What is discipline at school? Presentation on the topic "school discipline and its importance in the lives of schoolchildren"

Such children constantly start quarrels with classmates, become troublemakers in class, and during an exam test they can look into their neighbor’s notebook. In such a situation, teachers are forced to apply disciplinary measures to students. Schools tend to have strict discipline requirements for their students - in most cases these requirements are set out in writing (for example, published in the school newspaper). Children and their parents often think that school discipline is a form of punishment for offenders, but this point of view has nothing to do with reality. Discipline is good for a child, and compliance certain rules and norms of behavior is a necessary condition effectiveness of the learning process.

Children should clearly understand:

• how they should behave at school;
• what behavior is unacceptable and unacceptable within the school walls;
• what punishment they may face if they violate the rules and standards of behavior established by the school.

The American Academy of Pediatrics adheres to the following point of view. Children who violate school rules and standards of behavior should certainly be subject to appropriate punishment, but teachers should also take into account individual characteristics each child (temperament, cognitive abilities, mental properties). For example, a child with attention deficit hyperactivity disorder (ADHD) may find it difficult to sit in one place for several hours at a time. Teachers should take this circumstance into account and not impose too harsh discipline requirements on such a child.
In any situation, the teacher must show respect for the child. Even if he has to be punished, the punishment for the offender should always be chosen taking into account the individual characteristics of his personality. If a child has realized his mistake, if he sincerely strives to improve, you should not punish him too harshly. As a punishment, you can, for example, give a child additional task mathematics. In no case, under any circumstances, should physical force be applied to children. And one more inviolable rule: you cannot humiliate a child in the presence of peers.
If your child is having discipline problems, you should find out the cause of these problems as soon as possible and adjust his behavior accordingly. Your child should have a clear understanding of what the school expects of him in terms of discipline.
Sometimes the demands of the school administration regarding discipline do not seem entirely justified to parents. In this situation, you should talk to the teachers or the school principal. In the presence of your child, refrain from making any critical comments about the school or its administration. A child strives to imitate his parents in literally everything, so if you show disrespect to the school and its teachers, your child will probably do the same.
If, for example, your child was left in class during a break as a punishment for some offense, you may have some confusion about this form of punishment - after all, during a break, the child needs to be fresh air, play with peers, throw out excess accumulated energy. Refrain from making any comments - you should not discuss the school administration's policies in the presence of your child. Talk to the teacher, suggest that he use other forms of punishment, taking into account the individual characteristics of your child. Parents and teachers must come to a certain common denominator: both at home and at school, the child must comply with certain, once and for all established norms and rules of behavior.
If a child has not completed one or another task of the teacher, he should not be kept in class during a break. By depriving a child of the opportunity to play with peers, the teacher will form in him a negative attitude towards his subject and towards learning in general. In addition, during recess, the child, as a rule, is completely absorbed in the events that take place on the playground, so he cannot concentrate, his attention is scattered. During recess, the child needs to be in the fresh air, move, and play with peers.
Ask teachers and the school principal to immediately inform you of any misconduct by your child. In most cases, school principals immediately call parents if their child has committed some fairly serious offense. Some directors, however, believe that younger schoolchildren can already be fully responsible for their actions, so they try to help the child solve the problem independently, without the participation of parents.
Thus, if your child has committed some minor offense that is not beyond the scope of ordinary childish pranks, teachers may not inform you about it. If your child tells you that he was called to see the school principal today, call the principal immediately and find out what's going on. In most cases, teachers and school administration will be able to solve the problem themselves, without your participation, and there is no need to punish the child twice for the same offense.
And finally, one last remark: a child’s inappropriate behavior at school is often an alarm signal for parents. Think about it: maybe your child is experiencing stress or he just doesn’t have enough of you, your attention, care, affection? So, first of all, try to find out what the main reason your child's problems. By eliminating it, you will help him cope with all the difficulties that arise along his way.

Does school use corporal punishment?

