacher is truly a pedagogical contribution. As for praise, it requires certain conditions for its application, otherwise it may turn out to be a disservice or be non-pedagogical. Let's try to name the main ones:

Praise should be given mainly for the efforts made, and not for what is given to the child by nature: abilities or external data. Undeserved praise arouses the envy of comrades and turns them against the teacher.

You should not praise a student in class for something that is not supported by the group, even if this is completely correct behavior from the teacher’s point of view. Such praise no longer breeds envy, but aggression. So, if only one student from the class prepared for the lesson, praise addressed to him, as a rule, pits him against the group, although he, of course, is not to blame for anything. In this case, it is better to praise him in private.

In every group there is always an informal hierarchy, some are considered more deserving of praise than others. Insistently praising “scapegoats” is quite dangerous for them and for the group’s attitude towards the teacher. This does not mean that they cannot be praised - they just need to be supported, but in a motivated manner, gradually changing the group’s attitude towards them.

Children very willingly and exaggeratedly attribute “favorites” to teachers, and teachers really and justifiably have students who are more pleasant to them, but they need to be praised taking this point into account.

Let's see what basic conditions must be met in order for pedagogical punishment to be as effective as possible:

The punishment, of course, must be fair, i.e. should not be used under the influence of the teacher’s bad mood and with full confidence in the student’s guilt. If there is no such confidence, there should be no punishment.

Punishments are permissible mainly for various types of dishonesty, outright selfishness, aggressiveness and active arrogance towards comrades, taking the form of mockery of them. Punishments for laziness and poor performance are less ethical and effective, since these shortcomings are most often a consequence of the child’s volitional underdevelopment. In these cases, what is needed is not punishment, but help. Of course, by and large, aggressiveness and arrogance are also associated with some factors external to a person, however, at this stage of its development, society cannot relieve the individual of blame for such behavior. Full responsibility concerns adults, but in a child one should always try to separate the influence of external circumstances from the internal, morally negative motivation of actions, which can be corrected.

A special category is reserved for cases of confrontation between students and teachers, the so-called relationship conflicts, when students become in deliberate opposition, “out of spite.” This is a very complex class of situations, usually involving teenagers and high school students. The ideal option, obviously, would be a teacher’s “zero reaction” to the defiant antics or irony of such students, but demanding this from modern teachers is simply unrealistic. In such cases, punishments are appropriate if there is “corpus delicti,” i.e. rudeness, obvious insubordination, and you should try to respond to overtones that are offensive to the teacher with wise and calm ignorance or more subtle irony, but not outright bitterness. The radical solution is to eliminate the conflict, reconcile, and improve relationships with the teenager.

Punishment cannot be based on criticism of physical defects or any personal characteristics student, showing him in an unfavorable light, for example, clumsy gait, speech defects, etc. Unfortunately, teachers sometimes cannot resist the temptation to emphasize the funny features of the child. Discrediting his parents in the eyes of a child is unacceptable.

When punishing a student, the teacher must somehow show that his personal attitude towards the child does not change and that, in principle, the child has the opportunity to restore his good reputation.

When using punishments, the public opinion of the group should be taken into account. If she clearly or demonstratively supports what the teacher is punishing the child for, the punishment will be ineffective and will even make the punished a hero in the eyes of the group. Alternatively, if the person being punished is an outcast or scapegoat, the group may become schadenfreude and make matters worse for the child who needs moral support. Here the principle of justice and equal treatment of all should be somewhat supplanted by the principle of humanity.

And, perhaps, the most important thing is to apply punishments without “punitive pedagogy”, i.e. excessive and unconstructive modes of behavior, the main goal of which is to respond to the negative emotions of the teacher. It is difficult to foresee all pedagogical errors when using punishment, since they are closely related to the individual psychological characteristics of teachers. It would be best if there were fewer punishments altogether.

In conclusion, it should be said that stimulation methods are an important, but not the only part of pedagogical technology, in which the organization of students’ activities and the formation of their correct attitude to the problems that are relevant to them are no less significant. The general perspective of pedagogy is to develop the potential for self-education of students, which, in principle, corresponds to the laws of development of human consciousness.

Upbringing – a purposeful pedagogical process of organizing and stimulating the active work of a developing personality to master the social experience of forming qualities desired by society.

Education method(from the Greek "methodos" - path) - this way implementation of educational goals. Educational methods are the main means of ensuring the success of solving the problems of each component of the educational process.

We can conditionally distinguish groups of methods direct and indirect pedagogical influence .

Methods direct pedagogical influence imply an immediate or delayed reaction of the student and his corresponding actions aimed at self-education.

Methods indirect pedagogical influence involve the creation of a situation in the organization of activities in which the child develops an appropriate attitude towards self-improvement, towards developing a certain position in the system of his relations with teachers, comrades, and society.

Classifications

1) According to the nature of the impact on the student, educational methods are divided into persuasion, exercise, reward and punishment(N.I. Boldyrev, N.K. Goncharov and etc.). In this case, the general feature “nature of the method” includes the focus, applicability, peculiarity and some other aspects of the method

2) AND ABOUT. Maryenko these are named groups of educational methods , How explanatory-reproductive, problem-situational, methods of training and exercise, stimulation, inhibition, guidance, self-education.

3) Currently the most common is classification of educational methods I.G. Shchukina. Three groups of methods:

- methods of consciousness formation(story, explanation, clarification, lecture, ethical conversation, exhortation, suggestion, instruction, debate, report, example);

- methods of organizing activities and forming behavioral experience(exercise, assignment, educational situations);

- incentive methods(competition, reward, punishment).

Methods of influencing the intellectual sphere : methods of persuasion are used to form views, concepts, and attitudes. Belief involves reasonable proof of some concept, moral position, assessment of what is happening.

Conviction is realized through excerpts from various literary works, historical analogies, biblical parables, and fables.

Corresponds to belief self-persuasion- a method of self-education, which assumes that children consciously, independently, in search of a solution to any social problem form their own set of views. This formation is based on logical conclusions made by the child himself.

Methods of influencing the motivational sphere include stimulation- methods based on the formation in students of conscious motives for their life activities.

Encouragement expresses a positive assessment of the actions of the pupils. It reinforces positive skills and habits. Encouragement can manifest itself in various ways: approval, praise, gratitude, granting honorary rights, rewarding. Encouragement requires careful dosage and caution, since failure to use this method can be harmful to education.

Punishment- this is a component of pedagogical stimulation, the use of which should prevent undesirable actions of students, slow them down, and cause a feeling of guilt before themselves and other people. Types of punishment: imposition of additional duties; deprivation or restriction of certain rights; expression of moral censure, condemnation.

The punishment must be fair, carefully thought out and in no case should humiliate the dignity of the student.

Methods of influencing the emotional sphere involve the formation in a person of the necessary skills in managing his feelings, understanding his emotional states and the reasons that give rise to them. A method that influences the emotional sphere of a child is suggestion and related attraction techniques. Suggestion can be carried out by both verbal and non-verbal means. To suggest means to influence feelings, and through them, the mind and will of a person.

The process of suggestion is often accompanied by a process self-hypnosis when a child tries to instill in himself one or another emotional assessment of his behavior, as if asking the question: “What would teachers or parents tell me in this situation?”

Methods of influencing the volitional sphere suggest: development in children of initiative and self-confidence; development of perseverance; formation of the ability to control oneself (restraint, self-control). Methods can have a dominant influence on the formation of the volitional sphere requirements And exercises.

