Preschool childhood is the most important period in the moral formation of an individual, therefore, the need for organizing a special work of a teacher to clarify moral norms, moral relations of a person to society, the team, work, to the people around him and himself is obvious.

V preschool age children gain the first experience of a culture of behavior, they develop the first skills of organizational and disciplined behavior, skills of positive relationships with peers and adults, skills of independence, the ability to occupy oneself with interesting and useful activities, maintain order and cleanliness of the environment.

An effective method for clarifying the systematization of the moral ideas of older preschoolers is ethical conversation.

Through ethical conversations, the teacher connects with each other in the minds of children disparate ideas into a single whole - the basis of the future system of moral assessments.

Thanks to conversations on ethical topics, the educator has the opportunity to show through specific examples what concepts such as “kindness”, “honesty”, “truthfulness”, “courage”, “justice”, “friendship” and so on contain. With the help of such conversations, the educator can put children before the choice of action. In this regard, he formulates questions with a moral orientation, so that they awaken activity in children, independence in solving the task.

How the conversation is conducted depends largely on how the children comprehend the situation under discussion. It should not be edifying, therefore the teacher does not impose his opinion, but encourages children to think.

You can talk in the classroom with all the children or only with some, as well as individually in the process of conducting regime moments, games, work. These can be short questions containing the problem of moral choice and prompting the child to evaluate an act when he is guided by the learned moral norms. These can be situations with a moral focus. In the course of the conversation, children express their opinions and listen to the opinions of others, defend their point of view, and also, if necessary, can abandon the original opinion.

Examples of ethical conversations:

1) Ethical conversation on the topic "Friendship"

Topic: "The rules of a friendly game" (5-6 years old).

Purpose: in a conversation, explain to children why the rules of the game are needed; teaches to solve controversial issues, avoid quarrels, listen to the story "Domino": Anna Ivanovna invited the children to play dominoes. The guys gathered around the table. The new girl Anya was also invited to the game. But she refused. The game began. Everything went well at first. But suddenly Vitya caught himself, missing his move: “I have acorns! Only I didn’t notice. ” "Everything! I've already made a move, ”said Senya. Katya and Oksana supported him. But Vitya did not give up; “I have this card! It is not right". Then Anna Ivanovna suggested: “We have not agreed on how to proceed in this case. Let's come up with a rule together. " After the discussion, Kolya said: "Now, whoever missed, misses the move!" The game continued. Children have become more attentive. But then Anya intervened in the game: "Give me the cards too." Anna Ivanovna explained that it is impossible to enter into the game of

the middle of the party. “Don't you understand yourself? You yourself refused to play, ”Kolya said indignantly, Anna Ivanovna reassured the children, and everyone decided that Anya would wait for the next horse. Having joined the game, Anya was very worried whether she would win or not. She jumped up, asked to wait until she checked her cards again. Not winning, she threw cards with the words: "Your game is bad, I will not play it anymore," and left.

Did the guys play together?

How did Anya behave?

What helped the children to continue playing when Vitya wanted to regain his move? (They did not quarrel, but agreed on a new rule of the game.)

Why did Anya behave badly? (She didn't understand the rules of the game.)

Do all players have the opportunity to win? Is it worth taking offense at the winner?

The teacher invites the children to tell how they felt when they won and when they lost.

When you won, did you want to tease the loser?

How do you feel when you are teased for losing?

At the end of the lesson, the children, with the help of the teacher, draw up the "Rules for a friendly game":

know the rules of the game and follow them;

do not be angry about losing;

not tease the loser;

a dispute that has arisen during the game should be resolved based on the rules.

2) Ethical conversation on the topic "Thrift"

Topic: "Each thing has its own place" (5-6 years).

Purpose: to remind children of a careful attitude to things, that all things should be in their place.

Reading the poem by 3. Alexandrova "Put what you took, put it back!"

Olenka knows this:

What you took - put it back!

Only the girl is small -

Forgets where she got it.

She puts a mug on the crib

She puts a pillow on the floor

He hides the boots in the sideboard.

Is everything in place or not?

Did Olenka put her things in place?

What's funny about Olya's behavior? Why did she do that? (The girl is still small.)

Where should you put the things that Olenka took?

And which of you does the same as Olenka?

How often does your mother tell you: “Put it back in place. Take it where you got it ”?

Next, show the children the previously prepared doll rooms: in one of them, the dolls are in their places, and in the other, they are scattered in a mess, invite the children to dress the dolls. Then ask what kind of doll you managed to put on faster.

Conclusion:

Children actively participate in conversations and games. Many listen, evaluate their behavior, become kinder towards each other.

Children begin to comprehend the actions of their peers and their own from the standpoint of generally accepted moral norms, and, having made a mistake, they try to correct it.

If you use ethical conversations systematically, then the level of behavioral culture in children will increase.