Your memory probably still contains memories of your school years. You probably still remember the slaps on the head that the principal of your school handed out to overly naughty students? Or maybe at your school they beat the offenders with a ruler?
Unfortunately, many schools still practice corporal punishment (corporal punishment of children is legal in 23 states). According to statistics, during the 1993/1994 school year, at least 470,000 schoolchildren were subjected to corporal punishment.
Research conducted by teachers and psychologists clearly shows that corporal punishment does not bring any tangible benefit to the child. The American Academy of Pediatrics believes that corporal punishment robs a child of self-esteem and has a detrimental effect on his or her academic performance. Punishment in in this case loses its educational meaning: a child subjected to corporal punishment becomes cruel and aggressive. On the contrary, children who have never been subjected to corporal punishment are not prone to asocial, antisocial behavior.
The school principal and teachers can use physical force against schoolchildren only in the most exceptional cases (for example, if a situation arises life-threatening and child health). The American Academy of Pediatrics advocates for the complete abolition of corporal punishment in schools in all states without exception. We believe that teachers will be able to find other, much more effective ways manage the child's behavior. We are asking legislators at all levels (including school boards) to support our initiative.

One of the most frequently repeated answers to the question of raising a school is raising discipline among students. School discipline is a condition for school prosperity! But what is school discipline?<…>Here is the most accurate and simple concept of discipline in its current sense: " Under school discipline mean fulfillment on the part of students and students of the school’s requirements regarding learning and behavior... In short, discipline is obedience to the requirements of the school, the main means of achieving this obedience is fear of punishment.”

So Understanding the tasks of discipline, a modern school is essentially no different from a barracks: “An order is given - and they must fulfill it, but if they don’t fulfill it, punishment will follow.”

But in the barracks, discipline is something self-sufficient; at school - it should be only a subordinate part of a completely different whole: education. Education in itself is also not an end in itself, but only a means: the goal is children developing sensibly, consistently and correctly. From here we can already see the subordinate, secondary position of discipline in the overall complex process of education, and from here it becomes clear what a mistake those who assign primacy to discipline in school make.<…>

It was the unreasonable severity of school discipline that gave rise to its unreasonable violation by students. Discipline is the replacement of real, difficult pedagogical work for students with easy, external, undisguised coercion. It is difficult to bring the student to the consciousness of the uselessness, harmfulness and injustice of such and such an act; it is easy to order him not to do something - and most - and, of course, the vast majority - of teachers are seduced by this ease and thus abandon the work in which the whole meaning of their existence as teachers is.<…>

Discipline replaces education. Then why not replace the teacher with a non-commissioned officer? And if fear really is the highest and only valid pedagogical influence, then why not return to corporal punishment, to flogging, because the fear of being flogged for a 16-year-old boy is more valid and stronger than the fear of staying for an hour after school, and, therefore, more valuable for educators, those who refused education?<…>

If teachers wanted true discipline in their lessons, i.e. concentrated attention caused in the student by the internal need to listen, having become interested in the lesson, they would transfer responsibility for violation of discipline - silence in the class - from the students to themselves. If there is no attention in the class, there is no silence, if discipline is broken, it means that either the teacher did not capture the students, did not capture their mental interest, did not captivate them with common work, or the students are tired, exhausted, unable to listen, and then they need rest , physical labor, playing outdoors, and not sitting in the classroom, is equally painful both for them and for the teacher, whose work in these conditions is fruitless.

Thus, discipline in the classroom depends exclusively on two main conditions: 1) on the freshness of strength, lack of fatigue, mental performance of the students, and also, of course, the teacher and 2) on the degree of interest, content, and excitement of the lesson, i.e. what the teacher offers to his students, the work that he invites his students to share with him. But it’s not enough to make the lesson meaningful. It is important not only What the teacher gives, but also How gives.<…>

Instead of education in our school there is discipline, instead of educational influence - rules, instead of the moral influence of educators - punishment, instead of love and trust - fear and lies.<…>

If we briefly formulate the main, most often encountered, main reasons for all violations of school discipline, understanding by the latter those normal, peaceful, most advantageous conditions in which school work is most productive, then these violations can be reduced to the following main reasons.