The form of presentation distinguishes between direct and indirect demands (advice, request, hint, expression of confidence, approval, etc.)

The requirement significantly influences the process of a person’s self-education, and the consequences of its implementation are exercises- repeated execution of required actions: bringing them to automation. The result of the exercises is stable personality qualities - skills and habits.

Methods of influencing the sphere of self-regulation are aimed at developing in children the skills of mental and physical self-regulation, developing skills in analyzing life situations, teaching children the skills to understand their behavior and the condition of other people, and developing the skills of an honest attitude towards themselves and other people. These include the behavior correction method. Correction method is aimed at creating conditions under which the child will make changes in his behavior and attitude towards people. Such correction can occur on the basis of comparing the student’s action with generally accepted norms, analyzing the consequences of the action, and clarifying the goals of the activity. Correction is impossible without self-correction. Based on an ideal, an example worthy of imitation, and established norms, a child can often change his behavior and regulate his actions, which can be called self-regulation.

Methods of influencing the subject-practical sphere are aimed at developing in children qualities that help a person realize himself. Methods of organizing the activities and behavior of pupils in specially created conditions are abbreviated as methods educational situations. These are situations in which the child is faced with the need to solve a problem. When a problem arises in a situation for a child and the conditions exist for solving it independently, an opportunity is created social test (test) as a method of self-education. Social tests cover all areas of a person’s life and most of his social connections. A modification of the method of educational situations is competition, which contributes to the formation of the qualities of a competitive personality. This method is based on the child’s natural inclinations towards leadership and competition. Competition arouses the child’s activity and forms his ability for self-actualization, which can be considered as a method of self-education.

Methods of influencing the existential sphere are aimed at including students in a system of relationships that are new to them, develops in children the ability to make judgments based on the principle of justice, and even better - to solve the so-called dilemmas of L. Kohlberg.

Dilemma method consists of students discussing moral dilemmas together. For each dilemma, questions are developed in accordance with which the discussion is structured.

One of the methods of self-education is reflection, meaning the process of an individual’s reflection on what is happening in his own mind. Reflection presupposes a person’s knowledge of himself in a certain situation and clarification of the attitude of others towards him.

Punishment is a method of pedagogical influence, which should prevent undesirable actions, slow them down, and cause a feeling of guilt in front of oneself and other people. Punishment is a method of resolving conflicts that may arise based on contradictions between the demands of teachers and the team, on the one hand, and the behavior of individual children, on the other. Punishment is a measure of influence against the perpetrator of a crime or misdemeanor. Punishment is a method of pedagogical influence used in conditions conflict situation and aimed at inhibiting undesirable phenomena in the behavior of children, as well as stimulating them socially useful activity by imposing additional duties, depriving certain rights or moral censure. Punishment is a means of pedagogical influence used in cases where a child has not fulfilled established requirements and violated norms of behavior.

Slide 12 from the presentation “Reward and Punishment” for pedagogy lessons on the topic “Rights and Responsibilities”

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Rights and obligations

“Education of junior schoolchildren” - The object of the study is the spiritual and moral education of junior schoolchildren. 25%. Consideration of the idea of ​​spiritual and moral education of children in the historical and pedagogical aspect; Summary table of levels of behavioral culture in children of primary school age. Stages of the experiment: stating; formative; - control.

“Children's school uniform” - - Smoothes out social differences. For the school uniform. - Allows you to track “aliens” at school. 1834 - law introducing gymnasium uniforms for boys. 78%. 1992 – abolition of school uniforms in Russian schools. Class in school uniform. 1949 – a unified school uniform was introduced in the USSR. Survey results.

“Fifth graders” - Reluctance to do homework. Possible reactions: The desire to distract the adult from school events, to switch attention to other topics. "Adaptation of fifth-graders to new learning conditions." Do not place excessive demands on your child. Communication - difficulties in communicating with peers and adults.

“Characteristics of children of primary school age” - The character traits of a primary school child are also unstable. The back muscles are not able to maintain the body in the correct position for a long time. Age groups school age children. The weight of the heart approaches the normal value of an adult. The bones of the skeleton, especially the spine, are highly susceptible to external influences.

“Adaptation of first-graders” - A first-grader needs: Analysis of the course of adaptation of first-graders. Love and care of family members; attention of adults and peers; approval of others; Draw and paint a lot; run, swim, dance a lot; play; The influence of the educational process on the body of a first-grader: Adaptation of a first-grader Prepared by a psychologist for the 2010/2011 academic year.

"Punishment as a method of pedagogical influence

for the purpose of warning or braking

negative actions.

Conditions for the effectiveness of punishment."

Introduction.

Relevance of the topic of this work : The professions of educator and teacher are rightfully recognized as the most ancient, since the process of education already took place long before pedagogy received the status of a separate science (XVIIV.). And, perhaps, “punishment” is the method that appeared before all others and to this day is widely used in family education, at school and in correctional pedagogical institutions. Today society is moving along the path of humanization and democratization, paying great attention improving the quality of culture of consciousness and behavior of the younger generation. The level of good manners, education and success of the younger generation largely depends on us adults. To the extent that teachers, educators and parents themselves are ready to work with the younger generation and are competent in matters of instilling culture and morality in children, society as a whole can count on prosperity, spiritual and material well-being.

The purpose of this work is to reveal the essence of “punishment” as the most controversial method of education, excluding a one-sided approach; expand the boundaries of understanding this method; present the views of various innovative teachers on the issue of the existence and use of “punishment”. Around this method There have always been many opinions and disputes. Historically, “punishment” as a method of education has undergone constant changes in formulation, public attitude towards it and in practical manifestations. One thing remains unchanged - negative semantics and eternal questions: how? For what? and who? punish.

Degree of knowledge of the problem: It is noteworthy that today there is extensive pedagogical experience in the theory and practice of education, and the process of education itself is rightly called art. A huge number of specialists deal with issues of educational methods, and in particular, the use of methods of reward and punishment: philosophers, teachers, psychologists, psychotherapists, etc. The accumulated experience comes to the aid of everyone who is not indifferent and important to leave behind a healthy and happy generation.

For the first time, the role and place of reward and punishment in the education system was determined in their works by the philosophers Democritus, Plutarch, Plato, Aristotle, and Montaigne. A significant contribution to the development of the methodological foundations of education, the theory and practice of reward and punishment was made by such outstanding teachers of the past as D. Diderot, J. A. Komensky, J. Locke, J. J. Rousseau, I. Kant, I. G. Pestalozzi and other. Various aspects of the application of methods of reward and punishment were reflected in the pedagogical thought of Russia beforeXXcentury. They are presented in the works of L. N. Tolstoy, F. M. Dostoevsky, N. F. Bunakov, N. I. Pirogov, K. D. Ushinsky, V. G. Belinsky and others.

Of particular research interest are the views of the Polish teacher Janusz Korczak on the optimal conditions for using methods of reward and punishment.

In Soviet pedagogy, this problem was most deeply and comprehensively studied in the studies of A. S. Makarenko, N. K., V. A. Sukhomlinsky and others.

Ivan Pavlovich Podlasy rightly noted that today “pedagogical science does not yet have a single general view on how to raise children. From ancient times to the present day, there are two diametrically opposed views on education: 1) to educate in fear and obedience, 2 ) to educate with kindness and affection. Life does not categorically reject any of these approaches. This is the whole difficulty: in some cases, people brought up in strict rules, who have formed harsh views on life, people who are stubborn and unyielding, bring more benefit to society. , in others - gentle, kind, intelligent, God-fearing, humane. Depending on the conditions in which the people live, what policies the state pursues, traditions of education are created in a society in which people live peacefully. normal life, humanistic tendencies in education predominate. In a society where there is constant struggle, education based on the authority of the elder and the unquestioning obedience of the younger predominates. In conditions of war, famine, social conflicts, and deprivation, perhaps one would like to raise children more gently, but it is unlikely that they will be able to survive. That is why the question of how to raise children is not so much the prerogative of science as of life itself."