Ethical Conversation Technique

Tasks: flow from common objectives moral education... The main tasks of the educator are to form personality traits. Personality traits are those properties in which personality relationships are expressed. Relationships become personality traits when it is conscious, generalized, relatively stable and constant.
It follows from this that in order to educate moral properties, it is necessary, first of all, to evoke in children a certain attitude towards moral phenomena (children's actions, norms and rules of behavior), to help to realize this attitude, to generalize and consolidate it.
In order for a child to evaluate his own and others' actions, he must own a certain range of moral concepts. Giving him the opportunity to substantiate his judgments.
Therefore, the main objectives of ethical discourse are:
- the formation of generalized moral ideas based on analyzes of specific actions and facts;
- development of a conscious attitude to the actions of people and the ability to evaluate actions (their peers, characters in literary works);
- formation of a conscious attitude to the rules of behavior;
- awakening children to moral deeds.
These tasks also determine the methodology for conducting ethical conversations.
Content of ethical conversations
The content of ethical conversations is the discussion of such norms of behavior as kindness, friendship, truthfulness, modesty, hard work.
Ethical discourses are conducted primarily with elders and preparatory groups... They are included in the educational work plan at least twice a month. However, this does not exclude unscheduled conversations that are held on the actions of children in Everyday life... Conversations can be conducted with the whole group, with small groups and individually. Short conversations with the whole group can be done on a walk.
The provider should prepare for ethical discourse in advance. For example, when planning work on fostering a sensitive, benevolent attitude towards people, the teacher plans only 6 conversations. The first two should help children to realize their experience of caring attitude towards close people: mother, sister, father, brothers and other family members, to give the concept that caring, attentive attitude is a sensitive attitude.
The three subsequent conversations are aimed at revealing to children the need for a benevolent attitude not only to loved ones, but also to other people around them: preschool educational institutions workers, peers, kids, even to strangers, to show various manifestations of a benevolent attitude towards people, to cause a positive attitude towards people, to cause a positive attitude towards the kind, attentive, and hostility towards those who are rude, who do not help others. Establish rules of conduct in relation to others.
The sixth, final conversation, in order to check how the children learned the material from previous conversations, as well as to generalize moral ideas and rules.
In this way. When planning a system of conversations with a sensitive and attentive attitude, the teacher sets himself all the main tasks of moral education of the preschooler:
the formation of ideas about the norms and rules of behavior, the development of an emotional positive attitude to moral actions and rules of behavior, the desire to follow them.
Having outlined a system of conversations, the teacher then carefully prepares for each of them.
Structure
In ethical conversation, as in cognitive, three parts can be distinguished: the beginning, the main part, the ending. At the beginning of the conversation, it is important to arouse children's interest in discussing the question posed, to focus their attention on a certain phenomenon. Given the visual and exemplary nature of the preschooler's thinking, it is best to start a conversation with a description of a specific fact or a vivid image and setting tasks for children. This fact or image can be given in a work of art, or in a teacher's story.
Then the conversation can begin with reading a work of art or a teacher's story. For example, the teacher began one of the conversations about a benevolent attitude towards people with a literary work: "Children, today I will read you the story" The Ball in the Window ", listen to it carefully."
Another conversation began with the teacher's story “I will tell you an incident that happened recently in kindergarten... While walking on the site, one boy slipped and fell into a puddle. He got his new jacket dirty and immediately one of the girls helped him to get up, cleaned the jacket and consoled him: "Don't worry, it will dry out and nothing will be visible." What did the girl do? "
The conversation can begin with the children’s story. For example, “Children, remember what holiday our country and you and I celebrated? Tell us how you congratulated your parents on this holiday.
The beginning of a conversation can also be a reproduction of the material of previous conversations or observations carried out during excursions and walks.
The main part of the conversation
The main part of the conversation is aimed at revealing the specific content of a particular norm, to provoke a discussion of actions, facts, a certain emotional attitude towards it.
The teacher offers children questions aimed at analyzing and evaluating the heroes of literary works and the children themselves, at identifying certain actions, their meaning of the meaning of the consequences. Clarifying and supplementing the answers of children, the educator helps them to draw the correct conclusions about the facts of actions, forms an attitude towards them.
During the main part of the conversation, the teacher explains the norms of behavior, makes you want to follow them. This part of the conversation can also be structured in different ways: one can be built on the basis of an analysis of two works of art that specifically reveal the norms of morality.
In this case, the conversation can go on at once on both works, read one after the other or on each separately.
You can only conduct conversations based on the actions of the children and the content of previously read books.
During the conversation, the teacher should ask questions in a certain logical sequence.
End of conversation
An ethical conversation can end in different ways, but at the end of it you need to take stock and formulate a moral position that children should follow. This moral position can be expressed in the form of a general conclusion from the conversation or in the form of rules of conduct, or in the form of an example that children should imitate.
You can end the conversation with the formulation of the rules of conduct: "Let's introduce the rules and we will follow them."
The rule of behavior can be given in the form of proverbs, for example, at the end of the conversation, the teacher can remind the children once again “To be truthful, you must tell the truth, even if it is difficult and unpleasant. It is ugly to deceive, lies always offend people. "
The conversation can end with reading a work of fiction, which gives a vivid example of moral behavior. For example, "Today we will read once again the familiar work" Vovka the kind soul "and learn from Vova to be kind, caring, sensitive."
An ethical conversation can be ended by establishing a connection between its content and the subsequent activities of children. For example, at the end of a conversation about a sensitive, benevolent attitude towards comrades. The teacher says, “Now you just rightly said how to treat your comrades. But one must not only be able to speak. But also to act in a comradely manner. Now we will go for a walk, we will play new game"Trap, give me your hand" and we will learn to help our comrades, we will learn to help them out of trouble. "
Linking ethical conversations with follow-up is one of the conditions for their effectiveness.

Ethical conversation

The main task of the teacher primary grades is the process of becoming a Human in every child, but this process is very complex, and its result largely depends on the teacher's skill, on how much he is able to spiritualize human aspirations in achieving his own ideal.

In the draft Federal State Standard of General Education, spiritual and moral development, upbringing and socialization of students are defined as tasks of paramount importance in accordance with the Law "On Education". An important pedagogical task in the formation of a personality is the development of an active life position by students, conscious attitude to public duty, unity of word and deed, intolerance of deviations from moral norms. The task of the child's moral development can be considered the acquisition and development of moral habits leading to the formation of the moral qualities of his personality.

Childhood is always looking forward to the future, no matter how merciless the present may be. And children tend to wait for adults to show them the path that will define their lives. Will we call them to light or will we leave them in the darkness of ignorance? Our tomorrow depends on it. In schoolchildren, this process is manifested through behavior and his attitude to various aspects of life.

Any activity of junior schoolchildren has a moral content, therefore, its development is the development of moral qualities, personality and individuality. In the formation and development of moral qualities in every child, clear guidance is needed. The child spends a lot of time at school and therefore we, the teachers, take on this leadership. We have a huge responsibility for the upbringing of a student: "The teacher is obliged to develop the inner need to live and act according to the principles of morality." This problem is especially relevant in our time, when society is becoming more immoral, living deviating from moral principles.

According to the students themselves, the share of time for reading has decreased to almost 20% fiction, magazines and newspapers. Prevailing genres artistic reading- detectives, science fiction. Students spend more than two hours a day at computers, as well as having fun on the Internet. What should we do to teachers who have again become "troubled" times? We must take the trouble to explain to students clearly, figuratively, accessible, emotionally the essence of important moral values, without which it is impossible for a civilized society to take place. From the youngest school age prepare children for life, work, teach them to be modest, honest, sensitive and caring in relation to people, teach them to love the Motherland.

At the first stage of primary school age, the assistant isethical conversations. After all, ethical conversations contribute to the acquisition of moral knowledge by the younger generation, the development of ethical ideas and concepts in children, the fostering of interest in moral problems, and the desire for evaluative moral activity.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. Conversation differs from storytelling, instructing precisely in that the teacher listens to and takes into account the opinions and points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on adherence to a number of important conditions:

1. It is important that the conversation has a problematic character, presupposes a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. It should not be allowed that the ethical conversation develops according to a predetermined scenario with the memorization of ready-made or suggested answers by adults. We need to give the guys the opportunity to say what they think. Teach them to respect the opinions of others, patiently and reasonably develop the correct point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students open their souls in it.

