The eternal problems of the pedagogical process - what to teach and how to teach are global problems for the entire world education system. They are especially acute in the run-up to the 21st century. At present, the entire world education system is in crisis. The essence of the crisis is that the existing system of education and upbringing is not able to effectively perform the functions of socialization of new generations. One of the ways out of the global crisis is to create a new system of education and upbringing that meets the requirements of modern society
Let us consider the most characteristic problems of the Russian education system and the causes of various types of conflicts.
At the level of "society - education" interaction, the following contradictions can be identified:
- The absence of a holistic and consistent concept of a new educational policy (education system development strategy);
- Insufficient financial and material and technical support of the education system (the Russian economy is in decline and is unable to allocate the necessary resources for the needs of education);
- The scarcity of allocated funds leads to such negative consequences as
- Social and labour conflicts, strikes, rallies, picketing of state institutions, hunger strikes and other forms of protest;
- Closure of educational institutions due to lack of funds for their maintenance;
- Reducing state subsidies for school lunches, textbooks, equipment and other needs;
- Extreme dissatisfaction of educational personnel with the material remuneration of their work. Low salaries force educators to seek additional earnings, which hurts the pedagogical process.
Age-related periodization and the identification of age-specific situations and conflicts enable teachers to navigate the causes that disrupt interaction with students.
Generally speaking, such causes may include the actions and communication of the teacher, the personality of the pupil and the teacher, and the overall school environment.
Additional factors are the prevailing mood of the teacher when interacting with students, lack of pedagogical skills, lack of interest in the pedagogical work, teacher's life-threatening problems, the general climate and the organization of work in the pedagogical team.
The reason for many conflicts is the low level of pedagogical communication among teachers, who cannot stop in time, avoid harsh words, do not blame the family for dysfunction, do not emphasize negative qualities, do not ridicule in front of their peers. These are common knowledge, but they are often violated by many teachers.
Many teachers find it difficult to engage in dialogue with students of all ages. The teacher's dialogue with pupils is often conducted at the command and control level and contains a set of stereotypical expressions, reproaches, threats, and dissatisfaction with pupils' behaviour. Such communication continues for many years of schooling, and by the high school age, many of the students are developing a reciprocal style of communication with teachers.
Conflicts arise when students are alone with their teacher, so it is difficult for the administration to help them prevent and resolve them.
It should be remembered that any mistake made by the teacher in resolving situations and conflicts is replicated in the students' perceptions, stored in their memories and has a lasting impact on the nature of the relationship.
Of course, there are no two identical schools, students and teachers, and therefore it is impossible to foresee every situation or develop a universal method of solving it.
Conflicts arise when students are alone with their teacher (there are no conflicts in the presence of outsiders or the school administration), so it is difficult for the administration to help them prevent and resolve them.
Each pedagogical situation has an educational impact on its participants: the student is involved in the situation with only one attitude, and comes out of it with a different assessment of their actions, changes the assessment of themselves and the adult participants in the situation.
When talking to children, the teacher needs to know exactly what to say, how to say it, when to say it, when to say it, to achieve the goal of the speech addressed to the child, with whom to say it and why to say it.
Teachers and students often encounter conflict situations. However, we should strive to ensure that the conflict occurs in the business sphere and does not develop into a personal conflict.
Conflict can also serve as an incentive for change and an impetus for progress.
Resolution of conflicts leads to qualitative changes. To do this, it is necessary to know the causes, conditions of conflicts, their nature, ways of prevention and resolution.
The frequency and nature of conflicts depend on the level of development of the classroom: the higher this level, the less often conflict situations are created in it. A cohesive team always has a common goal, supported by all its members, and in the course of joint activities, common values and norms are formed.