1. Boredom, complete dissatisfaction with the lesson, teacher, subject, school, resulting from the fact that students are not interested in the lesson, teacher, subject, and therefore find interests in pranks, pranks, etc.

2. The discrepancy between the requirements for students and their strengths, characters, nature, needs of spirit and body, due to which students cannot but violate these requirements, for example, due to the inherent activity of children and their normal activity, they cannot but violate these requirements, for example, due to the activity characteristic of children and their normal activity, they cannot calmly sit through three grammar lessons in a row while taking part in work.

3. The school’s failure to satisfy children’s legitimate need for initiative and personal creativity in a reasonable way, as a result of which children, not finding the opportunity to rationally satisfy the urge to create, direct their abilities to creating pranks.

4. The absence in children of a correctly, carefully and gently schooled sense of duty, awareness of the rights and responsibilities of their own and others, as a result of which, having not received help from the school in developing all these moral principles, children are not able to withstand and fulfill the difficult dictates of duty, honesty, truthfulness.

5. Complete separation of students from students, due to which students look at their educators and teachers as strangers, extraneous and even hostile people who can and should be disrespected and deceived, who are allowed to lie, etc.

6. Finally, the general unfamiliarity and inattention on the part of teachers to the needs, characteristics, inclinations, rights of the individual student, disregard for the student’s personality, due to which, not finding sympathy and even understanding on the part of teachers, students learn to hide everything from them inner life and wear masks when interacting with them.<…>

Having eliminated these dominant causes of violations of school peace and peaceful life, we will also eliminate violations of so-called discipline and no external disciplinary measures, other than ordinary educational ones, will then have to be applied at school.<…>

True education destroys the very need for the existence of discipline as a principle independent of education itself. Education includes everything that is true in the concept of "discipline", i.e. the need to comply with such conditions of educational work in school, under which this work proceeds measuredly, correctly, productively and excludes everything that is false in this concept in relation to school: the desire to influence the internal life of students by external influences.

Questions and tasks

1. Compare different approaches to the interpretation of discipline in education. How are they different? What do they have in common?

2. Describe discipline as a goal, as a means and as a condition of education.

3. Analyze how these different aspects of the discipline relate to the actual teaching process.

Children not only need order and rules of behavior, they want and expect them! This makes their life understandable and predictable, and creates a sense of security.

The question arises: if the guys feel more protected in the conditions of the established order and certain rules of behavior, then why do they strive to break these rules and order? Why do parents, educators and teachers constantly complain about this?

Children rebel not against the rules themselves, but against the ways they are “implemented” (you must agree, this very familiar word indicates forceful methods).

How to find ways to discipline a child without conflict?

There are six rules that help establish and maintain conflict-free discipline in the family.

First rule: Restrictions, requirements, prohibitions must be in the life of every child.

This is especially useful to remember for those parents who strive to upset their children as little as possible and avoid conflicts with them. In these cases, children grow up selfish, not accustomed to order, and unable to limit themselves. At school, at work, in any company, no one wants to indulge them anymore. With their high demands on others and their inability to meet others halfway, they remain alone and often face ridicule and even rejection. And even in old age, such “eternally compliant” parents often find themselves lonely and abandoned.

Rule two: There should not be too many restrictions, requirements, prohibitions and they should be flexible.

This rule warns against the other extreme - when parents believe that it is necessary to defeat the child and break his resistance. According to the principle: “If you give him free rein, he will sit on your neck; will do what he wants.” Here they show a dubious example of behavior “always achieve what you want, regardless of the desires of others.” After all, children are very sensitive to the manners of their parents and early childhood they are imitated. So in families where authoritarian, forceful methods are used, children quickly learn to do the same. It’s as if they are returning to the adults the lesson they were taught, and then “the scythe lands on the stone.”

