Relationships between the individual and the team. The individual and the team are the prerogative of the modern school

13.12.2023

The process of including a student in the system of collective relations is complex, ambiguous, and often contradictory. First of all, it should be noted that he is deeply individual. Schoolchildren, future members of the team, differ from each other in health, appearance, character traits, degree of sociability, knowledge, skills, and many other traits and qualities. Therefore, they enter the system of collective relations in different ways, cause different reactions from comrades, and have a reverse effect on the team.

Each person, with more or less energy, strives for self-affirmation in the team, to take a favorable position in it. But not everyone succeeds in this - subjective and objective reasons interfere. Not everyone, due to their natural capabilities, manages to achieve visible success, overcome shyness, and critically comprehend differences in value orientations with the team. It is especially difficult for younger schoolchildren, who have not yet sufficiently developed self-awareness and self-esteem, the ability to correctly assess the attitude of the team and comrades towards themselves, to find that place in the team that, corresponding to their capabilities, would make them interesting people in the eyes of their comrades, worthy of attention. In addition to subjective ones, there are also objective reasons: the monotony of activities and the narrow range of social roles that a student can play in a team; poverty of content and monotony of organizational forms of communication between team members, lack of culture of perception of each other, inability to see in a friend something interesting and valuable that deserves attention.

Scientific research has identified the three most common models for the development of relations between the individual and the team: 1) the individual submits to the team (conformism); 2) the individual and the team are in optimal relationships (harmony); 3) the individual subjugates the collective (nonconformism). In each of these models, many lines of relationships are distinguished - for example, the team rejects the individual; the individual rejects the collective; coexistence based on the principle of non-interference, etc.

According to the second line of behavior, various ways of development of events are possible: the individual outwardly submits to the demands of the team, while maintaining internal independence; the personality openly “rebels,” resists, and conflicts. The motives for adapting the individual to the group, its norms and values are varied. The most common motive that existed in our school groups was the desire to avoid unnecessary and unnecessary complications, troubles, and the fear of spoiling the “characteristics”. In this case, the student only externally perceives the norms and values of the team, expresses the judgments that are expected of him, and behaves in various situations in the way that is customary in the team. However, outside the school community, he reasons and thinks differently, focusing on his previously developed social experience. This condition can be temporary, transitional, or it can remain permanent. The latter is observed when the previously established social experience of the individual, which is inadequate to the experience of the collective, receives reinforcement from other groups (family, yard company, etc.).

Open “rebellion” against the team is a rare phenomenon in our schools. The guys “revolt” only occasionally, and then on unprincipled issues. The sense of self-preservation takes over. The team that has broken the personality acts in relation to it as a gendarme. This contradicts the humane approach to education, and teachers have something to think about when developing new ways to improve the relationship between the individual and the team.

A typical model of relations between the individual and the collective, characteristic of our recent school, is coexistence. The individual and the collective coexist, observing formal relations, while being called a collective, but not being one in essence. In most cases, a double system of values, a double field of moral tension is established in the team, when, within the framework of activities organized with the participation of teachers, positive relationships are established between schoolchildren, but during communication they remain negative. This is due to the fact that the guys cannot show their individuality in the team and are forced to play roles imposed on them. Where it is possible to expand the range of roles, schoolchildren find positions that satisfy them in the team, and their position in the system of relations becomes more favorable.

The third model of the relationship between the individual and the collective, when the individual subjugates the collective, is rare. Nevertheless, taking into account the activities of the so-called informal leaders, and consequently the presence of double, often triple systems of values and relationships, this model cannot be ignored. A bright personality and her individual experience may, for one reason or another, prove attractive in the eyes of team members. This attractiveness is most often due to personal qualities, unusual judgments or actions, originality of status or position. In this case, the social experience of the team may change. This process can be dual in nature and lead to both enrichment of the social experience of the team and impoverishment if the new idol becomes an informal leader and orients the team to a lower value system than the one that the team has already achieved.

Psychologists and teachers note the widespread position of members of school groups, in which individualism manifests itself in a hidden, veiled form. There are many schoolchildren who are very willing to take on the proposed work, especially responsible ones. To shine, to be in everyone's sight, to show their superiority over others and often at the expense of others is a frequent motive for their zeal. They are not saddened by the poor state of affairs in the team; sometimes they are even pleased by the general failures of the class, since against this background their own achievements shine brighter.

Of course, the considered models do not exhaust the entire huge variety of relationships between the individual and the team, the analysis of which in each specific case must be approached fully equipped with knowledge of the psychological mechanisms of motivation for the activity and behavior of the individual, as well as the laws of social pedagogy and psychology.

19 Pedagogical and psychological methods in the work of a teacher educator.

Methods of influencing a person for pedagogical and educational purposes are varied. For the proper functioning of the pedagogical process, at least 6 groups of methods of influencing the individual are needed:

1. belief;

2. suggestion and infection, “personal example” and imitation;

3. exercises and taming;

4. training;

5. stimulation (methods of reward and punishment, competition);

6. control and evaluation.

Reception of influence- a set of tools and an algorithm for their use. Methods of influence- a set of techniques that influence: 1) needs, interests, inclinations - i.e. sources of activity motivation, human behavior; 2) on attitudes, group norms, people's self-esteem - that is, on those factors that regulate activity; 3) on states, in which a person is (anxious, excited or depressed, etc.) and which change his behavior.

For example, a heart-to-heart conversation, a debate, an explanation, a lecture - these are examples of persuasion techniques.

Approval, praise, gratitude - methods of encouragement. Conviction is an influence on a person’s mind and logic, and involves a system of evidence based on life examples, logical conclusions and generalizations.

But most often, the teacher appeals simultaneously to the mind and feelings of the student, combining persuasion and suggestion, infecting the student with his conviction and faith in success. But you can convince most powerfully when the word, feeling, deed and personal example of the teacher influence. The effectiveness of persuasion methods depends on compliance with the following pedagogical requirements:

if logical inaccuracies are observed in speech, contradict | faulty reasoning, rigged examples).

2. Reliance on the life experience of students.

3. Sincerity, logical clarity, specificity and accessibility of persuasion.

4. A combination of persuasion and practical training.

5. Taking into account the age and individual characteristics of pupils.

I) Methods of influencing sources of activity aimed at the formation of new needs or changes in the motivating force of existing motives of behavior. To create new needs in a person, the following techniques and means are used: involve him in new activities, using a person’s desires to influence a specific person. At the same time, involving a person in a new, still indifferent activity, it is useful to ensure minimization a person’s efforts to carry it out - if a new activity is too burdensome for a person, then the person loses desire and interest in this activity.

In order to change behavior man, you need change his desires, motives(wants what he used to want, or has stopped wanting, strives for what previously attracted), i.e., make changes in system of hierarchy of motives. One of the techniques that allows you to do this is regression, i.e., the unification of the motivational sphere, the actualization of motives of a lower sphere (safety, survival, food motive, etc.) is carried out in the event of unsatisfaction of the basic vital needs of a person (this technique is also carried out in politics in order to “knock down” the activity of many layers of society, creating quite difficult conditions for them for food and survival).

2) For a person’s behavior to change, it requires change his views, opinions, attitudes: create new installations or change the relevance of existing installations, or destroy them. If the attitudes are destroyed, the activity disintegrates. Conditions that contribute to this: the factor of uncertainty - the higher the level of subjective uncertainty, the higher the anxiety, and then the focus of activity disappears. Method for creating uncertain situations allows you to put a person into a state of “destroyed attitudes”, “losing oneself”, and if you then show the person the way out of this uncertainty, he will be ready to perceive this attitude and react in the required way, especially if inspiring maneuvers are carried out: appeal to the opinion of the majority, publication results of public opinion in combination with involvement in organized activities. Thus, the method of creating uncertainty allows for a change in target, semantic attitudes and a subsequent radical change in his behavior and goals. Method of orienting situations, when almost every person has been in the same role for some time, in the same situation, has experienced the same requirements for himself and for his activities, like all the other people from his environment or group, this allows everyone to develop the same the required attitude towards this situation, change your behavior in this situation in the required direction.

Models of development of relations between the individual and the team:

1) the individual submits to the collective (conformism);

2) the individual and the team are in optimal relationships (harmony);

3) the individual subjugates the collective (nonconformism).

According to the second model of behavior, various ways of development of events are possible:

1) the individual outwardly submits to the demands of the collective, while maintaining internal independence;

2) the personality openly “rebels,” resists, and conflicts.