Our work is abstract in nature. The emphasis is on considering the psychological mechanisms and moral application of this method, the effective use of punishment, and also showing how important it is to correctly interpret this method and use it competently in order to fulfill its main function, and most importantly, not to cause harm.

The first chapter of this work is devoted to history. A historical excursion allows us to trace the evolution of pedagogical thought on our topic and gives an idea of ​​the origins of the existence of modern concepts. In the second chapter we talk about modern classifications of educational methods and consider in more detail the role, place and use of “punishment” as a method of educational influence.

Chapter I . Historical background theories and practices of applying “punishment” in the educational process.

1.1 Ancient education.

Already in ancient times, great importance was attached to the process of education. Thanks to the famous philosophers of ancient Greece, the foundations of pedagogical theory and practice were laid. Education was the most important means of strengthening the state. The ideas of Socrates, Plato, Aristotle proclaimed love of nature in the education system. The process of learning should be interesting, pleasant, equal to delight, and should also contribute to the development of logical thinking. But at the same time, there was another position, when physical education not only preceded intellectual education, but also turned out to be dominant. The child was a creature without rights; the measure and degree of punishment was determined by parents, elders and educators.

Proof of this is the world-famous Spartan upbringing. There are references to him in the philosophical works of Plutarch. Spartan education is a state program whose goal was to form a strong, invincible society, ready for any hardships and hardships, as well as conquests and victories. Education was not valued in Sparta. The Spartans were taught strength of spirit and perseverance, and the education of feelings and the teaching of the arts were considered absolutely unnecessary for war. It was in this educational system that punishment was constantly applied and was the norm. For any offense, prank, or oversight, the boys were beaten with whips. The main thing is unquestioning obedience and victory in battles. According to many scientists, it was the “Spartan education” that caused the decline and disappearance of this state.

1.2. "Punishment" in the education system of the Middle Ages.

Pedagogy of the Middle Ages (V- XVIIcenturies) showed hostility to the ideals of ancient education. This is due to the development of the religious ideology of Christianity. The philosophical and pedagogical thought of the early Middle Ages set as its main goal the salvation of the soul and the education of a zealous believer. Rigid religious dogmas dictated rules and norms of behavior. Asceticism, diligent reading of religious literature, indifference to earthly goods, self-control of thoughts, actions and desires - these are the main human virtues inherent in the medieval ideal of education. The main source of education was considered to be the Divine principle in the person of the ministers of the church.

During the Middle Ages severe punishments were still widespread. Cruel acts were actively used and encouraged by the church Physical punishment. The Church taught that “human nature is sinful, and corporal punishment contributes to the purification and salvation of the soul.” Any deviation from dogmatic norms of behavior was considered a manifestation of demonism and was subject to eradication. Strict discipline reigned at school. The teacher did not spare his students for their mistakes.

IN XII- XIIIcenturies, despite religious fanaticism, some shifts in pedagogical thought have been observed, the school education system is changing. Secular educational institutions, city schools and universities are being created. This is how the Renaissance announced itself.

1.3. Ideas of humanism in the educational system of the Renaissance.

End XIV- Start XVIIcenturies passed under the influence of new humanistic ideas. This period is considered to be the Renaissance, which gave the world a huge number of great figures, scientists and discoverers.

It was during the Renaissance that man was proclaimed the main value on earth. And humanist thinkers sought to reveal the best in man and looked for other better ways to achieve this. The new era rethought the model of medieval authoritarian education and now put forward new pedagogical ideals. Finally, pedagogical thought has shifted towards the personal interests of children and the independence of their thinking. “Corporal punishment, which flourished in the Middle Ages, was expelled from the school. Order and discipline were maintained through supervision and personal example of teachers, by awakening in children a sense of honor and self-worth.”

The humanist thinker of that time, Michel Montaigne, pointed out that “... teaching should be based on combining rigor with gentleness, and not as is usually done, when, instead of making children interested in science, they are presented with it as sheer horror and cruelty. Give up violence and coercion; there is nothing, in my opinion, that would disfigure and distort a nature with good inclinations. If you want a child to be afraid of shame and punishment, do not accustom him to these things." He recommended using punishment only in exceptional cases and not making it the main method of education.

John Locke on the evils of punishment.

John Locke sharply criticizes corporal punishment with the rod, arguing that this method "... requires neither effort nor much time... is the least useful of all conceivable methods of education, which, on one side or the other, ruin everyone who turns from the right paths." "This kind of slavish discipline creates a slavish character. The child submits and pretends to be obedient while the fear of the rod hangs over him, but as soon as this fear has disappeared..... the child, in the absence of an observant eye, can count on impunity, he gives even more scope to his natural inclination, which, thus, does not change at all, but, on the contrary, only becomes much stronger and usually, after such violent restraint, breaks out with even greater force." You cannot roughly shape behavior - you need to tactfully shape consciousness. Locke considered methods of reward and punishment to be auxiliary, not primary. He believed that punishment should be applied in exceptional cases. He sharply criticized parents and educators who turn “punishment” into main method education. “Beatings and all other forms of humiliating corporal punishment are not appropriate measures of discipline in the education of children whom we want to make intelligent, kind and talented people; these measures should therefore be used very rarely and, moreover, only for serious reasons and only in extreme cases. On the other hand On the other hand, we must carefully avoid encouraging children by rewarding them with things that they like." Regular use of the “carrot and stick” method turns the education process into training: the student tries to avoid punishment in every possible way, and the main goal is a reward for good behavior. And here, unfortunately, the main goal related to studying is not achieved. “Thus people make improper use of rewards and punishments to force children to show diligence in grammar, dancing, and some other similar subjects, which are of little importance to their happiness or usefulness in their lives, and thereby sacrifice their virtue, pervert the rules of their education and accustom children to luxury, arrogance, greed..." As a result, with such upbringing, society will receive a cunning, resourceful and selfish person.

The idea of ​​"free education" by J. J. Rousseau.