When a parent demands the child fulfill his desire gently but persistently, often accompanied by explanations, with which he ultimately agrees. And if such pressure is a constant tactic of the parent, with the help of which they always achieve their goal, then the child internalizes the belief: “My personal interests (desires, needs) do not count, I still have to do what my parents want or demand.”

In some families this continues for years, and the children are constantly defeated. As a rule, they grow up either aggressive or overly passive. But in both cases, they accumulate anger and resentment; their relationship with their parents cannot be called close and trusting.

Both rules taken together imply a special sense of proportion, a special wisdom of the parent in resolving questions about “can”, “should” and “cannot”.

Find golden mean Between the permissive and authoritarian styles, we are helped by the image of four color zones of a child’s behavior: green, yellow, orange and red (the idea of ​​zones belongs to an American psychologist).

The green zone is what is allowed to the child at his own discretion or desire. For example, what toys to play with, what toys to give to friends, what club to join, who to play with and be friends with...

The yellow zone is activities in which the child is given relative freedom. For example, you can sit down for homework whenever you want, but finish your work by 8 pm; You can walk, but only in your yard.

In this zone, the child is accustomed to internal discipline and the child’s conflict-free acceptance of demands and restrictions should be the subject of special parental care. In each case, try to calmly (but briefly!) explain what caused your request. At the same time, be sure to emphasize what exactly remains for the child to freely choose. When children feel respected for their sense of freedom and independence, they are more likely to accept parental restrictions.

The orange action zone is for children who, in general, are not welcomed by us, but due to special circumstances are now allowed. For example, the baby is scared bad dream, and his mother takes him to her bed until he calms down. You should not be afraid of such exceptions if they are truly rare and justified. Children are very grateful to their parents for their willingness to accommodate their special request. They are then even more willing to follow the rules in normal situations.

Red zone – actions that are not acceptable under any circumstances. You cannot hit, pinch or bite your mother, play with fire, break things, offend little ones... This list grows up with the child and brings him to serious moral standards and social prohibitions.

Rule three: Parental requirements should not come into clear conflict with the most important needs of the child.

Children need to run a lot, jump, play noisily, climb trees, throw stones, grab everything, open, take apart, draw on anything... - these are manifestations of natural and very important needs for the development of children in movement and cognition. Prohibiting such actions is like trying to block a deep river. It is better to take care to direct its flow in a convenient and safe direction.

You can explore puddles, but only in high boots; You can also disassemble the watch, but only if it is old and has not been used for a long time; You can play ball, but not indoors and away from windows; You can even throw stones at a target if you take care that no one gets hurt. Or, if children, while playing, begin to throw heavy toys, it is necessary to prohibit them, but allow them to throw soft toys.

For example, in some children's institutions abroad there is a tiled room specifically for drawing on the walls. Each child can draw with a felt-tip pen or paint as much as he likes. After classes, the drawings are washed off and the room is ready for the next group. Children love these activities very much, and teachers too.

Another example concerns adolescence. Starting from the age of ten or eleven, it becomes especially important for children to communicate with peers. Children often stop obeying their parents and the consequences of this can be dangerous. To avoid complications, parents should be especially careful in the prohibitions “not to be friends”, “not to go”, “not to wear”, “not to participate”.

Teenage fashion is like chicken pox - many guys catch it and suffer it in a more or less serious form, and after a couple of years they themselves smile, looking back. But if at this time the parents enter into a protracted conflict with their son or daughter, they will not achieve agreement with their opinions, and they may completely lose contact and trust.

What is left for parents to do other than patience and acceptance of the inevitability of chickenpox? We need to remain bearers and conductors of more general, enduring values: honesty, hard work, nobility, respect for the personality of others. Note that many of these values ​​can be discussed with a growing child and realized in relationships with him, and this is the most important gift that he, deep down, seeks and hopes to receive.

Rule four: Restrictions, requirements, prohibitions must be agreed upon by adults among themselves.

When mom says one thing, dad says another, and grandma says something else, it’s impossible for a child to learn the rules and get used to discipline. He is used to getting his way by “splitting” the ranks of adults. Relationships between adult family members do not improve from this.