4. The material for the conversation should be close to the emotional experience of the pupils. One cannot expect and demand from them activity when discussing difficult issues or those in which facts, phenomena are taken as a basis, are associated with alien events and feelings that they do not understand. Only when relying on real experience, conversations on abstract topics can be successful.

5. During the conversation, it is important to identify and collate all points of view. Nobody's opinion can be ignored, it is important from all points of view - objectivity, justice, culture of communication.

6. Properly guiding ethical discourse is about helping the pupils come to the right conclusion on their own. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method.

Highly qualified teachers do not often conduct interviews and prepare thoroughly for them. Ethical conversations are based on the following scenario:

communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors;

discussion of specific similar situations;

generalization of the most essential features specific moral qualities and their comparison with previously acquired knowledge, motivation and the formulation of a moral rule;

the use of learned concepts by students in assessing their own behavior, the behavior of other people.

In the process of each ethical conversation, the teacher tries to interest each student so that they actively participate in the discussion of moral problems and come to certain conclusions themselves, teaches them to defend their personal opinion, to be able to convince their comrades. We conduct ethical conversations systematically, including them in the class teacher's educational work plan. Is it difficult to carry them out? Yes, of course, because it is necessary for primary schoolchildren to reveal abstract concepts in a concrete figurative form: conscience, dignity, honor, disinterestedness, mercy, humanism, friendship, etc.

What could be the reason forchoice of subject ?

Moral cognitive interests of children (children have distorted ideas about moral norms, very often they attribute false companionship to true friendship, do not distinguish between honesty and sneering. This is understandable, because children do not have enough purposeful observations).

Situations in the classroom (Indifferent attitude towards each other, hostility towards children of different nationalities).

Events taking place in the country, city and other society (terrorist attacks).

The film I watched, the book I read (The Adventure of the Yellow Suitcase is a great film, V. Dragunsky's Deniskin Stories is a very interesting book for discussion).

Introducing youethical conversation topics , which are advisable in working with schoolchildren and are relevant today:

1. Conscience.

2. Be able to respect others.

3. Cost of one minute.

4. A friend is known in trouble.

5. Each thing has its own place.

6. Man is glorious by work.

7. The holy name is Mother.

8. Be able to be yourself.

9. Family traditions.

10. Your responsibility to yourself and your team.

11. Why can't you take someone else's?

12. Good and bad deeds.

13. What do I want to be?

14. In a world of polite words.

15. Do you know how to be friends?

Conducting ethical conversations includes:

preparatory stage;

conducting a conversation;

organizing and evaluating the daily activities and relationships of children based on the learned moral norms and rules.

Experience in conducting ethical conversations shows that it is advisable to conduct them after school hours twice a month. It takes 7-8 days to prepare for each interview. The duration of the conversation should not exceed 25-30 minutes in the I-II grades, 35-40 minutes in the III-IV grades.

The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. May be different options preparation for the interview, we recommend the following:

1. Depending on the age of students, the level of development children's collective and moral issues are determined by the topic of the conversation.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; those practical conclusions to be drawn.

3. A selection of factual material, which tells how to proceed, what to do.

4. Consideration of the questions of the conversation.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, the literature is indicated, situations are being prepared, questions that should be thought about, and examples should be selected;

b) if necessary, individual tasks are determined, since this psychologically sets students up for introspection of behavior, and they are convinced of the need to improve it;

c) group assignments are determined.

Conducting a conversation requires a lot of skill from the teacher. The main requirement is to ensure that children are active in the process of the conversation itself. The teacher does the right thing, who, after having a conversation, asks questions, gives vivid examples, makes short convincing remarks, directs and clarifies the statements of children, does not allow wrong thoughts to gain a foothold.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, make them turn to facts, examples, events of the surrounding life.

The sequence of questions should lead children to deduce a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following guidelines:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the action, see the complex relationship between the motive and the result of the action.

3. The question should make the children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to outward signs learn about the state of a person, understand this state and, therefore, empathize.

Questions that would help schoolchildren connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be moralizing in nature, contain edification, reproaches and ridicule. Children express their opinions, freely share their impressions.

There should be elements of entertainment in ethical conversations with younger students. For this, it is advisable to include in the content of conversations various situations that contain a moral problem. It is very important that the object public opinion there were positive actions of schoolchildren and public opinion should not be directed only to actions associated with poor academic performance and discipline. The development of public opinion is due to the introduction of new and correction of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's collective act as criteria for moral assessment.

There are various options for the sequence of ethical conversations, we recommend the following:

1. Determination of the topic of conversation and the excitement of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of life and work outstanding people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a short survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the teacher's creative activity, but stimulate it.

When defining a topic at the beginning of a conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following techniques:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc .;

b) before announcing the topic, you can tell about some entertaining event or fact related to the intended topic;

c) before announcing a topic, you need to recall some case from class life, which allows you to substantiate the need for in-depth disclosure and comprehension of the corresponding moral norm;

d) announcing the topic, try to give it special importance and emphasize its meaning with the help of meaningful statements or aphorisms.

The method of presenting moral material can combine a question-and-answer form, a teacher's story and explanation, short messages from students on specific issues, reading from books, newspapers, using art pictures, etc. In this case, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and to speak about shortcomings in a sympathetic tone, in every possible way emphasizing their confidence that students will eliminate them.

Summarizing the results of the conversation, one should cite vivid statements so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight the categories that were the purpose of the conversation.

The more often the teacher communicates with children, discusses vital problems arising in the children's team, the more opportunities to unite and make the team friends. It is very important to involve parents in building a team.

Introducing youthemes parenting meetings that are relevant today:

1. Difficulties in adapting a child to school.

2. TV in family life.

3. It's good that there is a family that always protects me from troubles.

4. The laws of family life, the laws of class life.

5. Causes and consequences of child aggression.

6. Encouragement and punishment of children in the family.

7. Holidays and everyday life of our life.

8. The role of the book in the development of the child's intellectual skills.

Every child who attends school wants to study well, and the stimulus for the manifestation of positive motivation of students in a particular activity is individual motives: students' interest, far-reaching prospects, self-confidence, positive emotions. If the teacher actively uses cooperation and competition as methods that stimulate the child's motivation, then educational efforts will be fully realized, since children are important about personal results and personal success.

Student success depends on the traditions that are embedded in lower grades and are implemented in the middle link.