Speaking about the evolution of pedagogical thought of the Renaissance, one cannot fail to mention J. J. Rousseau. In his opinion, the basis of successful upbringing is the educator’s awareness and respect for the natural nature of the child. Awareness of the patterns of maturation and development of a growing person. J. J. Rousseau gave the world the “idea of ​​free education,” which gained its supporters and critics. “Free upbringing” did not consist of permissiveness and indulging the child’s whims, but of delicate educational assistance to the natural acquisition of life experience. A teacher should always be in search of a “golden mean” in education and not allow one-sidedness. For example, he believed that one-sidedness leads to dictatorship, to cruelty towards the child, or to pampering if the educators themselves obey the will of the child. One is worse than the other, therefore, on the one hand, it is necessary to take into account the natural right of the child and respect it, and on the other hand, demand that he fulfill the corresponding obligations; one should not dominate the other. “If you do not pay attention to the suffering of children, you endanger their health and life, make them unhappy in the present; if you protect them from the slightest suffering with excessive care, then you are preparing great disasters for them, making them pampered, sensitive; remove people from a situation to which they will eventually return against your will." For J. J. Rouseau, natural education is education taking into account the laws of free development. Freedom, according to Rousseau, is an absolutely natural state of man. J. J. Rousseau did not exclude methods of reward and punishment from the educational system, but closely connects them with the state of freedom of the child; They see these methods as allowing the child to make a request or refusing a request. Allowing freedom in actions or wishes means encouraging, limiting freedom means punishing. In education, he proposed using the “method of natural consequences.” In other words, Rousseau recommends teaching a moral lesson through specific right actions and denies the usefulness of admonishing conversations about a bad deed. “Reasoning with children was the main rule of Locke, it is in great fashion even now; however, its success, it seems to me, does not at all prove that it really needs to be used; as for me, I have not seen anything more stupid than children, with whom there are many reasoned." According to Rousseau, in the matter of education it is advisable to follow nature, which never makes mistakes and itself directs a person to the true path of development and improvement. “Respect childhood and do not rush to judge it, either for good or for bad. Let exceptions reveal themselves, prove themselves, strengthen themselves longer before adopting special methods in relation to them. Let nature act longer before you take its place, so as not to thus interfere with her work." For example: “Your restless child spoils everything he touches; you shouldn’t get angry, just remove out of sight everything that he can ruin. He breaks his furniture - don’t rush to replace it with a new one; let him feel the harm of deprivation. He hits windows in his room; let the wind blow on him night and day - do not be afraid that he will get a runny nose: it is better for him to have a runny nose than to be crazy. Never complain about the inconveniences that he causes you, but try to make him feel them first. ". It is through the feeling of personal inconvenience and discomfort that the child realizes that this discomfort is a consequence of his own wrong actions, and then a conscious conclusion is formed that it is better not to do this again.

I. Kant and I. F. Herbart.

However, there were also supporters of a different model of education, far from the ideas of humanism and the principle of nature. Authoritarian education (based on submission to authority) has a fairly convincing scientific basis. For example, the German philosopher Immanuel Kant believed that “An omission in discipline is a greater evil than an omission in culture, for the latter can be made up for later; savagery cannot be eradicated, and an omission in discipline cannot be missed.” “To discipline means trying to take measures to ensure that the animal nature of man... does not come to the detriment of his purely human properties. Consequently, discipline is only the taming of savagery.” I. Kant believed: “One of the most difficult problems is how to combine submission to legal coercion with the ability to use one’s freedom. Coercion is a necessity! How can I return the feeling of freedom next to coercion? I must teach my pet to endure restrictions on his freedom and, together with he must guide him so that he knows how to use his freedom well."

Another German teacher I.F. Herbart (1776–1841), also putting forward the position that a child is inherent in “wild agility” from birth, demanded strictness from upbringing. He considered his methods to be threats, supervision, and orders. For children who violate order, he recommended introducing fine books at school. To a large extent, under his influence, the practice of education developed, which included a whole system of prohibitions and punishments...".

The legacy of Ya. A. Komensky.

IN XVIIcentury, pedagogy became a separate science thanks to the works of John Amos Comenius. His invaluable contribution to the formation of the pedagogical system is relevant to this day. Ya. A. Komensky did not ignore the problem of using punishment in the education of the younger generation. His views on this matter were innovative. For example, he was the first to replace the concept of “punishment” with the concepts of “discipline and severity.” It is in the context of his pedagogical thought that “punishment” and “discipline” become synonymous. He considered discipline to be a mandatory and important didactic condition for training and education. In his opinion, without discipline there is no training and education. J. A. Komensky reinforces this with a Czech proverb: “A school without discipline is a mill without water.” He also said, “If the field is not weeded, then tares immediately grow, which are destructive for the sowing. If the trees are not pruned, then they run wild and produce fruitless shoots.” However, he further says: “But it does not follow from this that school should be limited to shouting, blows, beatings; cheerfulness and attention should prevail in it both among teachers and students. After all, what is discipline if not the method through which students become truly students."

According to Ya. A. Komensky, screaming and beatings are a sign of a lack of discipline, and cheerfulness and attention are the main attributes of the presence of discipline. The teacher made demands not only on discipline from students, but also from teachers. He notes, “It will therefore be useful for the educator of youth to know both the purpose and the means and types of discipline, so that he may know why, when and how to use the art of rigor.”

Ya. A. Komensky clearly defines the purpose of “punishment” - to prevent a repetition of the violation of the rules of discipline by the offending student, to give a lesson to other students. “First of all, in agreement with the general opinion, I believe that discipline should be applied to those who violate it. However, not because anyone has done something wrong (after all, the former cannot become non-former), but so that the offender subsequently did not commit any wrongdoing."

Y. A. Komensky gives an answer to another important question: how to punish a student. “Discipline must be applied without excitement, without anger, but with such simplicity and sincerity that the person being punished understands that the punishment is assigned to him for his own good and stems from the paternal concern for him on the part of the leaders.” Thus, the student must know why he is being punished and be aware of the educational significance of the punishment applied to him.

It is noteworthy that Y. A. Komensky was the first to put forward the statement that “Behavior must be punished more severely than teaching,” since “punishment” has a closer relationship with behavior than with teaching.

The greatest merit of Ya. A Komensky is in the “correct” model of teaching he proposed, which is truly capable of creating a sincere interest in learning, a sense of responsibility for learning, which allows you to teach “everyone everything”, in which there is very little room for educational punishment. “After all, if the teaching is delivered correctly...then it in itself is attractive to the minds and with its entertaining nature attracts everyone (with the possible exception of some freaks among people). If sometimes this does not happen, then the blame for this does not fall on the students , but on the teachers. If we do not know how to skillfully attract minds, then, of course, we will use force in vain. Strikes and beatings have no meaning in arousing love for science in the minds." Ya. A. Komensky considered the actions of teachers who recklessly and hastily apply punishment for failure to teach, thereby causing an aversion to knowledge, to be an unacceptable pedagogical error. In his opinion, first of all it is necessary to find out the reasons for the lack of learning of students. Ya. A. Komensky provided for strict punishment only in following cases:

1. “For any manifestation of godlessness”;

2. “For stubborn disobedience and deliberate anger, if anyone disdains the order of a teacher or any other authority figure, consciously and deliberately does not do what needs to be done”;

3. “For arrogance and vanity, as well as for ill will and laziness, in which case someone refuses to help a comrade who asked for it in teaching.”

Also, Y. A. Komensky urged teachers to become living examples of exemplary behavior for their students, to build friendly and respectful relationships with students so that students consciously observe the rules of discipline. Komensky allows the use of corporal punishment only in exceptional cases, when no other means of punishment, both mild and severe, do not produce a positive educational result.

In subsequent centuries, the legacy of the humanists was supported by other innovative educators.

1.4. On the use of the “punishment” method in the 2nd half. XIX - beginning XX centuries.

IN XIXcentury and at the turn of the century, educators and thinkers continue to search for optimal ways to solve problems of education. Of course, the accumulated experience of their predecessors and the ideas of humanists remained relevant and even received further development. It is noteworthy thatXIX- XXin pedagogical works they began to pay more and more attention to the requirements for the teacher, his ability to build relationships with the children's team and competently conduct the educational process. Rights and responsibilities were established for the teacher. They also began to talk separately about family and school education - a separation of these concepts occurred. Research by such representatives of Russian classics as L. N. Tolstoy, F. M. Dostoevsky, V. G. Belinsky, Dobrolyubov, as well as pedagogical figures E. S. Levitskaya, K. D. Ushinsky, V. D. Sipovsky, N. I. Pirogov, E. N. Vodovozov, N. F. Bunakov and others largely determined the fate of the modern education system.