The motives for adapting the individual to the team, its norms and values are varied. The most common motive that existed in our school groups was the desire to avoid unnecessary and unnecessary complications, troubles, and the fear of spoiling the “characteristics”. The third model of the relationship between the individual and the collective, when the individual subjugates the collective, is not common. A bright personality and her individual experience may, for one reason or another, prove attractive in the eyes of team members. This process can be dual in nature and lead to both the enrichment of the social experience of the team and its impoverishment if the new idol becomes an informal leader and orients the team to a lower value system than the one that the team has already achieved.

Thus, we can conclude that there are different models of development between the individual and the team, and in each of them the level of influence of the team will be different.

The impact of the team on the individual

When influencing an individual, the team uses public opinion.

Public opinion acts as a tool for shaping the child’s personality. Using the real opportunity to express critical comments to their comrades and note their merits, schoolchildren become imbued with a sense of responsibility for the team, learn to live in the interests of the class, revealing certain shortcomings, negative aspects of the students’ personality; collective discussion helps to intensify their self-education. At the same time, the public opinion of the student body acts as an effective incentive for its further formation and improvement.

The influence of the collective on the formation of personality: the children's collective is a huge educational force for its individual members. By continuously influencing the student’s personality, performing the functions of moral control over the individual’s behavior, public opinion can prevent possible violations of behavioral norms.

A positive assessment by the team has a beneficial effect on the inner world and behavior of the individual because a person lives not only with material contentment, but also with spiritual joys, among which a significant place is occupied by feelings of elation, delivered by public recognition of his services to the team. However, teenagers do not always have positive emotions caused by the encouragement and praise of their comrades. The reaction can be both envy and hostility.

Public praise turns out to be in some cases much more significant than the personal encouragement of the teacher.

Typically, the use of public opinion is associated with the fight against negative behavior and indiscipline among schoolchildren. People remember him when an emergency happens. or when the teacher is powerless in his attempts to influence the student.

One of the effective methods in pedagogy can be called the approval method, but when this method is applied without the participation of the team, many unnecessary rumors and rumors appear among schoolchildren. Rewarding from above without taking into account opinions from below reduces the effectiveness of the method itself.

A.S. Makarenko adhered, like many modern teachers, to the fact that public opinion is one of the most, and even the most effective means in educating the individual. He believed that at every moment of our impact on the individual, these impacts must necessarily be an impact on the collective. And vice versa, our every touch on the collective necessarily awakens and educates each individual included in the collective.

However, public approval should not turn into some exaltation of the imaginary merits of schoolchildren, which can lead to the appearance of arrogance and other negative personality traits.

In order for a turning point to occur in a student’s mind, social influence on the individual must satisfy the following requirements:

1 express the irreconcilable will of the entire team

2 be expressive, emotionally rich.

3 reflect the truth, be objective and fair.

The last requirement is especially important, since its absence will lead to severe moral injury to the individual.

So, we can conclude that public opinion becomes an effective educational tool if its use is associated with the manifestation of sensitivity, attention, and trust in the individual.

Content
Introduction
1 Distinctive characteristics of the team
2 The team in the works of A.S. Makarenko. The law of collective life
2.1 Stages of team development
2.2 Traditions in collective life

2.3 Perspective as a goal that can captivate and unite
2.4 The principle of parallel action and its proper use by the teacher
3 Interaction between the team and the individual
3.1 How the relationship between the individual and the team will develop
3.2 Relationship model: conformism
3.3 Relationship model: harmony
3.4 Relationship model: non-conformism
4 Effective management of school staff
Conclusion

Introduction

The Latin word “collectivus” is translated in different ways – assemblage, crowd, joint meeting, association, group. In modern literature, two meanings of the concept “team” are used. First: a collective is understood as any organized group of people (for example, an organized group. In the meaning that the concept of “collective” has acquired in pedagogical literature, a collective is an association of pupils (students), distinguished by a number of important characteristics. These four are simple and at the same time important principles:
1. General socially significant goal. Any group has a goal: both the passengers who board the tram and the criminals who created a gang of thieves have it. The whole point is what the goal is, what it is aimed at. The goal of the collective necessarily coincides with public goals, is supported by society and the state, and does not contradict the dominant ideology, constitution and laws of the state.
2. General joint activity to achieve the goal, general organization of this activity. People unite into teams in order to quickly achieve a certain goal through joint efforts. To do this, each member of the team must actively participate in joint activities, there must be a common organization of activities. Team members are distinguished by high personal responsibility for the results of joint activities.
3. Relationships of responsible dependence. Specific relationships are established between team members, reflecting not only the unity of purpose and activity (working unity), but also the unity of associated experiences and value judgments (moral unity).
4. General elected governing body. Democratic relations are established in the team. Collective management bodies are formed through the direct and open election of the most authoritative members of the collective.
Some of these characteristics may be inherent in other types of group associations (associations, cooperation, corporations, etc.). But they manifest themselves especially clearly only in collective organizations.
The purpose of the course work is to study the theoretical and practical aspects of the problem and the team in the prerogative of the modern school.
To achieve this goal, it is necessary to solve the following tasks:
– consider the distinctive characteristics of the team;
– study the essence of the team in the works of A.S. Makarenko, as well as understand the meaning of the law of collective life developed by the scientist;
– understand the models of interaction between the individual and the team;
– consider the principles of effective management of school staff.

1 Distinctive characteristics of the team

In addition to the characteristics of a collective mentioned in the introduction, the collective is distinguished by other very important features. These are characteristics that reflect the intra-collective atmosphere, psychological climate, and relationships between team members. One of these characteristics is cohesion, which characterizes mutual understanding, security, “a sense of community,” and involvement in a team. Well-organized teams demonstrate mutual assistance and mutual responsibility, goodwill and selflessness, healthy criticism and self-criticism, and competition.
A group of formally cooperating people can do without these qualities; a team without them loses its advantages.
In a team that has all the listed characteristics, a different system of attitudes towards work, towards people, towards their personal and social responsibilities is formed. In a friendly, close-knit team, the system of relations is determined by a reasonable combination of personal and public interests, the ability to subordinate the personal to the public. Such a system forms a clear and confident position of each team member, who knows his responsibilities and overcomes subjective and objective obstacles.
The most stable link in the official structure of the school community is the class team, within which the main activity of schoolchildren—learning—takes place. It is in the classroom that a dense network of interpersonal connections and relationships is formed between schoolchildren. Because of this, it serves as a kind of foundation on the basis of which various school groups are formed.
Projecting the selected characteristics of a collective onto a school class, we come to the conclusion that a student collective is a group of students united by a common socially significant goal, activity, organization of this activity, having common elected bodies and characterized by cohesion, common responsibility, mutual dependence with unconditional equality of all members in rights and responsibilities.

2 The team in the works of A.S. Makarenko. The law of collective life

The most prominent representative of Russian pedagogy who developed the theory of the collective was A.S. Makarenko. He authored numerous pedagogical and artistic works, in which the methodology of collectivist education was developed in detail. Teachings of A.S. Makarenko contains detailed technology for the stage-by-stage formation of a team. He formulated the law of the life of the collective: movement is the form of life of the collective, stopping is the form of its death; determined the principles of team development (transparency, responsible dependence, promising lines, parallel action); identified the stages (stages) of development of the team.