Of course, it is difficult to enumerate all the moral qualities of a person in the future society, but the main thing is that these qualities should be established today. I really want our children's childhood to be happy. Take a look at children's drawings. There is always a large orange sun, a blue-blue sky, thick green grass. Amazing perception of the world in our children! And it is important for us adults to find harmony between our adult calmness and childish excitement, so that the sparks of trust and mutual understanding in the eyes of our children do not go out.

Ethical conversation as a means of moral education of primary schoolchildren

Moral education of younger students is one of the most difficult tasks of a teacher. To solve this problem, the teacher needs not only knowledge of primary school subjects and methods of teaching them, but also the ability to direct their activities towards the formation of the moral education of children. The issues of moral education, the improvement of the child have always worried society at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In the process of moral education of a primary school student, the accumulation of knowledge about the norms and requirements of morality acquires great importance. In this regard, the need to organize moral education of students, starting from the 1st grade, is obvious. The need to organize a special work of the teacher to clarify the essence of moral norms, moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. The ability to provide moral knowledge at a level where the student will have the ability to embrace the general and essential in the various phenomena of life around him, to realistically assess the current situation, the consequences of his deed.

In the upbringing of any moral quality, various means of upbringing are used. In the general system of moral education, an important place is occupied by a group of means aimed at judgments, assessments, concepts to educate moral convictions. This group includes ethical conversations.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. Conversation differs from storytelling, instructing precisely in that the teacher listens to and takes into account the opinions and points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. Ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on adherence to a number of important conditions:

1. It is important that the conversation has a problematic character, presupposes a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. It should not be allowed that the ethical conversation develops according to a predetermined scenario with the memorization of ready-made or suggested answers by adults. We need to give the guys the opportunity to say what they think. Teach them to respect the opinions of others, patiently and reasonably develop the correct point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students open their souls in it.

4. The material for the conversation should be close to the emotional experience of the pupils. One cannot expect and demand from them activity when discussing difficult issues or those in which facts, phenomena are taken as a basis, are associated with alien events and feelings that they do not understand. Only when relying on real experience, conversations on abstract topics can be successful.

5. During the conversation, it is important to identify and collate all points of view. Nobody's opinion can be ignored, it is important from all points of view - objectivity, justice, culture of communication.

6. Properly guiding ethical discourse is about helping the pupils come to the right conclusion on their own. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method.

Highly qualified teachers do not often conduct interviews and prepare thoroughly for them. Ethical conversations are based on the following scenario: communication of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most essential signs of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation of a moral rule; the use of learned concepts by students in assessing their own behavior, the behavior of other people.

At the first grade, ethical discourse has a simpler structure. The inductive path is preferable here: from the analysis of specific facts, their assessment to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and use specific material from life, fiction to illustrate.

The guidelines in this article for conducting ethical conversations can be useful for primary school teachers, class teachers, organizers of educational, extracurricular activities and students.

Conducting ethical conversations includes:

• preparatory stage;
• conducting a conversation;
• organizing and evaluating the daily activities and relationships of children based on the learned moral norms and rules.

Experience in conducting ethical conversations shows that it is advisable to conduct them after school hours twice a month. It takes 7-8 days to prepare for each interview. The duration of the conversation should not exceed 25-30 minutes in the I-II grades, 35-40 minutes in the III-IV grades.

The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. There may be various options for preparing for the interview, we recommend the following:

1. Depending on the age of the students, the level of development of the children's collective and moral problems, the topic of the conversation is determined.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; those practical conclusions to be drawn.

3. A selection of factual material, which tells how to proceed, what to do.

4. Consideration of the questions of the conversation.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, the literature is indicated, situations are being prepared, questions that should be thought about, and examples should be selected;

b) if necessary, individual tasks are determined, since this psychologically sets students up for introspection of behavior, and they are convinced of the need to improve it;

c) group assignments are determined.

Conducting a conversation requires a lot of skill from the teacher. The main requirement is to ensure that children are active in the process of the conversation itself. The teacher does the right thing, who, after having a conversation, asks questions, gives vivid examples, makes short convincing remarks, directs and clarifies the statements of children, does not allow wrong thoughts to gain a foothold.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, make them turn to facts, examples, events of the surrounding life.

The sequence of questions should lead children to deduce a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following guidelines:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the action, see the complex relationship between the motive and the result of the action.

3. The question should make the children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child to learn about the state of a person by external signs, understand this state and, therefore, empathize.

Questions that would help schoolchildren connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not contain edification, reproaches and ridicule. Children express their opinions, freely share their impressions.

There should be elements of entertainment in ethical conversations with younger students. For this, it is advisable to include in the content of conversations various situations that contain a moral problem. It is very important that the object of public opinion should be positive actions of schoolchildren and should not direct public opinion only on actions associated with poor academic performance and discipline. The development of public opinion is due to the introduction of new and correction of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's collective act as criteria for moral assessment.

There are various options for the sequence of ethical conversations, we recommend the following:

1. Determination of the topic of conversation and the excitement of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of the life and work of prominent people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a short survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the teacher's creative activity, but stimulate it.

When defining a topic at the beginning of a conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following techniques:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc .;

b) before announcing the topic, you can tell about some entertaining event or fact related to the intended topic;

c) before announcing a topic, you need to recall some case from class life, which allows you to substantiate the need for in-depth disclosure and comprehension of the corresponding moral norm;

d) announcing the topic, try to give it special importance and emphasize its meaning with the help of meaningful statements or aphorisms.

The method of presenting moral material can combine a question-and-answer form, a teacher's story and explanation, short messages from students on specific issues, reading from books, newspapers, using art pictures, etc. In this case, the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and to speak about shortcomings in a sympathetic tone, in every possible way emphasizing their confidence that students will eliminate them.

Summarizing the results of the conversation, one should cite vivid statements so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight the categories that were the purpose of the conversation.

Thus, it is very difficult to prepare and conduct a meaningful ethical conversation. It is not for nothing that experienced teachers say that it is much more difficult to conduct a conversation on a moral topic than a lesson. I hope that these guidelines can be useful to primary school teachers, class teachers, organizers of educational, extracurricular activities in conducting ethical conversations.

Municipal budgetary institution of additional education

"Palace of Creativity of Children and Youth" Harmony "

Ethical Conversations with Students

Luneva S.N.

The collection is intended for teachers of additional education to provide practical assistance in conducting ethical conversations in the classroom (as part of the lesson) as part of the moral education of the younger generation.

Introduction

Psychological features first graders. Features of conducting ethical conversations.

Conversation« About friendship»

Conversation « School etiquette »

INTRODUCTION

In institutions of additional education, educational work is one of the main activities. Correct organization educational process it is impossible without consolidating the basic moral knowledge acquired in school by students; it is also impossible without mastering the fundamentals of morality.

