Workshop for teachers “Pedagogical ethics in a preschool institution. Ethics of professional behavior in dow Professional ethics of a dow teacher

SEMINAR-PRACTICUM "Improving the knowledge of teachers about professional ethics - "Tsvetik - seven-tsvetik"

Seminar progress:

The code of professional ethics of the educator obliges the employee to respect each pupil, to contribute to his personal growth and development of creative potential, involving the child in cognitive process. The Code is based on articles of the Constitution of the Russian Federation, Laws and Decrees educational sphere. Knowing the purpose and content of the document is useful for all participants in the educational process.

The teacher's code of professional ethics was introduced with the aim of improving corporate culture, improving the management of preschool institutions and optimizing internal and external interactions. Each institution is obliged by its own efforts to organize the conditions and opportunities for the implementation of the provisions of the Code. The document is available for review, so anyone can study it. The article describes the principles of the Code and substantiates the need to adhere to the provisions of the document.

The code of ethics of the PEO employees invariably includes attention to young colleagues. Create a positive environment in your institution in which it will be easy for novice teachers to adapt to established professional and moral principles - study the instructions and check the readiness using the electronic checklist

What does the concept of an ethical code mean in pedagogical activity

The professional and ethical code of the educator establishes a single pattern of behavior for employees of the preschool educational institution and systematizes the principles that make it possible to form this type of behavior. The document defines the rights and obligations of teachers when interacting with children and helps to resolve many conflict situations. The set of rules developed by the Ministry of Education and Science also sets itself a number of serious tasks:

creation of a solid image of the teacher;

increasing the prestige and respect for the educator in society;

formation of a cozy microclimate in institutions of preschool education;

progressive development of the kindergarten in the conditions of modern realities.

To study the main provisions of the document, we suggest downloading the Model Code of Ethics at the link:

It is important to bring to the attention of each employee of the preschool educational institution the goals, mission and objectives of the Code. You can devote several general meetings so that all staff of the institution understand the principles and requirements of the document. The main purpose of the professional code of a kindergarten teacher is to create such conditions for each child in which his individuality would be revealed, and there would be a comprehensive development of the personality through a teacher who instills in the younger generation general cultural, social, moral values. At the same time, the parents of the pupil should also be involved in the process.

The organization of seminars, explanatory talks, conferences, inclusion in the advanced training program contributes to the widespread implementation and adoption of the document. The adoption of the Code as a fundamental document in an institution can be organized as a solemn event, thus increasing the significance of the document. This should be the beginning of further transformations, as a result of which optimal conditions to implement all the principles and provisions of the standard, to return the authority and dignity of the teaching profession.

When discussing a set of ethical rules, you should pay the attention of kindergarten staff to important points, which preceded the development of the document and underlie it.

Education and upbringing should be considered as two parts of a single process, the basis of which is humanism, culture and morality. For the harmonious development of children, it is necessary to create comfortable conditions and the teacher plays a big role in this. The professionalism and quality of the work of the educator largely depends on his ethical culture.

Following the ethical standards of behavior of employees of kindergartens has a positive effect on the relationship between participants in the educational process.

One of the most important tasks of pedagogical ethics is the formation of a productive teacher-child relationship. And in the task of the educator, within the framework ethical standards, includes the formation and strengthening of a sense of self-worth and dignity of the personality of each baby with equal rights for the participants in communication.

The kindergarten teacher is an example for every child. That is why the Kindergarten Teacher's Professional Code does not allow immoral behavior or anti-cultural actions. It is important to be able to speak correctly and beautifully, because children absorb the culture of speech from an early age. Very valuable qualities that should be inherent in every educator are continuous self-improvement, honesty, respect for the values ​​of the institution, nature, culture. All this contributes to the formation of a correct perception of the world of adults by children and their initial preparation for independent life.

Basic principles of the Educator's Code of Professional Ethics

There are eight principles on which the Code of Ethics is based.

Building trusting, respectful relationships.

Respect for confidentiality and secrecy.

Staff awareness.

Literacy of employees engaged in educational activities.

Seriousness of teachers.

Obligations to children, parents, institution and yourself.

ethical legitimacy.

Mutual respect between all participants in the educational process.

A code of ethics must be implemented in every institution. You can download a sample of such a document approved in preschool.

Ethical standards for employees of preschool educational institutions affect both professional, interpersonal, and social aspects of pedagogical activity. The document describes in detail the meanings, rights and obligations, interaction and many other components of the ethical sphere of the teaching profession. Each of them should be considered in more detail.