2.1 Stages of team development

To become a collective, a group must go through an absurd path of qualitative transformation. On this path AC. Makarenko identifies several stages (stages).
The first stage is the formation of a team (the stage of initial cohesion). At this time, the collective acts primarily as the goal of the educational efforts of the teacher, who strives to transform an organizational group (class, circle, etc.) into a collective, i.e., such a socio-psychological community where the relationships of students are determined by the content of their joint activities, its goals, objectives, values. The organizer of the team is a teacher, all requirements come from him. The first stage is considered complete when an asset has emerged and earned in the team, the students have united on the basis of a common goal, common activity and common organization.
At the second stage, the influence of the asset increases. Now the activist not only supports the teacher’s demands, but also makes them himself to the members of the team, guided by his own concepts of what is beneficial and what is detrimental to the interests of the team. If activists correctly understand the needs of the team, then they become reliable assistants to the teacher. Working with the asset at this stage requires the teacher’s close attention.
The second stage is characterized by stabilization of the team structure. At this time, the team already acts as an integral system; mechanisms of self-organization and self-regulation begin to operate in it. It is already able to demand certain standards of behavior from its members, while the range of requirements is gradually expanding. Thus, at the second stage of development, the team already acts as an instrument for the purposeful education of certain personality qualities.
The main goal of the teacher at this stage is to make maximum use of the capabilities of the team to solve the problems for which this team is created. Almost only now does the collective reach a certain level of its development as a subject of education, as a result of which it becomes possible to purposefully use it for the purposes of the individual development of each individual student. In a general atmosphere of goodwill towards each member of the team, a high level of pedagogical leadership that stimulates the positive aspects of the individual, the team becomes a means of developing socially important qualities of the individual.
The development of a team at this stage is associated with overcoming contradictions: between the team and individual students who are ahead of the requirements of the team in their development or, conversely, lagging behind these requirements; between general and individual perspectives; between the norms of behavior of the team and the norms that spontaneously develop in the classroom; between separate groups of students with different value orientations, etc. Therefore, in the development of a team, leaps, stops, and reversals are inevitable.
The third and subsequent stages characterize the flourishing of the team. They are distinguished by a number of special qualities achieved at previous stages of development. To emphasize the level of development of the team at this stage, it is enough to point out the level and nature of the demands placed on each other by members of the team: higher demands on themselves than on their comrades. This alone already indicates the achieved level of education, stability of views, judgments, and habits. If the collective reaches this stage of development, then it forms a holistic, moral personality. At this stage, the team turns into an instrument for the individual development of each of its members. Common experience, identical assessments of events are the main feature and most characteristic feature of the team at the third stage.
The process of development of a team from a position is considered by no means as a smooth process of transition from one stage to another. There are no clear boundaries between the stages - opportunities for moving to the next stage are created within the framework of the previous one. Each subsequent stage in this process does not replace the previous one, but is, as it were, added to it. The team cannot and should not stop in its development, even if it has reached a very high level. Therefore, some teachers distinguish the fourth and subsequent stages of movement. At these stages, each schoolchild, thanks to his firmly assimilated collective experience, makes certain demands on himself, the fulfillment of moral standards becomes his need, the process of education turns into a process of self-education.

2.2 Traditions in collective life

At all stages of the development of a team, large and small traditions arise, strengthen and unite the team. Traditions are such stable forms of collective life that emotionally embody the norms, customs, and desires of students. Traditions help develop common norms of behavior, develop collective experiences, and decorate life.
Traditions can be divided into large and small ones. Great traditions are vibrant mass events, the preparation and holding of which foster a sense of pride in one’s team, faith in its strength, and respect for public opinion. Small, everyday, everyday traditions are more modest in scale, but no less important in their educational impact. They teach how to maintain established order by developing stable habits of behavior. Small traditions do not require special efforts; they are supported by the established order, a voluntarily accepted agreement by all. Traditions change and are updated. New tasks facing the team, new ways of solving them become more or less popular over time - this contributes to the emergence of new traditions and the erasure of old ones.

2.3 Perspective as a goal that can captivate and unite

Considered especially important by A.S. Makarenko choice of target. He called a practical goal that can captivate and unite students a perspective. At the same time, he proceeded from the position that “the true stimulus of human life is tomorrow’s joy.” A long-term goal that is understandable to every student, conscious and perceived by him, becomes a mobilizing force that helps to overcome difficulties and obstacles.
In the practice of educational work A.S. Makarenko distinguished three types of perspectives: close, medium and distant.
A close perspective is put forward to a team at any stage of development, even at the initial stage. A close perspective could be, for example, a joint Sunday walk, a trip to the circus or theater, an interesting competition game, etc. The main requirement for a close perspective is that it should be based on personal interest: each student perceives it as his own tomorrow's joy, strives for its implementation, anticipating the expected pleasure. The highest level of close perspective is the prospect of the joy of collective work, when the very image of a joint work captures the children as a pleasant close perspective.
Average prospect, according to A.S. Makarenko, lies in the project of a collective event, somewhat delayed in time. Achieving this perspective requires effort. Examples of average prospects that have become widespread in modern school practice include preparation for a sports competition, a school holiday, or a literary evening. It is most advisable to put forward an average perspective when the class has already formed a good, efficient asset who can take the initiative and lead all schoolchildren. For teams at different levels of development, the average perspective must be differentiated in terms of time and complexity.
A long-term perspective is a goal that is pushed back in time, is the most socially significant and requires significant effort to achieve. In such a perspective, personal and social needs are necessarily combined. An example of the most common long-term perspective is the goal of successfully completing school and subsequently choosing a profession. Education in the long term gives a significant effect only when the main place in collective activity is occupied by work, when the team is passionate about joint activities, when collective efforts are required to achieve the goal.
A system of promising lines should permeate the team. It needs to be built in such a way that at any given time the team has a bright, exciting goal, lives by it, and makes efforts to implement it. The development of the team and each of its members in these conditions is significantly accelerated, and the educational process proceeds naturally. You need to choose prospects in such a way that the work ends with real success. Before setting difficult tasks for students, it is necessary to take into account social needs, the level of development and organization of the team, and the experience of its work. Continuous change of perspectives, setting new and increasingly difficult tasks is a prerequisite for the progressive movement of the team.

2.4 The principle of parallel action and its proper use by the teacher

It has long been established that the direct influence of a teacher on a student can be ineffective for a number of reasons. The best results come from exposure through the schoolchildren around him. This was taken into account by A.S. Makarenko, putting forward the principle of parallel action. It is based on the requirement to influence the student not directly, but indirectly, through the primary team. Each member of the team is under the “parallel” influence of at least three forces - the teacher, the activist and the entire team. The influence on the individual is carried out both directly by the educator (parallel 1) and indirectly through the activist and the team (parallels 2′ and 2). As the level of formation of the team increases, the direct influence of the teacher on each individual student weakens, and the influence of the team on him increases. The principle of parallel action is applicable already at the second stage of development of the team, where the role of the educator and the strength of his educational influence are still significant. At higher levels of team development, the influence of the asset and the team increases. This does not mean that the teacher completely ceases to directly influence the students. Now he relies more and more on the collective, which itself becomes the bearer of educational influence (the subject of education). In the works of A. S. Makarenko we find numerous examples of the successful implementation of the principle of parallel action. For example, he himself never looked for specific perpetrators of violations, giving the team the right to understand their misdeeds, and he himself only gradually directed the actions of the activists.
Modern practice of school education has been enriched with new examples of the application of the principle of parallel action. Along with skillful, thoughtful use of the advantages of parallel action, there are also ill-considered decisions. Thus, this principle is used to collectively condemn the guilty. If individual guys were negligent in their handling of the matter, punishment is imposed on the entire team. Naturally, such a pedagogical action causes sharp condemnation of the misconduct of the comrades. The consequences cannot always be foreseen. For example, because someone was on duty poorly, the class has to be on duty again for a whole week, doing work out of turn. A.S. Makarenko advised using this principle very carefully, since the team can punish the guilty very severely.
Great importance of A.S. Makarenko gave style to intra-collective relations. He considered the following to be a distinctive feature of the formed team: 1) major – constant cheerfulness, readiness of students for action; 2) a sense of self-esteem arising from the idea of the value of one’s team, pride in it; 3) friendly unity of its members; 4) a feeling of security for each member of the team; 5) activity, manifested in readiness for orderly, business-like action; 6) the habit of inhibition, restraint in emotions and words.

3 Interaction between the team and the individual

3.1 How the relationship between the individual and the team will develop

The position of an individual in the system of collective relations depends most significantly on his individual social experience. It is experience that determines the nature of her judgments, her system of value orientations, and her line of behavior. It may or may not correspond to the judgments, values and behavioral traditions that have developed in the team. Where this correspondence is evident, the inclusion of the individual in the system of existing relationships is greatly facilitated. In those cases when the student has a different experience (narrower, poorer or, conversely, richer than the experience of the social life of the team), it is more difficult for him to establish relationships with peers. Its position is especially difficult when individual social experience contradicts the values accepted in a given group. The collision of opposing lines of behavior and views on life is simply inevitable here and, as a rule, leads to different, not always predictable, results.
Let us conclude: how the relationship between the individual and the collective will develop depends not only on the qualities of the individual himself, but also on the collective. The most favorable, as experience confirms, relationships develop where the team has already reached a high level of development, where it represents a force based on traditions, public opinion, and the authority of self-government. Such a team relatively easily establishes normal relations with those who are part of it.