Currently, a new approach to the organization, psychological justification and provision of moral education of schoolchildren is required in connection with the changed conditions of society. It is also necessary to develop a different content of moral education in educational institutions.

One of such approaches to the formation of the moral side of the student's personality and his moral consciousness is to take care of his systematic education during the entire period of study both at school and in institutions of additional education.

For each level of secondary school (primary, basic and complete), curricula have been developed for special classes on the basics of morality in accordance with age: "The ABC of morality" (grades 1-4), "Moral grammar" (grades 5-9), "Fundamentals morality "(grades 9, 10-11). Programs are studied at class hours, during the organization of extracurricular activities and on subjects such as “ The world"," Citizenship "," Social Science ", where morality is an integral part.

To consolidate the success of the knowledge gained in the institution of additional education, such work is recommended to be carried out as part of the lesson for 5-10-15 minutes, depending on the age of the students. The main role here is played by the personality of the teacher himself (the teacher of additional education), the age and individual characteristics of schoolchildren.

Perhaps during the autumn (winter, spring) holidays to organize holidays, theatrical performances or events such as "Classroom" on the topic of moral education. The duration of such events can be up to 40-50 minutes. But training of the teacher and pupils themselves is required. Celebration and event topics may overlap with ethical discourse topics, but contain more in-depth material on the topic.

Development in childrenmoral notions is anbasis meaningfulbehavior, relationship building with peers and adults.

Psychological characteristics of first graders

Since almost every teacher of additional education at the Palace has first-graders, I consider it necessary to remind thempsychological features:

First, they are very emotional.

Secondly, concrete visual-figurative thinking prevails in them.

Third, they have erratic attention.

Fourthly, they differ in involuntary memory.

Fifth, they are dominated by play activities.

Therefore, the moral upbringing of such children begins with their formation (we begin to consolidate the formation after school education) withmoral concepts. Moral ideas in the future will form the basis for the formation of moral concepts, norms, rules. We recommend that this work with primary-level students take the form of ethical conversations.

Features of conducting ethical conversations

In order for your ethical conversation with first-graders to have a positive result, it is necessary to observe some"regulations" conducting conversations.

Be emotional with children.

Build a conversation on the involuntary attention and memory of children, include playful moments.

Use clarity (illustrations of books, paintings, etc.)

Give the children homework: draw a picture on the topic of the conversation, read with the parents (or on their own, if they know how) a specific story on the topic of the conversation. Next time, be sure to check the completion of such a task. If someone did not complete the task, you should not scold such students for this, but it is importantpublicly celebrate those who brought or completed their homework.

Engage students in conversation, discussion, it is important to ensure their activity.

Explain, explain, and teach first graders.

The duration of the conversation should not exceed 15 minutes.

The topic of the conversation should be clear to children.

Keep it short and clear.

home task conducting ethical conversations - to awaken students' interest in the inner world of a person, to make them think about themselves and their actions, their moral essence.

Target conversations - to form students' attitude to their behavior, to form an idea of ​​certain moral concepts, which in the future will become a guideline in various life situations and understanding of the behavior and actions of people.

Conversation "What is" Good and Evil "

Purpose of the conversation: Explain what meaning people put into the concepts of "good" - "evil" (synonyms "good" - "bad") using the example of those familiar to schoolchildren life situations or by the example of literary works.

Questions for schoolchildren: - Give examples of fairy tales, (stories, poems), in which good and evil heroes act.

How did you divide the heroes into positive (good) and negative (bad)?

What qualities of good heroes do you particularly like? Why?

What literary characters would you like to be like?

Discussion:

Whose hero is the best?

Prove what advantages it hasyour his fabulous (literary) hero.

Would you like to be likesuch hero?

Would you like to be laughed at for doing something?

Teacher: Report on the role of laughter in assessing a person's actions: it helps to eradicate a particular defect in a person.

For example, why are we laughing at the Wolf from the cartoon "Wait a minute!"?

Do we want to be like him?

What are the negative qualities of the Wolf laughing at the author of the cartoon?

The role of the teacher during the conversation:

Follow the students' reasoning.

Provide students with moral guidelines: moral phenomena are divided into two opposite categories -good and evil ... They act as the actions of people (aimed at the benefit or harm to people). Good and evil can also be the motives for these actions (everyone decides for himself what to do in a given situation, everyone is responsible for his own actions).

To draw a conclusion: each person is free to choose actions and deeds. In relations with people, moral norms are manifested in the culture of their behavior and communication.

Consider that when entering into certain relationships with peers, the student is guided primarily by his experience and knowledge received from parents and teachers at school.

Analyze, together with the pupils, the moral side of the relationship presented in a particular situation.

To formulate rules and norms according to which one must always act.

Do not give children ready-made answers, it is better to look for them together.

Homework: Draw in the picture how you see good and evil.

Literary works

A. Krapivin "Alka is looking for a friend", E. Permyak "Pichugin Bridge".

Conversation "About friendship"

Purpose of the conversation: Reveal the essence of moral relations between people in specific examples accessible to children’s perception.

Conversation meaning: During the conversation, the first grader experiences ethical experiences. A moral ideal, a system of moral assessments is revealed.

Tell us briefly about yourself, your family, hobbies.

Do you have any friends?

What is a friend? (Who can be called good friend?)

Who are you friends with in class? Why?

Who would you like to be like? Why? (to help the child gradually begin to evaluate himself - his thoughts, actions, relationships with other children, moving towards the understanding that there is a person nearby with his inner world, which is hidden, but manifests itself in his actions and deeds.

What do you think it means to be friends? (be polite, attentive, friendly, come to the rescue, sympathize, worry, help with deeds,

share, visit during illness, protect, walk together, etc.)

Let's get to know"The rules of friendship" :

Discussion:

- How do you understand the saying:"Don't have a hundred rubles, but have a hundred friends."

The teacher summarizes the children's answers based on personal observation of the children's attitude towards each other.

The role of the teacher during the conversation:

Consider that first-graders are just beginning to comprehend new relationships for them, expand contacts and gradually get used to the school environment.

To know that the inner world of a peer is closed to a first grader, so he does not interest him. A classmate as a person does not attract the attention of a first grader.

To know that the moral relationship of first-graders with each other lies in the ability to comprehend the inner world of another person through their own worldview.

To know that relations between first graders will be built if they were preceded by mutual respect, mutual assistance, cooperation.

Have an individual approach to each student, because not everyone will be frank, especially children from disadvantaged families.