Personality features. The Professional and Ethical Code of the Educator has established that a person who is a teacher, first of all, must possess such qualities as responsibility, introspection, tact, self-improvement, self-education. An employee in the position of educator must constantly improve his competence, be open to accepting new methods, ideas and concepts.

Responsibilities of the educator and the degree of its seriousness. The preschool teacher is responsible for

the quality of their work, which is evaluated by the results achieved by the pupils;

the state of the children entrusted to him, both physical and psycho-emotional;

success in the development of growing kids;

preservation of the material values ​​of the institution.

All this requires a serious attitude to the work performed, strict adherence to the rules established in the organization and prescribed in the Code.

Authority and reputation of the teacher. The moral behavior of a pedagogical worker serves to protect and support his professional dignity. In everyday work, the educator must instill in children moral and universal cultural values, national characteristics, while necessarily reinforcing the words with their own example of behavior. Communication with children, parents, colleagues should be extremely respectful and correct, because the authority of the employee directly depends on this. Fairness and objectivity in judgments, care for pupils, careful attitude to each individual form the reputation of an educator, which is dear to every employee interested in their own professionalism. At the same time, no one can deprive a teacher of the right to personal space and life, which, at the same time, should not adversely affect the prestige of the profession and relations with participants in the educational process.

Relationships with pupils, parents, colleagues, the head of the institution and society. One of the features of the teaching profession is that all work time he spends in interaction with different groups of people. According to the Code of Professional Ethics preschool teacher, the employee must constantly provide advisory and supportive assistance to pupils and their families in the event of conflicts or misunderstandings. At the same time, the teacher must be tactful, not judge anyone and not evaluate a person based on the opinions of others. Colleagues in the institution must strictly observe the principles of mutual respect and partnership, protecting the reputation and honor of the profession, and keep confidential information received from any sources. In the interaction of the head of the organization with subordinates, the rights to freedom of speech, justice, tolerance and democracy must be respected. A real teacher is an educated, decent, cultured person who is able to foresee and prevent conflicts, who understands and fulfills his civic duty to society.

Freedom of speech and accessibility of information resources. In today's information-filled world, the teacher must clearly understand what materials he can use in his work. Information for children should be objective, relevant, decent. Copyrights must be respected when using materials. The introduction of new work methods should be considered and evaluated for their suitability for children. Information data and materials belonging to the organization must be used carefully and purposefully. The educator has the right to express opinions and ideas regarding the system and programs approved in the institution. They can be adjusted taking into account the validity of the proposals.

Personal interests and charity. This aspect is also a component of the Kindergarten Teacher's Code of Professional Ethics. The personal interests of the leader, teachers or their families should not be taken into account when making decisions. PEI employees who are members of commissions and groups must be impartial, fair and independent of the influence of colleagues or relatives. Organizations are eligible to participate in charity events as a host. Information about the received values ​​should be brought to the attention of the public, and thanks to the sponsors.

Having considered these aspects, each educator can make a short list for himself, which will reflect the main principles of ethical standards. We offer to download a sample of the finished document "My professional code”, which will become an assistant to the educator in the implementation of professional ethical rules in their work. Successful introduction of the Code into the activities of the organization depends on the individual understanding and acceptance of the values ​​described in the Code.

Avanesyan Syuzanna Siamantoevna Teacher-psychologist, MBDOU d / s No. 23, Stavropol

Topic: "Ethics of professional behavior in preschool educational institutions"

"There's not much to see here.

Here you need to look

So that with clear love

The heart was filled.

Little to hear here

Here you need to listen

To consonance in the soul.

They flooded in together."

A preschool institution has its own specific atmosphere, therefore I invite all teachers to take part in the consultation "Ethics of professional behavior in a preschool educational institution."

A teacher is not only a profession, but also a social status that must be met. And for this, the teacher must have a pedagogical culture. All requirements for the culture of the teacher are presented in Regulations on the norms of professional ethics of pedagogical workers.According to this Regulation, in the course of its professional activity teachers must comply with the followingethical principles:

• legality
• Objectivity
• Competence
• Independence
• thoroughness
• Justice
• Honesty
• Humanity
• Professionalism
• mutual respect
• Confidentiality

Ethics is the science of morality. The most important requirement of pedagogical ethics is love and respect for children. However, to love children is not just to show a feeling, but also the ability of a teacher to accept the pupil as he is, empathize with him and help him develop.