The issue of discipline, or more precisely, school discipline, remained acute. N.F. Bunakov about school discipline: “The school must develop within itself a certain order, equally binding for everyone, based on reasonable principles, carried out persistently, consistently, containing obvious conveniences and benefits for everyone together and for everyone separately, and therefore not appearing violent and bad. The teacher is the representative and guardian of this order, defending it not out of personal whim, not out of caprice, not out of personal interest, but out of respect for the cause that is protected by this order: he himself submits to this order. legal basis for school discipline." E. S. Levitskaya believes that “... school discipline, while strict, is not at all dead and passive. Children in general should always be open, courageous, courageous and kind towards strangers or authorities, teachers and among themselves. , downtroddenness, fear, fear are excluded from school even as a shadow and an opportunity." V.D. Sipovsky rightly noted: “Try to leave the pupils to their own devices in a school with supposedly excellent discipline based on fear, and you will see that all discipline has left the school along with the guards who stood guard over it. It was only pleasant a mirage, or, rather, self-deception for those in authority; moreover, it is fundamentally harmful, since it goes against true education: where there is fear, there is cowardice, pretense, and hidden anger." The researchers agreed that discipline in school should be mandatory and everyone should comply with it: both students and teachers. And the main value is conscious discipline: the understanding that discipline serves for the good of achieving good results. Conscious adherence to discipline must come from the inner needs of a person. However, the commonality of opinion did not exclude problematic issues. So, for example, in a traditional school we observe the following: initially, rules of norms of behavior are established for children, children comply with these rules at first unconsciously, then they get used to it and later realize the correctness and even the benefits of the established order. That is, compliance with discipline is established “from the outside,” artificially. The activities of L.N. Tolstoy had significant pedagogical interest. He proposed establishing discipline smoothly, gradually, following the path from disorder to order. In his opinion, first you need to form a need for order in a child, then, as the level of consciousness increases, children observe discipline easily and willingly. Children themselves begin to see the personal and social benefits of order.

The old Russian school was also criticized by K. D. Ushinsky. He wrote: “In the old school, discipline was based on the most unnatural principle - on fear of the teacher distributing rewards and punishments. This fear forced not only an unusual, but also harmful position for them: immobility, classroom boredom and hypocrisy.” N.A. Dobrolyubov and N.I. Pirogov condemned pedagogical arbitrariness, corporal punishment and cruel treatment of children.

P.F. Lesgaft, a biologist, argued that “the depravity of children is a consequence of unacceptable pedagogical mistakes of teachers and educators. Incorrect use of reward and punishment ultimately leads to the formation of negative moral qualities and a disorder of the nervous system.”

Janusz Korczak on "punishment".

A great man with a tragic fate. Famous Polish figure. Teacher, children's writer, writer, doctor, military man. Today, perhaps, every educated person is familiar with the work of Janusz Korczak “How to Love a Child: A Book on Education.” The ideas of J. Korczak have many points of contact with the pedagogical thoughts of L.N. Tolstoy: the humanistic system of education, the idea of ​​the absolute value of childhood, the idea of ​​harmonious development of the child, the denial of authoritarian education.

In his works, J. Korczak attaches great importance to the search for harmony in the educational process. He especially points out the numerous pedagogical mistakes of educators, for example, when an adult positions himself in front of a child as more perfect, sinless, and directs his criticism to the child’s personality. Also, J. Korczak argues that in the educational process both sides are the main ones: the teacher and the student. It is wrong to make a child an object of education; the child must also become a subject of this process. Here's what he says about punishment: “The more freedom a child has, the less need for punishment. The more rewards, the less punishment. The higher the intellectual and cultural level of the staff, the less, the fairer, the more reasonable, and therefore the softer punishment" . He believed that studying the causes of the emergence and development of negative actions provides the key to their prevention and elimination. As a humanist teacher, J. Korczak protests against violence, criminal punishment (there was a practice of starving children) and everything that destroys the health and spirit of a child.

Pedagogical experience of A. S. Makarenko.

Studying the “punishment” method is impossible without getting acquainted with the pedagogical practice of A. S. Makarenko. Yes, precisely, by practice... Life itself subsequently dictated to the teacher many conclusions and theoretical hypotheses about the use of such pedagogical influence in education.

The main work of A. S. Makarenko is work on consolidation and adaptation of a person in a team. His educational work in the children's community was aimed at supporting and protecting the teenager, developing the best individual qualities in the child through life and relationships in the team. According to A. S. Makarenko, “... the children's team must grow and become rich, they must see a better tomorrow ahead and strive for it in a joyful general tension, in a persistent, cheerful dream. Maybe this is the true pedagogical dialectic.” . The work of A. S. Makarenko “Pedagogical Poem”, based on real events in the life and professional activities of the teacher himself, can be said to be a textbook for solving the most difficult pedagogical situations, and the teacher himself is a “genius of re-education”. After all, he did not work with ordinary children - these were street children, juvenile delinquents, always hungry thieves, whose main goal was to survive by any means possible. A. S. Makarenko, within the group of teenage colonists, fought against lies, against card games, against bad habits, against theft and even against anti-Semitism... It was A. S. Makarenko who practically proved that it is possible to achieve a positive pedagogical result in a team " difficult teenagers" if this team is united by one common goal, common interests, common good prospects for the future. He also showed how great the power of the collective is, the power of public opinion and public court, the power the right choice method of punishment.

Makarenko pointed out that the most difficult thing in the matter of education is the fact of establishing contact between the student and the teacher. He believed that the level of the result of educational work depends on the level of this connection. Educational contact can be considered established when students listen to the opinions of educators and begin to fulfill their requirements. But what is important here is how the pupils fulfill these requirements: consciously or unconsciously, voluntarily or forcibly. Accordingly, professionalism, responsibility and the role of the mentor were enormous.

Makarenko’s system of reward and punishment is an invaluable pedagogical heritage for many centuries. He did not recognize pedagogy without punishment, but by improving the living conditions of children, creating motivation and the need for spiritual development, study and work, Makarenko thereby minimized the violation of discipline in the team, leaving almost no room for punishment. The most stimulating means is for the teacher to create normal human conditions for the pupils; only then do the pupils accept punishment as a matter of course. It is noteworthy that in working with such a complex team, Makarenko did not rely on corporal punishment. He used trust as a reward and mistrust as a punishment. And indeed, how much the trust shown by Makarenko himself and a whole team of comrades meant to the former thief. The trust shown inspired and stimulated me to show my best qualities, not let anyone down, and carry out assignments flawlessly. Distrust as a punishment also had a strong educational effect. Its consequences were, for example, general collective condemnation of the offense, boycott, and exclusion from the colony. Makarenko made every effort to ensure that by a certain point the teenagers felt the difference between life on the street and in the colony, as a result, none of the pupils wanted to become an outcast. Makarenko was amazingly able to unite children, set the children’s team up for development and creative work. His educational system was born from practice and personal experience, therefore it is absolutely viable and does not lose its relevance today.

Chapter II . Punishment as a method of pedagogical influence.

2.1. The concept of education method.

Education is a complex and dynamic process. It is characterized by a variety of content and a wealth of organizational forms. Education in a broad sense is a purposeful, organized process, ensuring the comprehensive, harmonious development of the individual, preparing him for work and social activities.Upbringingcarried out in the family, as well as in school practice in the classroom and in extracurricular activities.This is due to the variety of educational methods. There are methods that reflect the content and specifics of education; methods focused on working with junior or senior schoolchildren; methods applicable to work in any special conditions. There are also general methods, since the scope of their application extends to the entire educational process.