Adults need to discuss disagreements without the child. Consistency in following the rules is equally important. If your child went to bed at 10 pm instead of 9 for two days in a row, then on the third day it will be difficult for you to put him to bed on time; he will reasonably object that yesterday and the day before yesterday you “allowed” him.

It is worth remembering that children constantly test our demands “for strength” and, as a rule, accept only what cannot be shaken. Otherwise, they learn to insist, whine, and extort.

Rule five: The tone in which a requirement or prohibition is communicated should be friendly and explanatory rather than imperative.

Any prohibition of what a child wants is difficult, and if it is pronounced in an angry or authoritative tone, it becomes doubly difficult.

And to the question “Why is it not possible?”, you should not answer “Because I said so”, “I command so”, “It is not possible and that’s all!” You need to briefly explain: “It’s too late”, “It’s dangerous”, “It might break”...

The explanation should be short and repeated once. If the child asks again: “Why?”, it is not because he did not understand you, but because it is difficult for him to overcome his desire. This is where active listening comes in handy.

Actively listening to a child means “returning” to him in a conversation what he told, while indicating his feeling. Such literal sympathy from a parent makes a very special impression on the child.

Important Features active listening conversations.

Firstly, it is very important that your and the child’s eyes are at the same level, since your position in relation to him and your posture are the first and strongest signals about how ready you are to listen and hear him.

Secondly, if you are talking to an upset or distressed child, you should not ask him questions. It is advisable that your answers sound in the affirmative, since a phrase framed as a question does not reflect sympathy.

Often the question “What happened?” a distressed child answers “Nothing!”, and if you say “Something happened...”, then it may be easier for the child to start talking about what happened.

Thirdly, it is very important to “keep a pause” in a conversation. Don't bother him with your thoughts and comments. A pause helps the child understand his experience and at the same time more fully feel that you are nearby. If the child’s eyes are not looking at you, but towards “inside” and “away”, then continue to be silent - a very important and necessary thing is happening in him right now. inner work.

Fourth, in your response it is also sometimes useful to repeat what you understand happened to the child, and then indicate his feeling.

Sometimes parents fear that the child will perceive the repetition of his words as mockery. This can be avoided by using other words with the same meaning. Practice shows that even if you use the same phrases, but at the same time accurately guess the child’s experiences, he, as a rule, does not notice anything unusual, and the conversation continues successfully.

If you did not quite accurately guess the event that happened or the child’s feeling, do not be embarrassed, he will correct you in the next phrase. Be attentive to his amendment and show that you have accepted it.

Three results of active listening:

The child’s negative experience disappears or at least greatly weakens

The child, making sure that the adult is ready to listen to him, begins to tell more and more about himself.

The child, with active listening, moves forward in solving his problem.

Orders and “You are messages” aggravate the child’s resistance. It is better to construct a sentence in which you talk about a rule in an impersonal form. For example, it is worth saying: “They don’t play with matches” instead of “Don’t you dare play with matches!”, “They eat candy after dinner” instead of “Put the candy back now!”, “A cat’s tail is not meant to be pulled” instead of “ Stop torturing the cat!”

And the last sixth rule of maintaining discipline: It is better to punish a child by depriving him of good things than by doing bad things to him.

True, here you need to have a supply of large and small family holidays, family affairs, traditions (favorite pies that mom bakes on weekends, fishing trips with dad, walks together).

And cancel them only if there has been a really tangible offense, and you are really upset. However, do not threaten to cancel them over trifles.

Civics lessons 3rd grade

Lesson 8

Subject: Discipline and order are the key to success

Target: Review the basic rights and responsibilities of a student and the rules of behavior at school. Continue work on organizing self-government in the classroom and establishing a system of democratic values ​​in the team

Equipment: computer, multimedia projector, slide presentation, Jumble video, dance physical exercise with presentation, cards with situations (for group work).

Progress of the lesson

1.Organizational stage.

Every day - always, everywhere,

In class, in play

We speak boldly and clearly

And of course we don’t make noise.