Each person, with more or less energy, strives for self-affirmation in the team, to take a favorable position in it. But not everyone succeeds in this - subjective and objective reasons interfere. Not everyone, due to their natural capabilities, manages to achieve visible success, overcome shyness, or critically comprehend differences in value orientations with the team. It is especially difficult for younger schoolchildren, who have not yet sufficiently developed self-awareness and self-esteem, the ability to correctly assess the attitude of the team and comrades towards themselves, to find that place in the team that, corresponding to their capabilities, would make them interesting people in the eyes of their comrades, worthy of attention. In addition to subjective reasons, there are also objective reasons: the monotony of activities and the narrow range of social roles that a student can play in a team; poverty of content and monotony of organizational forms of communication between team members, their lack of culture of perception of each other, inability to see in a friend something interesting and valuable that deserves attention.
Scientific research has identified the three most common models for the development of relations between the individual and the team: 1) the individual submits to the team (conformism); 2) the individual and the team are in optimal relationships (harmony); 3) the individual subjugates the collective (nonconformism). In each of these general models, many lines of relationships are distinguished, for example: the collective rejects the individual; the individual rejects the collective; coexistence based on the principle of non-interference, etc.

3.2 Relationship model: conformism

According to the first model, a person can submit to the demands of the collective naturally and voluntarily, he can yield to the collective as an external superior force, or he can try to continue to maintain his independence and individuality, submitting to the collective only outwardly, formally. If the desire to join a team is obvious, the individual leans toward the values of the group and accepts them. The team “absorbs” the individual, subordinating him to the norms, values and traditions of his life.
According to the second line of behavior, various ways of development of events are possible: 1) the individual outwardly submits to the demands of the team, while maintaining internal independence; 2) the personality openly “rebels”, resists, conflicts. The motives for adapting the individual to the group, its norms and values are varied. The most common motive that existed in our school groups was the desire to avoid unnecessary and unnecessary complications, troubles, and the fear of spoiling the “characteristics.” In this case, the student only externally perceives the norms and values of the team, expresses the judgments that are expected of him, and behaves in various situations in the way that is customary in the team. However, outside the school community, he reasons and thinks differently, focusing on his previously developed social experience. This condition can be temporary, transitional, or it can remain permanent. The latter is observed when the previously established social experience of the individual, which is inadequate to the experience of the collective, receives reinforcement from other groups (family, yard company, etc.).
Open “rebellion” against the team is a rare phenomenon in our schools. The guys “revolt” only occasionally and then on unprincipled issues. The sense of self-preservation takes over. The team that has broken the personality acts in relation to it as a gendarme. This contradicts the humane approach to education, and teachers have something to think about when developing new ways to improve the relationship between the individual and the team.

3.3 Relationship model: harmony

The ideal of relationships is the harmonization of the individual and the team. According to some estimates, less than 5% of schoolchildren surveyed consider their living conditions in a group to be comfortable. An in-depth study of these guys showed that they are endowed with rare natural collectivist qualities, and therefore are able to get along in any team, have acquired positive social experience of human life and, moreover, find themselves in well-formed teams. In this case, there are no contradictions between the individual and the team. Each member of the team is interested in the existence of a friendly, long-term association.
A typical model of relations between the individual and the collective, characteristic of our recent school, is coexistence. The individual and the collective coexist, observing formal relations, while being called a collective, but not being one in essence. In most cases, a double system of values, a double field of moral tension is established in the team, when, within the framework of activities organized with the participation of teachers, positive relationships are established between schoolchildren, and with unorganized communication they remain negative. This is due to the fact that the guys cannot show their individuality in the team, but are forced to play imposed roles. Where it is possible to expand the range of sols, schoolchildren find positions in the team that satisfy them, and their position in the system of relations becomes more favorable.

3.4 Relationship model: non-conformism

The third model of the relationship between the individual and the collective, when the individual subjugates the collective, is not common. Still, given the activity so. so-called informal leaders, and consequently the presence of double and often triple systems of values and relationships, this model cannot be ignored. A bright personality and her individual experience may, for one reason or another, prove attractive in the eyes of team members. This attractiveness is most often due to personal qualities, unusual judgments or actions, originality of status or position. In this case, the social experience of the team may change. This process can be dual in nature and lead both to the enrichment of the social experience of the team, and to its impoverishment if the new idol becomes an informal leader and orients the team to a lower value system than the one that the team has already achieved.
Psychologists and teachers note the widespread position of members of school groups, in which individualism manifests itself in a hidden, veiled form. There are many schoolchildren who are very willing to take on the proposed work, especially responsible ones. To shine, to be in everyone's sight, to show their superiority over others and often at the expense of others is a frequent motive for their zeal. They are not saddened by the poor state of affairs in the team; sometimes they are even pleased by the general failures of the class, since against this background their own achievements shine brighter.
Of course, the considered models do not exhaust the entire huge variety of relationships between the individual and the team, the analysis of which in each specific case must be approached fully equipped with knowledge of the psychological mechanisms of motivation for the activity and behavior of the individual, as well as the laws of social pedagogy and psychology.

4 Effective management of school staff

The team is constantly changing because the people who make it up are constantly changing. The nature of the influence of the collective on the individual is also changing. In school groups, processes develop so intensely and quickly that even specialists cannot keep up with the progress of events. However, taking a closer look, we see that the process of development of the team is by no means spontaneous, but pedagogically controlled. The effectiveness of management depends on the extent to which the patterns of its development have been studied, how correctly the teacher diagnoses the situation and chooses the means of pedagogical influence.
Managing a student team means managing the process of its functioning, using the team as a tool for educating schoolchildren, taking into account the stage of development at which it is located. Management will be more effective the more fully the characteristics of the team and its self-government capabilities are taken into account. Management of the student body is carried out as two interrelated and interdependent processes: 1) collecting information about the student body and the schoolchildren included in it; 2) organizing influences that are adequate to its state, with the goal of improving the team itself and optimizing its influence on the personality of each individual student (A. T. Kurakin).
Optimization of student team management is associated with the identification of parameters and the development of criteria characterizing the level of development of the team and the position of the student in the system of collective relations; development of methods for studying the team, forms and methods of using the information received. The most important condition for optimization is the integration of the educational influences exerted on the team into a single system that ensures the continuity of these processes. Such integration is achieved by: 1) using a complex of pedagogical influences on the team; 2) constant and multilateral care of team members for each other in everyday life; 3) creating situations in the life of the team that contribute to its positive influence on individual members; 4) expanding the functions of student self-government; 5) combining the efforts of all those involved in working with the team.