Educational methods are ways and means of achieving a given educational goal. In relation to school practice, we can also say that methods are ways of influencing the consciousness, will, feelings, and behavior of students, the goal of which is to develop specified qualities in them. The task of the educator, parent, teacher is to choose the most effective methods, apply them correctly in order to lead the child to the intended result in the process of education. For each educational task set, an appropriate method must be selected and applied.

Modern pedagogy has an extensive scientific fund that reveals the essence and regularity of educational methods. Their classification helps to identify the general and the specific, the theoretical and the practical, thereby facilitating their expedient and more effective use, and helps to understand the purpose and characteristic features inherent in individual methods.

The main function of educational methods is to create conditions for students to master the content of education. All methods of education can be divided into separate groups based on the correlation of these methods with any components of the content of education. For example, somegroups of educational methods ensure that students acquire knowledge about universally significant values, others - solving life problems, others - mastering ways of behavior, etc.

2.2. Classifications of educational methods.

1. Classification of educational methods according to Yu. K. Babansky.

Methods

Formation of personality consciousness

Methods

organization of activities and formation of experience of social behavior

Methods

stimulation of activity and behavior

Monitoring and evaluation methods

Diagnostics, survey, testing, self-examination, self-assessment, self-control

Persuasion, suggestion, conversation, lecture, discussion, method of reception.

Pedagogical requirement, public opinion, training, exercise, assignments, creation of educational situations.

Competition, encouragement, punishment, creating a situation of success.

2. Classification of educational methods according to I. G. Shchukina.

Methods

formation of consciousness

Methods of organizing activities and forming behavioral experience

Stimulation methods

Story, explanation, clarification, lecture, ethical conversation, exhortation, suggestion, instruction, debate, report, example.

Exercise, training, assignment, pedagogical requirement, public opinion, educational situations.

Competition, reward, punishment.

3. Classification of educational methods according to L. I. Malenkova.

Methods of persuasion

Incentive or reciprocal methods

Suggestion method

Information, search, discussion, mutual education

encouragement

punishment

Approval, praise, gratitude, responsible assignment, moral support in difficult situation, showing trust and admiration

Reproach, reprimand, public censure, removal from an important matter, condemnation, indignation, reproach.

4. Classification of educational methods according to M. I. Rozhkov, L. V. Bayborodova.

Methods of influencing the intellectual sphere

Methods of influencing the emotional sphere

Methods of influencing the volitional sphere

Conviction, self-conviction.

Suggestion by verbal and non-verbal means, self-hypnosis.

Demand, direct and indirect, demand-advice, demand-game, demand-request, demand-hint, demand-training, exercises.

5. Classification of educational methods according to S.A. Smirnov, I.B. Kotova, E.N. Shiyanov, T.B. Babaeva

Methods for forming social experience

Methods of personality self-determination

Methods of stimulating and correcting actions and relationships

Pedagogical requirement, exercise, assignment, example, situation of free choice

Method of reflection, self-change, self-knowledge

Competition, reward, punishment

It is known that methods of education are methods of pedagogical interaction; their characteristics are determined both by the goals of the teacher’s activity and by the goals of the student’s activity in pedagogical interaction. So in the classifications proposed by Yu.K. Babansky, I.G. Shchukina, L.I. Malenkova, the identified groups of methods correlate with the goals of the teacher’s activities. In the classification of educational methods proposed by M.I. Rozhkov and L.V. Bayborodova, the differentiation of educational methods was carried out on three mutually agreed upon grounds:

1) on subjects of pedagogical influence, which are the “essential spheres” of the individual: intellectual, motivational, etc.;

2) according to the dominant action of the teacher (dominant method of education): persuasion, stimulation;

3) according to the dominant action of students (method of self-education): self-persuasion, motivation, etc.

So, we see that in all the proposed classifications, the “punishment” method has occupied its specific niche. The researchers thereby show that achieving the goals of education and self-education are carried out in the process of implementing a set of methods and clearly include stimulation methods in the work: encouragement and punishment, without which it is impossible normal development educational process.

2.3. "Punishment" as a method of education. Types of punishments.

Today we know of various formulations of punishment as a method of education, for example:

Punishment - a method of pedagogical influence, which should prevent undesirable actions, slow them down, and cause a feeling of guilt in front of oneself and other people. (Podlasy I.P. Pedagogy. Volume 2).

Punishment - this is such an impact on the student’s personality that expresses condemnation of actions and deeds that contradict the norms of social behavior and forces students to strictly follow them. Punishment corrects the child’s behavior, makes it clear to him where and what he made a mistake, causes a feeling of dissatisfaction, discomfort, shame... (Pidkasisty P.I.).

Punishment - a way of inhibiting negative manifestations of a personality with the help of a negative assessment of her behavior (and not the personality), a way of presenting demands and forcing her to follow norms, creating feelings of guilt and remorse. Punishment is a means of pedagogical influence used in case of failure to comply with the requirements and norms of behavior established in society. With his help, the pupil is helped to understand what he is doing wrong and why (G.I. Shchukina, Yu.K. Babansky, V.A. Slastenin).

On the one hand, the modern pedagogical system has eliminated physical punishment from use; on the other hand, it allows for compulsion to strictly follow norms and the formation of a sense of guilt. Meanwhile, psychologists argue that the formation of feelings of guilt in a person, and especially in a child, has a negative impact on the personality, provokes the development of self-doubt and various mental disorders.

Barlozhetskaya Natalya Fedorovna, a psychologist-consultant in the social correctional field, a pedagogical psychologist of the highest qualification category, in the course of her lectures, offers for consideration the topic: “Methods and techniques of working with a child. Methods of punishment as a means of educational influence.” Among the methods of punishment, she lists and characterizes them as follows:

1. Ignoring.

This method manifests itself in the fact that the adult stops paying attention to the child. Does not listen to the child, is not interested in his opinion. In a word, ignoring is a demonstrative manifestation of indifference (“I’m not listening to you, don’t come to me, you don’t exist for me, etc.”). This is a fairly popular and widespread method. Such a human reaction as ignoring someone occurs very often not only within pedagogical process, but also in ordinary life situations.

pros : this method helps to avoid any physical punishment, allows you not to inflame the conflict, and often turns out to be a fairly effective method.

Minuses : this method, replacing physical punishment, generates psychological punishment, which is sometimes more difficult to experience. Such punishment is accompanied by an exhausting feeling of heaviness, a sense of self-doubt and guilt. In relation to a certain category of children/people, ignoring them can be equated to physical punishment. For example, kinesthetic children, who are especially susceptible to physical contact and need hugs and soft touches, experience physical pain when ignored. A common pedagogical mistake is that the teacher does not always understand to whom this method can be applied and to whom it cannot be applied. Or, for example, a child often does not understand why he is being ignored. Therefore, it is important that ignoring is accompanied by an explanation. The child must understand what action caused a negative reaction and what behavior is expected of him.

2. Remark or warning.

A very good way to influence. It is good because it is usually not perceived as punishment, does not traumatize the psyche, but has the desired effect. A remark can be manifested quite softly and delicately, for example: look sternly into the child’s eyes, wag a finger, call him by name with a certain intonation. After such actions, no further explanation or discussion of the child’s incorrect behavior is required.

3 . Rebuke.