Place your hands in a comfortable position. Close your eyes, mentally direct Love, Goodness, Peace in all directions from yourself, imbued with this state. This is how you create a field of love, peace and goodness around you. These minutes will come back to you. Open your eyes.

What's your mood now? What does it look like?

May you keep good mood all day.

2. Communicate the topic and objectives of the lesson.

introduction teachers:

Guys, guess the riddle:

It's a house full of children,

There are always a lot of friends here

Everyone tries their best

Answer in class.

Students: School

Teacher: Why do students go to school? (Children's statements)

Teacher: School is our second home. Every home has its own rules that must be followed. The school also has its own rules and regulations. At school they study not only the multiplication table, but also explain why day follows night. In order to know and remember this, you need to master the most important subject - it is called “behavior”.

At school you must maintain discipline and respect the human dignity of other students. If any student violates discipline, sanctions may be applied to him. The types of enforcement measures are defined in the school charter.

Look carefully at the pictures on the screen. Tell me what is shown on them? (Behavior at school.)

What do the drawings have in common?

Why is this happening? (Children do not know the rules of behavior at school).

Try to formulate a theme from everything that has been said. class hour. (Answer options are listened to).

"Rules of conduct for students at school."

Guys, our lesson will be structured in groups. We will examine situations and you will draw conclusions about why you need to follow the rules of behavior.

When organizing joint work, let’s remember our motto:

“By helping others, we learn ourselves!

Let's try!"

Let's remember the rules of working in a group!

Listen to your friend until the end, do not interrupt him;

Treat partners politely and kindly;

Help if problems arise;

Work actively, taking the assigned task seriously;

Feel a sense of responsibility not only for your own successes, but also for the successes of your partners and the entire class.

3. Search for a solution.

A ) - Now I suggest you watch the film magazine “Yeralash”. (Online viewing onhttp :// www . ivi . ru / watch / eralash ))

After watching, I will ask you to answer the question:

What problem were the class students discussing?

Watch the video: “Jumble: “We learned...”.” ( Short description video. After lessons, students in the class discuss with the class teacher the rules of behavior for students at school: polite treatment of each other and teachers; using polite words in speech; maintaining the cleanliness of classrooms. The bell rings from class. The children run out of the office, knocking the teacher down. And only one student says to the teacher: “Goodbye!” There is trash scattered everywhere in the classroom... the teachers and the head teacher are cleaning the office.)

What did you like? What made you laugh?

What problems did the children discuss with the teacher?

For whom should the classroom be kept clean and tidy?

What problem were the teacher and head teacher talking about?

What polite words do you know?

Why do you think guys say the right thing, but do the opposite?

What would you do in their place?

B ) Independent work in groups (by cards).

I suggest you work in groups with pictures. Each picture has its own situation. Discuss appropriate student behavior. If you decide that the children are doing the right thing, then fill in the circle. green, and if incorrect - red. After finishing the work, one representative from the group will talk about your decision.

Well done. They did an excellent job.

Physical exercise.

IN) - Now we will listen to B. Zakhoder’s poem “Change.” The task of the groups is to count how many behavioral mistakes Vova made and why?

Group responses. (Vova made 10 mistakes because he doesn’t know that during the break he needs to prepare for the next lesson and relax.)

Did anyone recognize themselves in Vova?

How do you behave during recess? What about in class?

G) - Let's play the game “Say the Word”

Be diligent in class

Be calm and... (attentive).

Write everything without falling behind,

Listen, don’t... (interrupting).

Speak clearly, distinctly,

So that everything is...(understandable).

If you want to answer,

You need to raise your hand... (raise).

In mathematics they think

At recess... (resting)

Be diligent in class.

Don't chat: you're not... (magpie).

If a friend began to answer,

Don't rush... (interrupt).

And if you want to help a friend -

Raise your hand calmly... (hand).

Know: the lesson is over,

If you heard... (bell).

When the bell rang again

Always be ... (ready) for the lesson.

So that doctors don't worry,

During recess, don’t... (shout).