Homework: Draw a picture on the theme "My friend".

Literary works ,

S. Kosol "Tereshka", O. Vysotskaya "Hedgehog", S. Marshak "Friends-Comrades", E. Permyak "The Most Terrible", "Kite", A. Barto "Sonechka", El. Livshits "Two goats", G. Mamlin "Fedya in the elevator", S. Mikhalkov " Good comrades", V. Oseev" Until the first rain ", A. Barto" Who punished him "," Not for this and not for this ", N. Sakinskaya" Girlfriends ", the tale" Two Frosts ", I. Turchin" Friendship ", E. Uspensky "Crocodile Gena and his friends" (chapter 9),

Conversation "On the conscientious attitude towards studies"

Purpose of the conversation: To help pupils understand why it is necessary to receive additional education (study) at the Palace, what role education plays in people's lives.

What happens if people forget how to create, produce, repair, cook, etc.?

Who created everything that surrounds us - houses, cars, household items, clothes?

Who grows vegetables, prepares food?

And how does he know this and can do everything?

Why study?

What can you learn at the Palace? (dance, paint, sculpt, sew, embroider, etc., i.e. get additional education)

Where can this knowledge and skills come in handy? (after leaving school when choosing a profession. It often happens that the choice of a profession is influenced by hobby for something in childhood, i.e. in the Palace of Creativity. If someone was engaged in dancing, now he is a choreographer; if he painted, then he became an artist or a drawing teacher, etc.).

What proverbs and sayings do you know about learning?

"Live and learn"; "Literacy is always useful to learn"; "White field, black seed - whoever sows it understands", "Learning is light, and ignorance is darkness."

Discussion:

Does anyone want to be like Dunno?

Why, no matter what Dunno conceived, he did not succeed?

The role of the teacher during the conversation:

1. To convince children that without knowledge, efforts in teaching dreams will never come true.

Conversation "About culture appearance»

Purpose of the conversation: Explain what is called the culture of appearance and clothing.

Conversation meaning: Introducing children to the culture of appearance.

Human culture begins with the ability to monitor one's appearance. Appearance is of great importance in a person's life. It is difficult to imagine a person who is dirty, sloppy, so that he could keep track of his actions.

Questions to the pupils:

Why is your appearance not only your own business?(Because when communicating with other people, with your appearance you show respect not only for yourself, but also for them).

Why does this concern others? (It is pleasant to communicate with a handsome, neat person. Dirty hands, face, unkempt clothes repel others from their owner).

What should you do to keep your appearance clean and tidy? (You need to know and follow the rules of cleanliness and hygiene).

What kind rules of cleanliness and hygiene you know?

Keep your hands, face and neck clean at all times.

Wash your face in the morning and evening, brush your teeth.

Wash your hands before eating.

Watch your hair. Disheveled hair is a sign of unkemptness.

Keep your nails in order.

Always use a handkerchief.

Exercise in the morning, ventilate your room.

Why should a person's clothes be clean and tidy?

Why should you look in the mirror when leaving their homes? (Is everything okay in your appearance?)

How should you monitor the condition of your clothes? (Timely clean, iron, wash)

Teacher: Need to learnnice to wear clothes. The gait and posture of a person are of great importance for appearance. When walking, swinging your arms, stomping or shuffling your feet is not nice. It is ugly to sit lounging, legs outstretched on the floor, leaning on the table. You need to walk straight, not stooping, not holding your hands in your pockets.

Clothing should be appropriate for the type of activity. For classes at school, one, for playing, another, for playing sports, a third, for visiting a fourth, for work, a fifth.

How do you take care of your clothes?

Conclusion: Cleanliness is a friend of neatness, beauty and health .

Literary works that can be recommended to pupils for reading and further discussion on this topic: Yu. Tuvim "Letter to all children on one very important matter", K. Chukovsky "Moidodyr", G. Oster "Advice on the contrary."

2. Bring the pupils to the idea that a person, before creating something, must acquire the necessary knowledge, master skills, acquire skills in work. To do this, you need to learn.

Homework: Draw “Who I would like to become in the future”.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

S. Marshak "A book about a book", "A cat and quacks", "Master-lomaster", "From the author", "Song of library books", "About one student and six units", "Conversation with the first grade". N.Nosov "Adventures of Dunno and his friends."

Conversation "About diligence and diligence"

Purpose of the conversation: Explain the meaning of the words "diligence", "diligent" in relation to the student. Make it clear that these qualities are positive.

Conversation meaning: Encouraging pupils to be diligent and diligent.

What do the words "diligence", "diligent" mean?

Generalization of the teacher: a diligent, diligent student is one who works, completes any task on time, saves his time, feels responsibility for the task entrusted to him. Such a student has order everywhere - both at home and in a portfolio, each thing knows its place. And he writes diligently.

What does it mean to try? (to try means to work so that the results of work are tangible, deserve a positive, high assessment).

Are all of you trying to study well?

How is this expressed?

If you didn't try and did a bad job, what should you do in this case?

Conclusion: It is better to immediately try to take your time to complete the task than to do the same job several times.

Does everyone try to study well?

How can you name a student who does not like to work and study? (bum, lazy, careless, bum).

Discussion: Learning is also work that requires endurance, patience and diligence. Not all things are easy, effortless. Any business requires a lot of effort to master it.

Conclusion: T ore love - this is one of the main advantages of a person. All great people were very hardworking, so they achieved a lot. There is such a saying "Patience and work will grind everything", i.e. all will overcome.

The role of the teacher during the conversation:

1. Ask questions.

2. Give explanations

3. Make generalizations and conclusions

Homework: Read any works about diligence and diligence.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

S. Baruzdin "Poems about a man and a clock", S. Marshak "Cat and Quitters", B. Zakhoder "Petya Dreams", L. Kvitko "Who Wants What", Y. Akim "Neumeika", V. Oseeva "Sons ",

Conversation "Rules of culture of behavior on the street"

Purpose of the conversation: To consolidate the basic rules of behavior on the street.

Conversation meaning: To foster a culture of children's behavior on the street.

Content of the conversation:

Introductory speech of the teacher: Good behavior people on the street is a sign of human culture. Ugly behavior is a sign of lack of culture, it can be considered hooliganism, and this is already a violation of the law.

Questions to the pupils:

What kind of behavior can be called hooliganism? Why?

Have you met people with bad behavior on the streets?

- How do you behave on the street?

What should be done so that you do not have problems when you are walking?

Rules of conduct on the street

Walk at the same time, at home tell me where you walk. Do not play on the road, for this there is a courtyard and special children playgrounds... Don't forget to come home on time.