Conclusion

The question of the relationship between the collective and the individual is one of the key ones, and in the conditions of democratization of education, respect for human rights and freedoms, it acquires particular importance. For many decades, the issue of shaping the student’s personality through influencing the team was almost not considered in the domestic pedagogical literature. It was believed that the individual must unconditionally obey the collective. Now we have to look for new solutions that correspond to the spirit of the times, relying on the deep philosophical concepts of man and the experience of world pedagogical thought.
The process of including a student in the system of collective relations is complex, ambiguous, and often contradictory. First of all, it should be noted that he is deeply individual. Schoolchildren, future members of the team, differ from each other in health, appearance, character traits, degree of sociability, knowledge, skills, and many other traits and qualities. Therefore, they enter the system of collective relations in different ways, cause different reactions from comrades, and have a reverse effect on the team.
In the practice of pedagogical management of a group of schoolchildren, in order for the relationship between the team and the individual to be harmonious, the following important rules must be observed:
1. It is reasonable to combine pedagogical guidance with the natural desire of students for independence, independence, and the desire to show their initiative and self-activity. Not to suppress, but to skillfully direct the activity of the children, not to command, but to cooperate with them. Strictly dose the pedagogical influence, carefully monitoring the response of schoolchildren. If the perception is negative, you must immediately change tactics and look for other ways. It is necessary to ensure that the goals and tasks that need to be solved are set by the children themselves, and they must be prepared for this. Choose feasible goals that are visible and understandable to every team member.
2. The team is a dynamic system; it is constantly changing, developing, and growing stronger. Therefore, their pedagogical guidance also cannot remain unchanged. Starting as the sole organizer of the team at the first stage of its development, the teacher, as the team develops, gradually changes management tactics, develops democracy, self-government, public opinion, and at the highest stages of the team’s development enters into cooperative relationships with students.
3. The class teacher achieves high efficiency of collective education only when he relies on the team of teachers working in this class, includes the class team in school-wide activities and cooperation with other groups, and maintains close and constant contact with the family. Organization and coordination of educational influences is the most important responsibility of the class teacher.
4. Formalism is the worst enemy of education. The restructuring of team management consists not only in revising the goals and content of collectivist education, which acquire a personal orientation, but also in changing the object of pedagogical management. It becomes a developing personality that requires qualified pedagogical assistance. We must not forget that the priority of values is formed by the teacher: what models he offers to his students, such qualities are formed in them.
5. An indicator of proper leadership is the presence in the team of a common opinion on the most important issues of class life. The team strengthens and accelerates the formation of the necessary qualities: every student cannot survive all situations, the experience of a friend, the collective opinion must convince him and develop the necessary line of social behavior.
6. Democratization of education does not mean the abolition of control over the performance of team members of their duties. The vertical-horizontal structure of control and correction, tested in educational institutions, is paying off. Its essence is that the control system is aimed at an increasingly higher level of development of the team and each student (vertically), and specifically exercises control and self-control in the primary team (horizontally).
7. Psychological research has shown that interpersonal relationships in a team have a multi-level structure. The first level forms a set of interpersonal relationships of direct dependence (personal relationships). They manifest themselves in emotional attractiveness or antipathy, compatibility, difficulty or ease of contacts, coincidence or divergence of tastes, greater or less suggestibility. The second level forms a set of interpersonal relationships mediated by the content of collective activity and the values of the team (partnership relations). At this level, relationships between team members manifest themselves as relationships between participants in joint activities, comrades in study, sports, work, and recreation. The third level forms a system of connections expressing the attitude towards the subject of collective activity (motivational relations): motives, goals of collective activity, attitude towards the object of activity, the social meaning of collective activity.
What does this oblige the teacher to do? To such an organization of collective interaction in which personal, partnership and motivational relationships between team members merge in the process of friendly unity, communication, and cooperation. Achieving this is very difficult: the selective attitude of team members towards each other will always exist. A wise teacher will teach you to be patient with the shortcomings of others, to forgive unreasonable actions and offenses.
8. One of the reasons for the unfavorable position of students in the system of collective relations is the inadequacy of the roles they perform to real opportunities. If permanent or temporary assignments do not contribute to their interests or capabilities, then they are carried out formally or not at all. In this case, the guys actually fall out of the system of collective relations. That is why the development of individual assignments should be based not only on the needs of the team, but also on the capabilities and interests of the schoolchildren themselves. Then the position of everyone in the system of collective relations will be most favorable.
9. Research has shown that schoolchildren occupy a favorable or unfavorable position in the team already in the initial period of their stay in the team, and in the future it turns out to be stable for the majority. Naturally, these conclusions immediately raise the question for the teacher about the need for active intervention in the system of spontaneously developing relationships in the team. In order for the management of this process to be effective, it is necessary to control the factors that influence the student’s position in the system of spontaneously developing intra-collective relations. These factors include: characteristics of the student himself (restraint, emotionality, sociability, optimism, external attractiveness, etc.); traits that characterize his moral character (attentive attitude towards comrades, justice, etc.); physical data (strength, beauty, agility, etc.).
10. The position of the student and the team also depends on the norms and standards of relationships accepted in the team, collective value orientations. The same student in the same team may end up in... favorable, and in another - in an unfavorable position. Therefore, it is necessary to create temporary teams and transfer disadvantaged students to a team where they can receive a higher status.
11. The student’s position is very significantly influenced by the change in the nature of activities in the team. A thoughtful class teacher constantly takes care of changing the nature and types of collective activities, allowing students to be introduced into new relationships.

Any person in his life is forced to look for work. In a new workplace, many problems may arise, including in relationships. What do you need to consider when joining a new team, how to behave so as not to make enemies on the first day?

When you come to a new community of people, it is strange to think that you are expected there with open arms. Before you arrived, your colleagues had already developed certain rules of behavior, communication with each other, and a style of communication with their superiors. Taking this into account, you should take into account some of the characteristics of teams when applying for a new position.

What team is waiting for you?

Before going to work, you should find out many questions related not only to your new job responsibilities, but also to the composition of the team: is it female or male? Mixed?

Even after analyzing the structure of society, one can easily understand what to expect.

For example, in a women's team they will definitely discuss the boss's new hairstyle or the director's shirt. Women can happily take a tea break and stay longer talking than expected. In tough competitive modes, women will fight to the end and may even trip you up at the right moment.

But all the same, the female team is distinguished by warmth, family conversations and emotionality in a calm working atmosphere. Any (or any) colleague can be sure that at work the “girls” will understand and support, they will definitely sympathize and give a lot of advice from their own experience.

In a mixed team, few conflicts arise, but there are “non-working relationships” that can interfere not only with two employees performing their direct functions, but also strain colleagues. In such an environment, a rather neutral position towards the collective develops: the working society is not close or family, but there is no sharp alienation either.

In a male team, everything is usually dry, strict and adequate. Men do not show their emotions, fears and misunderstandings; everyone is focused on getting results. For the stronger half of humanity, work is a means to achieve future goals, and not a place where you can discuss problems, be in the spotlight because of new pants, or simply get support. Competition is developed in the men's team, because everyone wants to show that he is a professional, but a man will not act secretly and behind his back.

What are there relationships in the team?

In addition to division by gender, teams can differ in types of relationships. Moreover, most often the type of relationship depends more on the boss than on the subordinates.

The team can be a large and friendly family; such organizations are characterized by a developed corporate culture, a system of support for social initiatives, constant collective outings, holidays and concerts. Of course, there are many advantages: a person is happy to go to work, colleagues know your hobbies and family situation, but along with heart-to-heart conversations, weaknesses are also revealed, which can later be used by competitors. In addition, it is difficult to assemble such a team for quick, active and urgent work.

There are formal groups. The characteristics of such an organization are quite short: people interact with each other minimally, are engaged exclusively in work, there is no mutual assistance and no revenue. Such a team is very efficient and efficient, but the problem of staff turnover often arises, because if a person doesn’t even have anyone to smile for 8 hours a day, then a nervous breakdown is very close.

There are also mixed teams in which people can combine productive work and joint collective recreation. However, as soon as the relationship between the parties is violated, the team quickly transforms into either formal or friendly.

Advice for a beginner on how to build relationships in a team

As you can see, a team is not just a group of people, it is also a full-fledged organism that acts differently depending on the situation. It is best to understand the characteristics of the team before you enter it directly. This can be done when talking with your boss (ask a few leading questions) or when communicating with some employee. But even if things don’t work out for you, there are general rules that will help you quickly get into a new work environment.

Be careful with your words. Maintain neutrality in controversial situations, be friendly, but not too open, ask your colleagues what features of work await you.
Your clothes should be discreet, but tasteful. If the dress code is not specified in the contract, then it is better to come in a business suit.
Never write denunciations to your superiors, even if you noticed a serious misconduct by a colleague on the first day. If you remain silent, they will involuntarily respect you, because you could complain and push your competitor out of the way.
Human psychology is such that an employee who makes his way to work through friends or relatives will certainly be subject to general envy and censure. Even though you are a first-class specialist and got here because an employee was urgently needed, and your boss-uncle could not find anyone but you, it is better not to talk about the road to the position.

Time will pass, you will find friends, learn the characteristics of the team and remember your experiences before the first day of work with a smile, but for now, go for it, and the new society will definitely accept you!

Video on the topic of the article

A.S. is considered the founder of the humanistic trend in Soviet pedagogy. Makarenko, who, having conducted theoretical and experimental studies of the children's team, came to the conclusion about the role of the team in the formation and development of personality. Let us turn to the concept of the collective that he formed. A collective is understood as a group of children who are united by common, socially valuable goals and joint activities organized to achieve them. United by the unity of purpose and activity, members of the team enter into certain relationships of responsible dependence, leadership and subordination with the unconditional equality of all members and their equal responsibility to the team.

From this definition we can determine the main characteristics of a team, which include:

The presence of socially significant goals.
Consistent development of goals as a result of joint activities.
Systematic inclusion of pupils in a variety of social activities.

Practical connection between a group of children and society

In addition, according to Makarenko’s definition, the team is characterized by the presence of positive traditions and exciting prospects; an atmosphere of mutual assistance, trust and exactingness; developed criticism and self-criticism, conscious discipline, etc.

Let us also designate the main functions of the team:

Organizational – lies in the fact that the team becomes the subject of managing its socially beneficial activities.
Educational – manifests itself in the fact that the team becomes the bearer and promoter of certain ideological and moral beliefs.
Stimulating – consists in the fact that the team regulates the behavior of its members and their relationships.