At its core, this is a remark, but with an explanation. And this is a more strict method in its manifestation than remarking. Here it is important to explain several points to the child: what behavior of the child is unacceptable, what behavior is expected of him, and warn about the consequences.

4. Deprivation.

Using this method involves depriving the child of something that the child wants or likes. In this case, it is important to correctly understand what the child really likes so that the method works effectively.

5. A minute of silence.

The main function of the method is to remove a momentary emotional reaction. The need for this arises at the climax of a conflict, in a fight, or in a child’s tantrum. These are not situations when it is advisable to have conversations, understand what happened, and find out the reasons. At the peak of emotional stress, a time-out or a minute of silence will save you. The method works well for children aged 5 to 9 years. Natalya Fedorovna gives an example with an hourglass: in order to calm the class and restore a calm working atmosphere, the teacher defiantly turns over the hourglass and silently waits for a pause. This pause turns on the self-control mechanism in children's minds. The method allows you to achieve the desired result silently, without comments, reprimands or stern words. The hourglass is a signal that in a very limited time, order must be restored.

6. Quiet place.

A method that must be used with extreme caution. The effectiveness of the method depends solely on the literacy of teachers and parents. Natalya Fedorovna focuses on the fact that this method is often used incorrectly. Traditionally, this looks like “stand in a corner and think about your behavior.” It is important for the teacher to understand why he uses this method and what result he wants to achieve? To think and realize? To ask for forgiveness? To force a child to endure the torture of restrictions in actions? Incorrectly set pedagogical goals make this method ineffective and even non-pedagogical. Firstly, the child will not think about his behavior, but will obediently wait for the time allotted for punishment; secondly, the child, realizing that they are expected to say: “Forgive me, I won’t do this again,” will say these words as quickly and insincerely as possible.

Natalya Fedorovna believes that it is appropriate to use a “quiet place” with the goal that the child is left alone with himself, comes to his senses, rests and calms down; It’s good if a “quiet place” helps the child come to the conclusion that any misdemeanor entails responsibility. Important and correct condition This punishment is, in her opinion, that the child can independently interrupt his punishment and leave the “quiet place” at any time when he realizes that he is ready to join joint actions in the team. A quiet place can be a separate chair, bedroom, children's room, children's playhouse, etc.

Ineffective methods of punishment include the following: a bad mark (using a bad mark too often ceases to work), calling parents to school (if the parents do not have authority with the child).

The value of the proposed methods is that they do not allow offense, are not loaded with negative emotional connotations, are not perceived as punishment, but are effective. Reprimand, reprimand, deprivation (bonuses) are civilized methods of influence that are used all over the world, for example, in matters of labor discipline in the workplace, in institutions, etc.

On the conditions for effective punishment: Barlozhetskaya N.F. defines punishment as a way to stimulate positive, correct behavior. It should not create feelings of guilt. All methods of punishment must lead to positive changes. Punishment must be age appropriate. For example, the method of natural consequences works well for children over 5 years old, but at 2 years old the mother and teacher correct the child’s behavior differently.

Thus, punishment as a method is used to stimulate and motivate learning or positive change in behavior. The use of punishment in any form can be justified only in exceptional cases. The successful implementation of punishment depends on the teacher’s ability to analyze each specific situation in connection with the individual, personal and age data of his students. But, perhaps, the highest aerobatics of pedagogical skill will be a successful solution pedagogical tasks without punishment.

2.4. Education without punishment.

Over the past centuries, pedagogy has strived for humanization, eradicated any cruelty in working with children, proved its uselessness and harm, and improved the educational and educational process; and meanwhile, at the endXIXcenturies, family and school have not yet interacted to the required extent. At home, children were raised “in the fear of God,” in many families they only wanted obedience from the child, and punishment was the only in a clear way impact and was actively used. Even today, there is a certain category of parents who themselves know how best to raise their children, when and how to punish, whether to beat or not to beat. And, as a rule, they choose to “beat”.

Already at the beginning of the twentieth century, pedagogical thought stepped even further. For example, N.K. Krupskaya proposed excluding any “punishment” from the education system. She categorically denied physical punishment and criticized A. S. Makarenko’s school for “fines,” “ collective court", "children's self-government; condemned the harsh and unfair treatment of children by parents. N.K. Krupskaya was one of the first to actualize the problem of raising a child in a family and pointed out the enormous role of the family. “Public education should not cancel and absorb family education, nor should it be opposed to it: each of them solves its own essentially important and enduring tasks. The family will always have great social importance in the upbringing and formation of younger generations.” Nadezhda Konstantinovna urged teachers and parents to learn together to raise new people for a new society. In her opinion, the restructuring of family education on a new basis is based on reasonable care for the child, respect for his personality, the broad social interests of family members, education not by shouting, but by conviction and personal example."

Her ideas have found their followers in modern pedagogy.

Thus, the Soviet teacher L.A. Nikitina generally questions the beneficial effects of reward and punishment methods: “One brings people together, the other separates... Only a judge standing above the one he judges can condemn (punish) or approve (praise) For this he must have the right of seniority, or strength, or wisdom, or responsibility - and this right alienates him from people. In any court this is necessary, for moods, preferences, even feelings of hatred or love should not have any influence there. The decision of the judge. Only then can the court be fair. We parents or teachers, when we punish and pardon, performing the functions of a judge, rarely manage to be completely fair and we push children away from us and evoke and stimulate mainly negative emotions in them; then the qualities of character. Punishments almost always give rise to embitterment, resentment, fear, vindictiveness, pretense, etc. And for the rest of the “witnesses,” there is a feeling of relief (“Not me!”), even gloating, a desire to complain, sneak, and inform. - a whole bag of these abominations that are so difficult to fight.

No better with praise. We all know how much ostracism the so-called exemplary children are subjected to at school. Adults praise them, reward them, set them as examples, but children often tease them and can’t stand them. Naturally! Praise and reward almost inevitably generate in the recipient not just pride, but vanity, a desire to show off, a sense of superiority, even contempt for others. And they, in turn, are tormented by a feeling of competition (“Why not me”), envy, looking for an opportunity to beg for this praise or some kind of reward. Flattery, toadying, scheming in the fight for a “prize place” are not uncommon phenomena even in the elementary grades." Then questions arise: what should we do? Don’t punish, don’t praise, but what...? Nikitina answers this question as follows: “Isn’t it better not to punish, but simply to be upset, upset - only sincerely without any pretense; and not praise, but be happy for the child, rejoice at his joy?”

“Everyone can trace this for themselves. If someone is happy for you, you gain self-confidence, a sense of dignity, and are ready to “move mountains.” And at the same time, you experience a high sense of gratitude and appreciation for someone who is sincerely happy about your joy And he also becomes more generous in heart, more benevolent, more generous. Everyone here makes a friend, at least the feeling of affection and affection grows like an avalanche in both... "

“Well, if they are upset for you even when you are to blame, when you yourself are the cause of the grief of others, what do you feel? The tears of a loved one or someone who simply sympathizes with you excite, burn your conscience, as if they are tearing off the scum of bitterness and self-justification from it. And shame, repentance, an oath to oneself: “I will never, never repeat this again!” - grateful, purifying feelings. And those who feel sorry for you grow in sympathy, the desire to help, to save. All this again makes people closer. closer friend friend." This, according to L.A. Nikitina, is the main pedagogical secret. She shows that love and sincere human participation work wonders and give the opportunity to educate without punishment or reward.