D) - They are resting during recess. Let's take a little rest too. After all, it is good for our health. (Physical minute.)

E) Next, each group receives a task written on a prepared card. Topics are chosen by each team by drawing assignments from the teacher.

Themes:

1. Rules of conduct in the classroom

2. Rules of conduct during recess

3. Rules of conduct in the dining room

The topic is discussed in groups for 5 minutes, proposals are made and their wording is discussed. All this is recorded on the paper provided.

The children defend the selected points in front of the class, defending their achievements and proving the necessity of this or that point.

AND) – I also want to introduce you to the rules of behavior at school. Listen to them.

For you, friend, I composed
Ten very important rules.
These rules are simple
You will quickly remember them.

The dew washed the petal,
And it will wash yousoap.

Don't wait for orders
Go to school on timego.

Before you slam the door,
Did you take everything with you?check.

At school, in class, don’t litter,
Sor saw -pick it up!

Be careful in your clothes
Avoid both holes andspots

You sit at your desk slimly
And behaveworthy.

Be diligent in class
Be calm andattentive.

If a friend began to answer,
Do not rushinterrupt.

Do you want to help a friend?
Raise it calmlyhand.

So that the doctors do not become alarmed,
Not during breaksscream.

4. Summary

Try to conclude: Why do you need to follow the rules?

Student answers: in order to reduce violations, you need to follow the rules of behavior at school; listen to the advice of parents and teachers;

Conclusion: By following the rules, we establish order and protect our health and the health of others.

Conclusion (teachers): Today we tried to answer the question “Why do you need to follow the rules of behavior at school?”

I think that you will all agree with me that you need to follow the rules and not break the law. I think that now we will all not only know these rules, but also apply them. And then each of you will proudly bear the name - student.

I hope that each of you will leave with a piece of knowledge on this topic and the desire to know as much as possible in order to draw the right conclusion and choose the right path in life. Let your motto be: “ eralash

Description of the presentation by individual slides:

1 slide

Slide description:

2 slide

Slide description:

Discipline (from the Latin Disciplina) - consistency, rigor - rules of personal behavior that comply with accepted social norms or requirements of routine rules. Strict and precise implementation of the rules accepted by a person for implementation.

3 slide

Slide description:

Academic discipline– rules of behavior for schoolchildren in a general education institution, corresponding to the school charter and internal school regulations, generally binding for every participant in the educational process.

4 slide

Slide description:

Discipline is the most important moral quality. Every person needs it. No matter who the schoolchildren become in the future, no matter where it takes them life path, everywhere they will have to meet the demands of discipline. She is needed in educational institution and in production, in any institution and in Everyday life, at home. At school, as in all areas of life, organization, clear order, and accurate and conscientious fulfillment of teachers’ requirements are necessary. School discipline must be conscious, based on an understanding of the meaning and significance of the requirements of educators and children's collective bodies. Students must not only comply with school requirements themselves, but also help teachers and school leaders deal with discipline violators.

5 slide

Slide description:

Students' responsibility for maintaining discipline arises when they commit disciplinary offenses. These include: violation of the charter educational institution, hooliganism, cheating, disrespectful attitude towards adults, leading to non-fulfillment or improper fulfillment of the requirements for students. It is necessary to distinguish undisciplinary actions from disciplinary offenses. The latter are qualified as offenses and are subject to legal regulation. In accordance with the legislation on education, students are subject to legal liability in the event of illegal actions, gross and repeated violations of the institution’s Charter.

6 slide

Slide description:

The content of school discipline and student behavior culture includes following rules: - do not be late and do not miss classes; - conscientiously carry out educational tasks and diligently acquire knowledge; - treat textbooks, notebooks and textbooks; - maintain order and silence in lessons; - do not allow hints and cheating; - take care of school property and personal belongings; - show politeness in relations with teachers, adults and friends; - take part in public useful work, work and various extracurricular activities; - avoid rudeness and offensive words; - be demanding of your appearance; - maintain the honor of your class and school, etc.

7 slide