Intolerant attitudes towards mismanagement, irresponsibility, breaches of labor discipline, dependence, bummer ism, tunneling, theft of public property and barbaric attitudes towards natural resources.
The principle of the link between education and life and work is carried out in compliance with the rules revealing individual aspects of this principle:
1. It is necessary to overcome abstractness and dogmatism in social and labor upbringing of schoolchildren, to involve them in concrete and feasible activities. It is necessary to have a program for implementing the requirements of the principle in the classroom and in extra-curricular educational work and to observe the gradual implementation of the program.
2. The teacher, coordinating his actions with the family, explains to each pupil that his main contribution to the social production — educational work, assistance at home and at school.
There is no need to discourage teenagers and young people from uniting into production cooperatives, self-supporting brigades and working part-time during holidays.
3. Children usually aspire to activity; passivity, inertia, and idleness are alien to the nature of the child. A provider who does not take this into account violates and restrains the process of socialization of the individual.
4. Implementation of the principle requires wide use of local study materials in lessons and extra-curricular educational work.
5. Participating on an equal footing with adults in solving vital issues, schoolchildren are accustomed to bearing responsibility for the decisions made, they have faster and more successfully formed civic qualities.
6. It is impossible to successfully implement the principle of connection between upbringing and life without constant review and updating of the content, organization, and methods of upbringing in accordance with the changes in the social sphere and economy of the country.
7. The educational process should be structured in such a way that children feel that their work is needed by the people of the society so that it brings satisfaction.
Supporting the positive.
If you find at least a drop of good in your pupil and then rely on this good in the process of education, you will get the key to the door to his soul and achieve good results. Such simple and capacious advice to educators can be found in the ancient pedagogical guidelines. Wise teachers persistently search even in the badly brought up person those positive qualities on which basis it is possible to achieve steady success information of all other, set by the purpose of education of qualities. The requirements of the principle of positive support in upbringing are simple: teachers should identify the positive in the person and, relying on the good, develop other, insufficiently formed or negatively oriented qualities, bringing them to the necessary level and harmonious combination.
The philosophical basis of this principle is a well-known philosophical provision about the contradictions of human nature. Positive qualities (love for animals, natural kindness, responsiveness, generosity, etc.) can easily get along and coexist peacefully with negative qualities (inability to keep the word, lying, laziness, etc.). All negative, as well as absolutely positive people, do not happen. It is a task of upbringing aimed at enriching a person to make him/her more positive and less negative.
In order for the tutor's activity to be successful, bring quick and positive results, it is necessary to observe the rules of principle implementation.
In the educational process, confrontation, struggle of the tutor with the pupil, confrontation of forces and positions is inadmissible. Only the cooperation, patience and interested participation of the tutor in the fate of the pupil give positive results.
It is inadmissible to focus only on failures and deficiencies in the behavior of schoolchildren. Masters of education act just the opposite — identify and support the positive. Of course, negative qualities should be condemned and corrected. But the main thing, however, is the formation of positive traits, which first of all should be identified and developed.