The above-mentioned characteristics are inherent only in a developed team, and only a developed team can successfully perform its social functions. The process of formation of a team goes through a number of stages that A.S. Makarenko outlined it as follows:

Unity based on the teacher’s individual demand for students

The inclusion of the “parallel action” method - the main conductor of requirements for the individual becomes not the teacher, but the asset of the team.

Creation of a collective self-government system

As conditions for the development of a team, various types of joint activities are identified, as well as compliance with a number of conditions (such as skillfully presenting demands, forming a healthy public opinion, organizing exciting prospects, creating and multiplying positive traditions of collective life).

Thus, in the traditions of domestic humanistic pedagogy, the team appears as the most important factor in purposeful socialization, as well as as a factor in the education of the individual. Let us consider how the role of the team in the development of the individual is expressed.

The role of the team in personal development

One of the main principles of implementing the theory of the collective in pedagogy is the principle of personality formation in a team. This principle was developed by the founders of Soviet pedagogy N.K. Krupskaya and A.V. Lunacharsky. He proclaims the main goal of the team is “the comprehensive development of an individual who knows how to live in harmony with others, who knows how to cooperate, who is connected with others by sympathy and social thought.” According to this theory, the role of the team in the development of the individual is manifested in the following points:

The team is the main base for children to accumulate positive social experience, since only in the school team is its development specifically planned and directed.

The team provides the student with opportunities for self-expression and self-affirmation as an individual. Only in it are self-esteem, level of aspirations and self-respect formed.

Socially significant skills, moral orientations, and the civic position of the student are formed in the team.

Labor activity in a team environment stimulates the manifestation of responsibility for the results of work.

Collective activities open up opportunities for the realization and development of the physical and creative potential of pupils, their emotional development.

The team plays a very important role in the life of every student. It also satisfies a person’s natural needs for communication, for belonging to a group of his own kind; in a team, a person can find support and protection, as well as recognition of his achievements and successes.

The team has the ability to change a person. Since he has to study and live surrounded by other people, he is forced to adapt his desires, aspirations, and interests to them. In a team, a person has the opportunity to take a fresh look at himself from the outside, to evaluate himself and his role in society. The team greatly stimulates the creative activity of the majority of its members, awakening in them the desire for improvement and primacy. According to the psychological concept of personalization, every person has the need and ability to be an individual. Need means that a person needs to be represented to the maximum extent by the qualities that are significant to him in the life activities of other people, and to carry out through his activities transformations of their semantic sphere. Ability implies a set of individual characteristics and means that ensure satisfaction of the need to be an individual.

The formation of an individual is impossible outside of a collective, since its core formation is self-esteem, based largely on the assessments that other people give to a person. Therefore, based on the above facts, the influence of the team on the individual is beyond doubt.

Thus, according to the theory of domestic teachers, the full formation of personality can only occur in a team. Therefore, it is the basis for education and training.

The influence of the team on personal development

The children's team has an educational influence on the individual in conditions when he turns into a bearer of educational functions. Researchers (V.M. Korotov and others) identify three functions:

organizational function - the children's team becomes the subject of managing its socially useful activities;
ideological and educational function - the children's team becomes the bearer and promoter of certain ideological and moral beliefs;
stimulation function - the team contributes to the formation of morally valuable incentives for all socially useful affairs, regulates the behavior of its members and their relationships.

As a member of society and a team, the student is forced to accept those rules and norms of relationships that are characteristic of a particular group. He cannot ignore or neglect them simply because he wants to be accepted by the team, take a position in it that satisfies him, and effectively carry out his activities. This does not mean at all that the student should passively adapt to existing or emerging relationships. The team opens up the possibility of accumulating experience of collective behavior in positions of not only subordination, but also active opposition and leadership. Ultimately, this leads to the formation of such socially valuable qualities as citizenship, humanism, initiative, responsibility, social justice, etc. Only in a team such significant personal characteristics as self-esteem, level of aspirations and self-respect are formed, i.e. acceptance or rejection of oneself as a person.

The collective life activity of schoolchildren opens up almost unlimited opportunities for realizing the physical and artistic potential of the individual.

The role of the collective in the development of the individual is that it opens up opportunities for the practical development of democratic forms of organizing life. First of all, this is realized through active participation in school self-government and diverse public life. The processes of development of the individual and the team are inextricably linked with each other. Personal development depends on the development of the team, the structure of the business and interpersonal relationships that have developed in it. On the other hand, the activity of pupils, the level of their physical and mental development, their capabilities and abilities determine the educational power and influence of the team. Ultimately, the collective attitude is expressed more clearly the more active the members of the collective are, the more fully they use their individual capabilities in the life of the collective. It should be noted that the affirmation of the leading role of the collective in the formation of personality was one of the main differences of the socialist education system. The fact that domestic pedagogy based on the concept of A.S. Makarenko, which involves the formation of personality in a team, in the 30s of the last century abandoned the focus on the personal components of a person, placing the team at the center of educational activities, which was declared a great advantage and a major step forward in the development of the theory and practice of education.

Today, when the past educational experience is comprehended, it has become clear that attempts to remake the individual nature of a person turned out to be straightforward and simplified. Only a harmonious combination of personal and collective is most consistent with mature ideas about education. Raising a growing person as the formation of a developed personality is now one of the main tasks of modern Russian society.

However, the presence of objective conditions in itself does not solve the problem of forming a developed personality. It is necessary to organize a systematic upbringing process based on knowledge and taking into account the objective laws of personality development, which serves as a necessary and universal form of this development. The goal of the educational process is that each person is formed as a person interacting with the people around him. This requires not only his mental development, improvement of creative capabilities, the ability to think independently, update and expand his knowledge, but also the development of a way of thinking, views, feelings, readiness to participate in joint economic, social and cultural activities with other people. Consequently, an important place in education should be given to the task of developing a person’s ability to be a subject of social relations, which is possible only in conditions of education in a group (team).

When influencing an individual, the team uses public opinion. Public opinion acts as a tool for shaping the child’s personality.

Using the real opportunity to express critical comments to their comrades and note their merits, schoolchildren become imbued with a sense of responsibility for the team, learn to live in the interests of the class, revealing certain shortcomings, negative aspects of the students’ personality; collective discussion helps to intensify their self-education. At the same time, the public opinion of the student body acts as an effective incentive for its further formation and improvement.

For a teenager, the public opinion of the team is a criterion for assessing his own actions and behavior. P.P. Blonsky wrote, noting the influence of the collective on the formation of personality: a children's collective is a huge educational force for its individual members. It regulates not only the social and moral behavior of its members: it sometimes goes so far as to regulate small things, right down to the way of expressing oneself, wearing a hat. The team is distinguished by its individual members. But in the event of a conflict with the team, the child risks being subjected to very strong measures of influence, including ridicule, bullying, beatings, and expulsion.

By continuously influencing the student’s personality, performing the functions of moral control over the individual’s behavior, public opinion can prevent possible violations of behavioral norms.

Such means of influencing the student’s personality as activity, competition, suggestion, effectively influence him insofar as a certain situation exists. As for public opinion, it constantly influences, regardless of the specific situation in which a given student finds himself.

Public opinion simultaneously influences the consciousness, will, and feelings of the student.

Being in the atmosphere of public opinion of the team, the student experiences its influence without being specifically the object of its influence. But this influence increases significantly when it becomes the object of the targeted influence of public opinion of the collective, expressed in the form of approval or condemnation. Public approval confirms a person’s own importance, brings him moral satisfaction, inspiration, and stimulates general uplift. Public opinion can be expressed in a wide variety of forms, for example: a meeting, gathering, lineup, marking a student, recommending that the entire team take an example from him, placing a photograph of the most distinguished in the book of honor.

A positive assessment by the team has a beneficial effect on the inner world and behavior of the individual because a person lives not only with material contentment, but also with spiritual joys, among which a significant place is occupied by feelings of elation brought by public recognition of his services to the team. The desire to earn public praise should not at all be considered a manifestation of vanity and selfishness, since it is not fueled by selfishness, but expresses moral maturity; it indicates that a person places a high value on public opinion, respects and values it.

However, teenagers do not always have positive emotions caused by the encouragement and praise of their comrades. The reaction can be both envy and hostility.