On the street you can run, jump, play noisy games. Be friendly with other children, follow the rules of the game and do not quarrel over trifles.

Remember your address, find out the names of nearby streets and what institutions, shops are located here, be able to explain how to get there.

When meeting with a friend, do not stop in the middle of the sidewalk to chat. You will interfere with passers-by.

Never hurt little ones.

Maintain order in the yard; do not litter; do not break trees and bushes, do not pick flowers from flower beds; don't forget about birds that need food, especially in winter.

On the playground, take care of everything that is built for you. You need to play so as not to wrinkle flower beds, not to interfere with passers-by, walking.

Make sure others keep order in the yard and take care of it.

Don't laugh, don't stare at people with disabilities.

Be attentive to everyone who needs help.

Develop basic rules of behavior with children on the street.

Conclusion:

Homework: Draw a picture for one of the rules of your choice.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

V. Oseeva "Just an old woman", R. Zelena, S. Ivanov "A terrible story".

Conversation "Rules of culture of behavior in the Palace"

Purpose of the conversation: To acquaint with the basic rules of conduct in the Palace.

Conversation meaning: To foster a culture of behavior for children in public institutions.

Content of the conversation:

Introductory speech of the teacher: Palace of Creativity of Children and Youth "Harmony" is educational institution like a school. Many children study here. In order for the Palace to be in order and so that you do not have conflicts with others, you must follow certain rules:

Rules of conduct in the Palace

Maintain the cleanliness and order that adults maintain.

When entering the building, say hello, good morning". Adults should be the first to greet.

If you have been rendered a service, given something, you must say "thank you."

Always come with a change of shoes. You need to change your shoes in the wardrobe. Store your shoes in a special bag (package).

During a conversation, be polite, it is important in what tone you speak, addressing adults or friends, whether you look at him during a conversation. Polite words spoken roughly, casually, turning away from the person to whom they are addressed, cease to be polite.

Enter the office only with the permission of the teacher.

During the lesson, you cannot shout, speak loudly.

When you ask for something, do not forget to say the words: "I ask you ...", "I want to ask you ...".

If you need to address the adults talking, start with the words “I'm sorry, please,” and only then state your request.

If you accidentally hurt someone, made an awkwardness, you need to apologize ("Excuse me, please", "Excuse me, please").

Come to class on time, don't be late. If you are sick or cannot come for a good reason, notify the teacher in advance.

Come to class in neat clothes and clean shoes. Necessary materials, keep the tools for the lesson in a bag (package, briefcase). Keep your desk tidy.

Take good care of the furniture and other property of the Palace.

Be polite and friendly with the staff of the Palace.

The role of the teacher during the conversation:

Direct the conversation in the right direction.

Encourage the activity of pupils.

Work out with the children the basic rules of behavior in the Palace.

Conclusion: A culturally behaving person never has problems with others.

Homework: Tell your parents what you have learned at the Palace.

Conversation « School etiquette »

Purpose of the conversation: Teach pupils how to greet people and get to know them (with adults and with peers). Give the concept of "Etiquette".

Conversation meaning: To accustom pupils to the existing orders and traditions.

Introductory speech of the teacher:

Etiquette - these are the rules of external behavior and forms of communication and greeting people to each other, their "dealings" with others.

Questions to the pupils:

When you speak to adults, do you tell them "You" or "You"? Why? (This testifies to your culture. The appeal to "You" can be used if you are talking with a loved one, usually in an informal setting, with his consent).

When you meet new people, how should you behave? (Smile, look the other person in the face, be friendly, clearly identify yourself).

How should you say hello to adults? (Not very loudly, on "you"; the greeting can be accompanied by gestures: a nod of the head, a bow. Adults - with a handshake, because this is an old custom. The point of giving the right hand for greeting is to show that it has no weapon in it) ...

When people meet or greet each other, men and women do it differently. The man is the first to greet the woman. Boys are future men and girls are future women, so boys should be the first to greet girls. Boys and girls should be mutually polite and respect each other.

Boys should be friendly, attentive and helpful towards girls. They should be able to serve their coats, let them pass through the door, make way for a seat on the bus, etc.

If you are visiting and sitting at the table, and you are introduced to new girl, the boy should stand up and say hello to the girl.

Tell us how to meet and greet? (Do not forget about politeness and good manners, you can not offend acquaintances:

“Meet: this is Lenka, she has a scar on her neck. But this "dwarf" - Genka ... so to introduce - shame and disgrace! ").

How do you meet new friends?

What relationship rules do you still know and apply?

Conclusion: When meeting and greeting adults or peers, do not forget about politeness and good manners, you must not offend the acquaintances!

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

“What is etiquette? (A fascinating journey to the land of good manners). Part 1 and 2.- M., 1998; S.A. Nasonkin "Lessons in Etiquette"; L.Vasilieva-Gangnus “Rules of etiquette. Quick reference» .

Kozlov E., Petrova V., Khomyakova I. The ABC of morality. // Education of schoolchildren. No.6, 7, 8, 9, 10. -2004; № 2, 3, 4, 5, 6, 7, 8, 9. – 2005.

“What is etiquette? (A fascinating journey to the land of good manners). Ch.1 and 2.- M., 1998;

S.A. Nasonkin. Etiquette lessons. - M., 1997.

L. Vasilieva-Gangnus. Rules of etiquette. Quick reference.

L. Vasilieva-Gangnus. The alphabet of politeness.

Conversation "Labor in the unification of the Palace"

Purpose of the conversation: Explain what is expressed in a responsible attitude to work for all, concern for the needs of the team, its other members.

Conversation meaning: Fostering a sense of camaraderie, collectivism. Formation of moral concepts.

Introductory speech of the teacher: In order for you to acquire work skills, you need to do a variety of jobs. Including participate in the general cleaning of the office in which you are doing. This means: washing tables, a board, tidying up shelves, neatly folding tools. (other, depending on the merge profile).

Questions to the pupils:

If you have been assigned to do something, do you need to complete the task? Why?

For example, if I invite all of you to come to the general cleaning of our office, will you come?

What do they say about a student who has completed the assigned work? (responsible)

What benefit will your labor bring to everyone during the cleaning of the office (harvesting leaves near the Palace)?

What do you care about when you work in a team?

Do you like working all together at the same time? Why?

Conclusion: When we all together carry out the assigned task, time passes quickly and cheerfully. Your friend is working nearby. If you couldn’t do something, he came to your aid and helped you cope with what you weren’t able to do. Together we are a team. Only work for the benefit of people makes everyone a Human.