Moreover, the absence of corporal punishment does not always indicate humane education. All adults know how easy it is to offend, humiliate, destroy with just a word... Words spoken carelessly can have consequences more severe than physical punishment. Janusz Korczak about a child: “If a person could count all the humiliations, injustices and insults that he had to experience throughout his life, it would turn out that the lion’s share of them occurred precisely in his “happy” childhood.”Therefore, the idea of ​​education without punishment, in our opinion, deserves great respect.

And again we consider it necessary to turn to the unique theses of the great teacher J. Korczak: “There are no children - there are people.” But with a different scale of concepts, a different store of experience, different drives, a different play of feelings...There are just as many bad people among children as there are among adults. Everything that happens in the dirty world of adults also exists in the world of children... A teacher who comes with the sweet illusion that he is entering a kind of little world of pure, gentle, open hearts, whose sympathy and trust are easy to find, will soon be disappointed... We need to bring it closer childhood to adulthood, to give the child the rights that will belong to him when he grows up. Thus, the child becomes the master of his destiny already in childhood" (21). This authoritative and "ageless testament" allows us to note that today in the world of adults there are practically no punishments, except for the sphere of criminal and administrative law. Practical examples and comments are interesting on this subject Lyudmila Petranovskaya: “There is no one who would punish us, “so that he knows,” “so that this does not happen again.” Everything is much simpler. If we don't work well, we will be fired and someone else will be hired to take our place. To punish us? In no case. Just to make the work go better. If we are boorish and selfish, we will not have friends. As punishment? No, of course, people just prefer to communicate with more pleasant personalities. If we smoke, lie on the couch and eat chips, our health will deteriorate. This is not a punishment - just a natural consequence. If we do not know how to love and care, build relationships, our spouse will leave us - not as punishment, but simply because he will get bored.
Big world is not built on the principle of punishments and rewards, but on the principle of natural consequences. What goes around comes around – and the task of an adult is to calculate the consequences and make decisions.
If we raise a child with the help of rewards and punishments, we are doing him a disservice, misleading him about the way the world works. After 18, no one will carefully punish him and put him on the right path (in fact, even the original meaning of the word “punish” is to give instructions on how to act correctly). Everyone will simply live, pursue their goals, do what is necessary or pleasant to them personally. And if he is accustomed to being guided in his behavior only by “carrots and sticks,” you will not envy him.
That is why it is very important, whenever possible, to use the natural consequences of actions instead of punishment. If you lost or broke an expensive thing, it means it’s no longer there. If you stole and spent other people's money, you will have to work it off. I forgot that I was asked to draw a picture, I remembered at the last moment - I’ll have to draw instead of a cartoon before going to bed. Threw a tantrum on the street - the walk is stopped, let's go home.
It would seem that everything is simple, but for some reason parents almost never use this mechanism. Here's a mother complaining that her teenage daughter's fourth one was stolen mobile phone. The girl puts it in the back pocket of her jeans and goes on the subway. They talked, explained, even punished. And she says that she “forgot and put it in again.” It happens, of course. But I ask my mother one simple question: “How much does that phone that Sveta has now cost?” “Ten thousand,” my mother replies, “we bought it two weeks ago.” I can’t believe my ears: “What, she’s already lost four, and you’re buying her such an expensive phone again?” - “Well, of course, she needs a camera, music, and modern stuff. But I’m afraid she’ll lose her again.” Who would doubt it! Naturally, in this situation the child will not change his behavior - after all, there are no consequences! They scold him, but they regularly buy a new expensive mobile phone. If her parents had refused to buy a new phone or bought the cheapest one, or even better, a used one, and stipulated the period during which it should survive so that we could even start talking about a new one, then Sveta would somehow learn to “not forget” . But this seemed too harsh to them - after all, a girl needs to be no worse than others! And they preferred to be upset, quarrel, lament, but did not give their daughter any chance to change her behavior.
One mother, tormented by her child’s habit of constantly whining, began to put on the headphones of the player and dance to the music as soon as the whining was heard. She warned the child in advance that she would do this, explained... that she could no longer listen to it and suggested using a conventional sign - a raised hand - to let her know that the whining had already ended and she could take off the headphones. All this was done cheerfully, kindly and not at all in the form of punishment. It’s simple: if you want to whine, you have the right, but I don’t want to listen, and I also have the right. Look how great I came up with so that it would be good for you and for me. The problem was resolved in three days. Naturally, whining as such did not bring any pleasure to the child.
Another family sat for a week on pasta and potatoes - they gave away the money that the child had stolen while visiting. Moreover, the family followed their “diet” not with suffering faces, but by encouraging each other, cheerfully, overcoming a common misfortune. And how everyone rejoiced when at the end of the week the required amount was collected and given with an apology, and there was even money left for a watermelon! There were no more cases of theft from their child.
Please note: none of these parents lectured, punished, or threatened. They simply reacted like real people, solved the general family problem as best they could.
It is clear that there are situations when we cannot allow consequences to occur, for example, we cannot let a child fall out of a window and see what happens. But, you see, such cases are clearly in the minority."

Thus, today parents have at least three options to do without punishment in raising their children: 1. achieve results solely by your positive example and conviction (Krupskaya); 2. do not punish, do not encourage, but be happy or upset (Nikitina); 3. instead of punishment, use the natural consequences of actions (Rousseau J. J., Tolstoy L. N., Petranovskaya L.).

Of course, there are other points of view. The question of the effectiveness and appropriateness of using methods of reward and punishment remains open.

Conclusion.

As a result of the work done, we come to the following conclusions:

Punishment is one of the oldest methods of education. From ancient times to the present day it has been an effective measure of influence.

Historian and psychologist Lloyd de Mos studied childhood as a cultural phenomenon and argued that “culture and social developmentare directly related to how this society treats the child." And indeed, having familiarized ourselves with the history of pedagogical thought, we see that with the development of society, the attitude towards the child changes very much. In ancient times, the life of a child was not valued, it was customary to kill weak children, twins, or children who were not able to feed. The upbringing was strict, and the punishment was harsh and even cruel. For the first time, the ancient philosophers Socrates, Plato, Aristotle, and Plutarch spoke about the value of proper education. descendants. Further, ancient education is replaced by medieval religious-dogmatic. The value of the life and personality of the child is still very common. The Renaissance became a turning point in the development of science, culture and pedagogy.XVIIcentury, the value of a child's life increases significantly. It is believed that with proper upbringing, a child can be good. Therefore, during this period, many pedagogical works were written about education (Ya. A. Kamensky “The Great Didactics”, J. Locke “Thoughts on Education” and others). And finally, inXVIIcentury, pedagogy received the status of an independent science. Loyalty and caring attitude towards the child in the process of education and training increases significantly. PeterIpunishment for the murder of a child is introduced. The ideas of humanism became the foundation for modern pedagogy. Pedagogy is intensively developing and accumulating theoretical and practical experience in the search for correct and effective methods.

Today, punishment as a method of pedagogical influence with the aim of preventing or inhibiting negative actions officially exists and is included in the classification of educational methods. However, the issue of effective application of punishment is still one of the most controversial. INXIX-beginningXXcenturies K. D. Ushinsky, N. K. Krupskaya, P. P. Blonsky, V. A. Sukhomlinsky talk about the possibility of education without punishment. A. S. Makarenko believes that punishment is a normal and necessary phenomenon, but it must be pedagogically justified and combined with other methods. P. F. Lesgaft believes that the “power of a soft word” has a great effect. But despite many points of view, the conditions for using this method remain unchanged: pedagogical tact, philanthropy, justice. Punishment is an auxiliary method, but not the main one.

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