Patterns of development of a team as a group

The formation and development of a small group usually includes several stages:

at the first stage, various procedures for getting to know its members are carried out, and the prospects for rapprochement are comprehended.
the second stage is the period of the emergence of the rudiments of a system of interpersonal relations, the beginning of the formation of group identity, the emergence of a small group asset.
at the third stage, relations between group members take on a stable character, an intensive process of formation of group norms and traditions takes place, a common opinion begins to actively function, group moods and atmosphere in the group contribute to the solution of joint tasks, cohesion and coherence appear in the actions of its members.
at the fourth stage, the group is completely consolidated, becomes a community with a pronounced sense of “We”, supported by all group goals and interests aimed at a specific result, value-orientation unity is manifested, allowing conflicts to be prevented.

Psychological processes occurring in a small group:

Education and development
Unity
Management and Leadership
Making decisions
Group pressure
Conflict

Psychological diagnostics of identifying the level of development of the team (sociometry) and socio-psychological climate

Sociometry is a theory of measuring interpersonal relationships, authored by American psychiatrist and social psychologist Jacob Moreno. Less commonly, sociometry is a technique for studying intragroup connections and hierarchy in small groups.

One of Moreno's innovations is the so-called. sociogram. This is a diagram that consists of several concentric circles. Each circle corresponds to the number of preferences in a given group (the closer to the center, the more preferences). Preferences are identified through surveys or other research. The most popular member of the group (or several members) is placed in the center, followed by the less popular, in descending order, down to the outcasts (outermost circle). Lines with arrows are drawn between individuals, indicating mutual or one-sided sympathy or antipathy. Repeated measures taken in the same group allow the dynamics of relationships to be examined.

A modified version of sociometry can also be used to study larger groups, for example, organizations or population groups.

A sociometric procedure may aim to:

a) measuring the degree of cohesion-disunity in the group;
b) identification of “sociometric positions,” i.e., the relative authority of group members on the basis of sympathy and antipathy, where the “leader” of the group and the “rejected” are at the extreme poles;
c) detection of intragroup subsystems, cohesive formations, which may have their own informal leaders at their head.

The use of sociometry makes it possible to measure the authority of formal and informal leaders to regroup people in teams so as to reduce tension in the team that arises due to the mutual hostility of some group members. The sociometric technique is carried out using a group method; its implementation does not require much time (up to 15 minutes). It is very useful in applied research, especially in work to improve relationships in a team. But it is not a radical way to resolve intra-group problems, the causes of which should be sought not in the likes and dislikes of group members, but in deeper sources.

The reliability of the procedure depends primarily on the correct selection of sociometry criteria, which is dictated by the research program and preliminary acquaintance with the specifics of the group.

The general scheme of actions for sociometric research is as follows. After setting the research objectives and selecting measurement objects, the main hypotheses and provisions regarding possible criteria for surveying group members are formulated. There cannot be complete anonymity here, otherwise sociometry will be ineffective. The experimenter’s requirement to reveal their likes and dislikes often causes internal difficulties among the respondents and manifests itself in some people in their reluctance to participate in the survey. When sociometric questions or criteria are selected, they are recorded on a special card or offered orally in an interview style. Each member of the group is obliged to answer them, choosing certain members of the group depending on their greater or lesser inclination, their preference over others, likes or, conversely, antipathies, trust or distrust, etc.

Group members are asked to answer questions that make it possible to discover their likes and dislikes one to one, towards leaders, group members whom the group does not accept. The researcher reads out two questions: a) and b) and gives the test subjects the following instructions: “Write on the pieces of paper under the number 1 the name of the group member whom you would choose first, under the number 2 - who you would choose if there were no first, under the number 3 - who would you choose if there were no first and second.” Then the researcher reads out a question about personal relationships and also gives instructions.

In order to confirm the reliability of the answers, the study can be conducted in a group several times. For repeated research, other questions are taken.

The disadvantage of the nonparametric procedure is the high probability of obtaining a random selection. Some subjects, guided by personal motives, often write in Questionnaires: “I choose everyone.”

Analysis of such cases has led some researchers to try to change the very procedure for applying the Method and thus reduce the likelihood of random selection. This is how the second option was born - a parametric Procedure with a limited number of elections. The subjects are asked to choose a strictly fixed number from all members of the group. For example, in a group of 25 people, everyone is asked to choose only 4 or 5 people. The magnitude of the limitation on the number of sociometric elections is called the “sociometric limitation” or “election limit.” Many researchers believe that the introduction of a “sociometric constraint” significantly exceeds the reliability of sociometric data and facilitates statistical processing of the material.

The disadvantage of the parametric procedure is the inability to reveal the diversity of relationships in a group.

A sociometric card or sociometric questionnaire is compiled at the final stage of program development. In it, each group member must indicate his attitude towards other group members according to selected criteria (for example, in terms of teamwork, participation in solving a business problem, leisure time, playing, etc.) The criteria are determined depending on the program of this study : whether relationships are studied in an industrial group, a leisure group, a temporary group or a stable group.

When the sociometric cards are filled out and collected, the stage of their mathematical processing begins. The simplest methods of quantitative processing are tabular, graphical and indexological.

Personal development- the process of natural change in personality as a systemic quality of an individual as a result of his socialization. Possessing natural anatomical and physiological prerequisites for the formation of personality, in the process of socialization the child interacts with the outside world, mastering the achievements of mankind. The abilities and functions that develop during this process reproduce historically formed human qualities in the individual. Mastery of reality in a child is carried out in his activities with the help of adults: thus, the process of education is leading in the development of his personality. R. l. carried out in activities controlled by a system of motives inherent in a given individual. The activity-mediated type of relationship that a person develops with the most reference group (or person) is the determining (leading) factor of R. l. According to A.V. Petrovsky, as a prerequisite and result of R. l. needs emerge. At the same time, an internal contradiction constantly arises between growing needs and real opportunities to satisfy them.

The role of the team in the development of the student’s personality

The children's team is the main basis for children to accumulate positive social experience. Experience is acquired by the pupil in the family, through communication with peers in unorganized out-of-school conditions, through the media, reading books and other sources. However, only in a team is its development specifically planned and directed by professional teachers. When a child enters school, he becomes a member of many groups, some of which he chooses independently (clubs, sections, etc.), and he becomes a member of others, and above all the class team, due to certain conditions. As a member of society and a team, the student is forced to accept those rules and norms of relationships that are characteristic of a particular group. He cannot ignore or neglect them simply because he wants to be accepted by the team, take a position in it that satisfies him, and effectively carry out his activities. This does not mean at all that the student should passively adapt to existing or emerging relationships. If he is convinced that he is right, he must take an active position and not only express his point of view, which is opposite to the opinion of the majority, but also defend it in front of the team. Thus, the collective opens up the possibility of accumulating experience of collective behavior in positions of subordination, active opposition and leadership. Ultimately, this should lead to the formation of such socially valuable qualities as citizenship, humanism, initiative, responsibility, social justice, etc.

Showing social activity, each student perceives the team as an arena for self-expression and self-affirmation as an individual. Thanks to the pedagogical leadership of collective life activities, the desire to establish itself in one’s own eyes and in the eyes of peers finds favorable soil in the team. Only in a team are such essential personal characteristics formed as self-esteem, level of aspirations and self-respect, i.e. acceptance or rejection of oneself as a person.

The educational team, according to the definition of I.F. Kozlov, who specially studied the work of A.S. Makarenko, is a scientifically organized system of educating children's life. The organization of collective educational-cognitive, value-oriented activities and communication creates conditions for the formation and exercise in the manifestation of intellectual and moral freedom. Only in collective life are the intellectual and moral orientations of an individual, his civic position and a whole range of socially significant skills and abilities formed.

The role of the team in organizing the work activities of children cannot be replaced. In a team setting, it stimulates the manifestation of mutual responsibility for the final results of work and mutual assistance. Through participation in labor affairs, students are included in economic relations and become their active participants. Schoolchildren will learn about the economic problems of enterprises, rental and contracting teams. Knowledge of practical economics, combined with participation in labor at enterprises and in work teams, ensures that children develop collectivism and a creative attitude towards work.

The collective life activity of schoolchildren opens up almost unlimited opportunities for realizing the physical and artistic potential of the individual. Physical education, health, artistic and aesthetic activities, organized in conditions of free communication, stimulate a meaningful exchange of spiritual values, the formation of an aesthetic attitude to reality, and the mastery of a wide range of special knowledge, skills and abilities. These types of activities contribute to the emotional development of pupils, evoking feelings of collective empathy, sympathy, joint sensation of the emotional and moral atmosphere and its co-creation.