If someone does not come from the group to clean without a good reason, is it good or bad? Why? (Formation of a moral concept about the benefits of labor for the benefit of the entire team).

What do those students who do not like to work do?

What methods do they use in order not to work?

The heroes of what literary works are examples for you?

Who do you want to be like?

The role of the teacher during the conversation:

1. Bring the pupil to the idea that in social work a sense of collectivism is born, of responsibility not only for oneself, but also for others. (Cleanliness and order in the office please everyone, but they depend on each student. To do this, you need to learn how to distribute work among everyone, do it conscientiously, be fair in assessing your work and the work of a comrade, friendly towards each other).

Homework: Come up with rules for friendly teamwork.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

L. Tolstoy "How many people", E. Uspensky "Crocodile Gena and his friends" (chapters 18, 18, 24, 26).

Conversation "My everyday work at home"

Purpose of the conversation: Show with specific examples the importance of work at home and what is its value.

Conversation meaning: Education of hard work, desire to help parents, rational use of their time.

Introductory speech of the teacher: The house is always judged about the people who live in it. The order in the house testifies to the neatness, cleanliness, conscientiousness of its owners, their thrift. Diligence, skill and every thing to find its place. The atmosphere in the house tells about the culture of the people living there, about their tastes and habits.

Questions to the pupils:

If the house is warm, hospitable, cozy, then what can you say about their owners? (good hosts)

Why do you always want to come to such a house? (there is a friendly atmosphere in it)

Do you want your home to be the same?

- What should be done so that you have the same cozy home?

- What are you doing in your home to create comfort in it?

- Who is cleaning your house?

How do you help your mom?

Who is cleaning your room? Why?

Conclusion: He who has learned to do a lot himself will never be a burden to others and will not be helpless. When the room is in order, cleanliness, then the mood is good, and work is better done. The work habit acquired at school will be useful in an independent adult life.

The role of the teacher during the conversation:

Together with the pupils, he forms their duties at home in the form of rules:

Learn to make your bed beautifully and do it every morning.

After class, put books and other study items back into place.

If it's dirty - collect the trash, dust it off.

Keep track of your belongings, and above all the cleanliness of your shoes.

Try not to wait to be asked for help.

If you see that your parents are tired, be especially attentive to them, ask if you need to do something.

Homework: Draw your room.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

Ya.Akim "Inability", fairy tales "Two Frosts", "Cinderella", V. Lifshits "Conversation", L. Tolstoy "How many people?", V. Donnikova "Groove", E. Permyak "Pichugin Bridge", "Alien gate".

Conversation "Good and Bad Deeds"

Purpose of the conversation: To teach schoolchildren to highlight the moral side of life phenomena and actions.

Conversation meaning: The pupil gradually accumulates ideas about good and bad deeds, learns to establish their relationship with certain situations and moral qualities. The student's attitude to norms and rules goes from information about them to understanding their meaning and the obligation to fulfill them on the basis of internal acceptance. The inner world of a student is formed through the analysis and assessment of their actions and the actions of those around them.

Introductory word of the teacher: Every day we are faced with various situations, we perform actions, deeds, we communicate with each other. Let's play a scene: you are riding the bus with your parents. You see that a boy is sitting, and next to him is elderly woman... How do you assess this situation?

Examples of children's answers: You have to give up your seat; some of us will give way; my dad will get up and give way to a woman; the boy must be told to give way to the woman; I don't see anything wrong with this situation - they are going home.

Discussion:

What should the boy have done? Why?

What quality was shown here in the boy?

If the children find it difficult to answer, write several qualities on the board, invite the pupils to choose the most suitable for this boy.

As ifyou enrolled in the place of the boy? Why?

How can you rate yourself? (i.e. evaluate your action, your attitude towards the people around you).

The role of the teacher during the conversation:

Pay attention to the moral side of the proposed situation.

To teach pupils to analyze, evaluate the actions, actions ("good", "kind") of people who commit them.

Lead children to a gradual generalization, the formulation of norms, rules: some norms contain a clear indication of action (when making a request, you must say "please"), others - on how to act (you cannot speak loudly in the lesson, without the teacher's permission to leave class), and still others - for a certain quality (you have to be kind, fair, polite).

Conclusion: Any help is good on time.

Homework: Think about the good deeds you did this week.

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

I. Krylov "Chizha was slammed by the villainous trap ..."; E. Permyak "Pichugin Bridge", "Someone's Gate"; Fairy tale "Bubble, straw and bast shoe"; L. Tolstoy "A girl without a mother went into the cellar and drank milk", "Plums", "Two goats"; D. Tikhomirov "Two goats".

L. Kaminsky "Whose help is better"

L. Kvitko "Grandma's Hands"

Fairy tale "The squirrel and the wolf"

When it's hard for someone to live

We must know about this.

My law is simple:

I conquer those who are evil!

Who is weak - I will help,

I cannot do otherwise.

If suddenly trouble breaks out,

A friend will always help you.

Be polite to your comrades

Do not forget to tell them "magic" words.

Do not quarrel, be fair.

Don't be arrogant.

Don't blame someone else.

Conversation "Each thing has its place"

Purpose of the conversation: Teach pupils to respect things, to maintain order when using them.

Conversation meaning:

Invite the children to stage the work of L. Vorontsova "Masha the Confused".

Questions to the pupils:

Do any of you look like Masha the confused?

What should you do to not be like this girl?

- How and when (morning, evening) do you pack your portfolio for school?

- Why is it better to pack your portfolio in the evening? (You can calmly, take your time, check if you put everything in, if you forgot something, report it).

- Do you ever forget a pen or pencil (other object) at home?

- What can such forgetfulness lead to?

- What do we call a person like Masha? (uncollected, sloppy, sloppy, undisciplined, irresponsible, loose, lazy, disorganized).

How do you get yourself to become a collected person? (Observe order in everything, as they say, laid out "on the shelves").

Conclusion: A neat, organized person saves a lot of time for useful things.

The role of the teacher during the conversation:

To work out together with pupilsThe rules of the organized person :

Keep your school things, clothes, toys in order.

Before leaving for school, (to the Palace, in music school, to the sports school) check if you have prepared everything for classes there.

Believe me if your special clothes, shoes are all right. If not, rinse, clean.

Maintain order and cleanliness at home. Remember: every thing must know its place!

Homework: Read the poem "Everything is all right."

Literary works , which can be recommended to pupils for reading and further discussion on this topic:

S. Cherny “About the girl who found her bear”, L. Vorontsova “Masha the Confused”, V. Lifshits “Gloves”.