The role of the collective in the development of the individual is that it opens up opportunities for the practical development of democratic forms of life. First of all, this is realized through participation in school self-government and diverse public life. A pedagogically oriented team creates favorable opportunities for the formation of a socially valuable personality and the manifestation of its individuality.

But today the content of educational work is gradually being restructured in relation to the team. It is no longer considered the main disciplinary body, helping the teacher in solving emerging problems. Yes, of course, children need to be raised to live together, cooperate, and solve problems together. But not a single free, independent person submits to any collective. This fundamentally differs the view on democratic education and collectivist education, which, as many now admit, is capable of only suppressing the individual, and not elevating his spiritual and moral strength.

The school’s aspiration towards a democratic future is the key to updating the content and methods of education, opening up ways from:

leveling the personality to its diversified development;
learning dogmas to understand and transform the world;
authoritarianism and alienation to humanity and cooperation.

How should education be practically organized to implement these ideas? Today it is not enough to inform the student: a person must receive mental, moral, aesthetic, etc. education. He inevitably has practical questions - what is this for, what does it give? In foreign educational systems, it is this practical side that comes to the fore and serves as a powerful incentive for a positive attitude towards the content of education. The teacher must know the answer to this question and be able to convincingly explain to his students the benefits of education so that they do not have even a shadow of doubt.

Age-related characteristics of the relationship between the individual and the team

Preschool age. The basic stereotypes of social behavior of the individual are laid down. The assimilation of norms and rules of interpersonal relationships occurs in interaction with peers. The lack of personal social experience encourages children to focus their actions on the opinion of the majority (“I’m like everyone else”). The norms of interpersonal relationships are in the process of formation. Likes and dislikes are determined by the extent to which a peer corresponds to the social standard, which is formed on the basis of adult assessments and mutual assessments of peers. There is an accumulation and consolidation of cooperation norms in real interaction.
Junior school age. Relationships with peers are built on the basis of established rules of behavior for children of this age. The dominant basis for assessing each other is role rather than personal characteristics. In the process of learning activities, students demonstrate their capabilities and receive public assessment from the teacher and classmates. Mutual assessments mainly depend on how the teacher treats certain students.
Adolescence. It is characterized by the active formation of the self-image. Relationships with peers become more selective, stable and independent of adults. The role of moral characteristics in mutual assessments is increasing. The moral and volitional qualities of peers become the most important basis for preferences; the status of an individual is determined by his volitional and intellectual properties. Emotional connections in a team are so significant that their violation leads to psychological breakdowns and discomfort. The norms of teenagers' relationships regulate their behavior to a greater extent.

A teenager, as a rule, has different social groups: family, class group, friendly company, etc. If the goals and values of these groups do not contradict each other, the formation of a teenager’s personality is conflict-free. Otherwise, the incompatibility of the goals and values of such groups leads to internal conflict in the development of the child’s personality. In many areas of communication, a teenager identifies a group that is authoritative for himself, whose requirements he takes into account and whose opinion he is guided by in situations that are significant to him. If a teacher relies on the authority of a “significant social circle,” this enhances the effect of his educational influences. Feelings of camaraderie and mutual assistance are especially important.

Early adolescence. Communication with peers becomes, firstly, the most important source of information not communicated to adults; secondly, a condition for the formation of value orientations; thirdly, a specific type of emotional contact necessary for the development of the emotional-sensual sphere of the individual. The need for recognition dominates and mutual understanding is valued above all.

Models of relationships between the individual and the team

The individual submits to the demands of the team and accepts its values

naturally and voluntarily;
yields to an external superior force;
tries to maintain his independence and individuality, submitting to the team only outwardly, formally;
openly resists, conflicts.

Harmonization of relations between the individual and the team

complete unity of requirements and values;
coexist, observing formal relationships;
a dual value system is established.

The individual subordinates the team to himself - informal leadership.

Stages of an individual’s entry into a team (according to A.V. Petrovsky):

Adaptation of the individual in a team is the active assimilation by the individual of the norms and values \u200b\u200bin the group. Having brought with him into the collective everything that constitutes his individuality, the subject cannot express himself fully until he masters the norms and methods of activity that apply in the collective.
Individualization is generated by the contradiction between the adaptation achieved by the individual in the team and the unsatisfied need for personalization, the desire to “declare” oneself, to arouse interest in one’s personality.
Integration of the individual in the team - the team accepts the individual, evaluates his individual characteristics, and the individual establishes cooperative relationships with members of the team. At this moment, the individual has the opportunity to most fully demonstrate his individuality and creative contribution to the team.

Socialization (from Latin socialis - social) is the process of an individual’s assimilation of social experience, a system of social connections and relationships. In the process of socialization, a person acquires beliefs and socially approved forms of behavior that he needs for a normal life in society. Socialization should be understood as the entire multifaceted process of assimilating the experience of social life and social relations.

Socialization refers to those processes by which people learn to live together and interact effectively with each other. It presupposes the active participation of the person himself in mastering the culture of human relations, in the formation of certain social norms, roles and functions, and the acquisition of skills and abilities necessary for their successful implementation. Socialization includes a person’s knowledge of social reality, mastering the skills of practical individual and group work. Socialization processes have been studied mainly by child and social psychology. Public education is of decisive importance for the processes of socialization.

The sources of socialization of an individual are:

A) transmission of culture through family and other social institutions, primarily through the system of education, training and upbringing;
C) mutual influence of people in the process of communication and joint activities;
C) primary experience associated with the period of early childhood, with the formation of basic mental functions and elementary forms of social behavior;
D) processes of self-regulation, correlated with the gradual replacement of external control with internal self-control during the active development of social norms by the individual.

The process of socialization can be characterized as a gradual expansion as the individual acquires social experience in the sphere of his communication and activity, as a process of development of self-regulation and the formation of self-awareness and an active life position. The family, preschool institutions, school, labor and other groups are considered as institutions of socialization. A special role in the socialization of an individual is given to the development and multiplication of contacts with other people in conditions of socially significant joint activities. In the process of socialization, a person is enriched by social experience and individualized, becomes a personality, acquires the ability and opportunity to be not only an object, but also a subject of social influences, in his activity carrying out significant transformations in the motivational sphere of other people, influencing their socialization.

Children's group– this is a special social phenomenon, historically determined by the degree of development of society. The tasks of society in relation to the children's collective, its educational goals are determined by the nature of social relations and the place of children occupied in the system of these relations. A children's group is characterized by a set of characteristics, both common to any group and specific, defining its features. From a psychological point of view, it is a social organism, in the system of which connections of developing individuals are formed, the mental development of the child takes place, and his formation as an individual takes place. The main distinctive feature of a children's team is the focus of the goals envisaged by adults when uniting children and building their relationships. At the same time, the children's team constitutes a condition and tool for the implementation of the educational function, as well as the process of socialization. Being a condition for the most active and purposeful influence of society on the individual, the collective itself performs educational functions in relation to its members. The main task is the education of the individual, the formation of a social orientation of relationships in a group of students. The uniqueness of the children's group lies in the fact that the basic social relations are expressed in a concentrated form. It represents a specific social environment in which all children’s relationships are not only formed, but also unfold and qualitatively change. The special plasticity of the subject ensures the active influence of the collective on him. It is the collective that creates the possibility of the most targeted formation of stable moral qualities of a child’s personality by assigning to them the norms of social life and activity.

The level of mental development of a child and his characteristics at different age levels change qualitatively, which is reflected in the building of relationships within the children's team. In the process of development, children are involved in various types of joint activities performed in various children's associations. In this joint activity, the types of activities of adults and their social relationships are modeled. However, the possibilities of the psychological impact of various children's associations on the socialization process are different. Only on the basis of certain types of activities that develop at certain age stages in the formation of a child’s personality, a developed children’s team is formed (as opposed to a children’s conglomerate, association, etc.). A developed children's team is characterized by a commonality of goals and adequate motives for meaningful joint activities that have a socially useful orientation in various forms (educational, organizational and social, labor, artistic, sports, etc.)

Virtually all school-age children are included in a variety of activities specially organized taking into account their psychological and age characteristics. At the same time, it is important to purposefully structure the joint activities of schoolchildren so that in the process there are optimal opportunities for the development of developed relationships between children, thereby ensuring the normal socialization of the individual.

airvo.win