The teacher's love for children should be at the level of moral relations. Children appreciate in the teacher, first of all, kindness, responsiveness, understanding. If the teacher does not love children, then he will not be able to evoke the reciprocal love and trust of children.

An important quality teacher is pedagogical optimism. This is faith in the child, in his abilities, the ability to see the good and rely on this good in the learning process.

Pedagogical tact is a sense of proportion in the choice of means of pedagogical influence. Tact does not at all imply that the teacher will always be kind or dispassionate, not reacting to the negative behavior and actions of children. Pedagogical tact is a combination of respect for the personality of the child with reasonable demands on him.

The teacher can be indignant, even angry, but this should be expressed in ways that are adequate to the requirements of pedagogical culture and ethics. The actions of the teacher should not humiliate the dignity of the individual. According to A. S. Makarenko, pedagogical tact is the ability to “not overdo it anywhere”.

Usually, a teacher needs a pedagogical tact in complex and ambiguous situations of pedagogical influence, in which, in addition to the moral side of the relationship, he is required to show his resourcefulness, intuition, poise, sense of humor. Kind humor, and not malicious irony and mockery, sometimes makes it possible to find the most effective and tactful way of pedagogical influence. Sometimes the teacher's smile is enough, which is permeated with love: a smile of approval, understanding, reassurance, regret, sympathy. And in no case, it should not be a smile - a surrogate: malevolent, malicious, mocking.

Signs and elements of pedagogical tact

Main elements of pedagogical tact are:

Demanding and respect for the pupil;

The ability to see and hear the child, empathize with him;

Attentiveness, sensitivity of the teacher.

Professional tact manifests itself:

In the appearance of the teacher;

In the ability to quickly and correctly assess the current situation and at the same time not to rush to conclusions about the behavior and abilities of the pupil;

In the ability to restrain one's feelings and not lose self-control in a difficult situation;

In a combination of reasonable exactingness with a sensitive attitude towards children;

In good knowledge of the age and individual characteristics of children;

In a self-critical assessment of their work.

A tactful teacher comes to work on time, business meetings; promptly returns what he borrowed from colleagues; does not repeat rumors of unverified facts, especially if they can harm others. The basis of tact is the endurance and balance of the teacher. home distinguishing feature a tactful teacher - high demands and sincere respect for the pupils. The concept of "tact" includes many components, but all of them are somehow connected with caring for a small person, with an attentive and sensitive attitude towards him.

Ethics of pedagogical communication

The legend says that the great sage Aesop, who, by the will of fate, fell into slavery to the Lydian king Croesus, was forced to serve him at the feast. And when the tipsy Croesus asked Aesop to bring the guests the best treat that is in the palace, the sage brought him a tongue.

"Why is this dish the best?" asked the surprised king.

“What could be more beautiful than a language that conveys feelings?! What could be more valuable than a language that gives us knowledge?! What can be more sublime than a tongue that speaks the words of love?!” Aesop answered.

Then the king, who decided to test Aesop's resourcefulness, demanded to bring the worst dish that only exists in the kingdom. Aesop did not budge and again handed the king a dish with a tongue.

“But why?!” Croesus exclaimed.

“What can be more disgusting than a language that lies, what can be dirtier than foul language, what can be more vile in the world than the language of slander and slander?!” - answered the sage.

This wisdom, which has come down to us through the millennia, testifies that communication can be both constructive, ethical, and destructive, conflict. She tells us that a word can elevate and you can humiliate a person. That words can heal and can kill.

That is why the problem of pedagogical ethics of communication is central in such sciences as ethics, social Psychology, pedagogy.

Requirements for the speech of the teacher:

• Right
• Accuracy
• Logic
• Purity
• expressiveness
• Wealth
• Relevance

Relationships with colleagues are based on the recognition of professionalism, interest and joint activities to achieve the best results, correct communication, respect for someone else's point of view.

For a favorable climate in the team, it is necessary to provide teachers with conditions for professional growth, meet needs, and develop joint solutions.

The teacher has the right to express his opinion about the work of his colleagues and administration. Any criticism expressed against another teacher should be targeted, objective, justified, open.

Despite all of the above, the teacher should not disregard the incorrect behavior, unethical actions of colleagues.

The most important problems and decisions in pedagogical life are discussed and adopted in open pedagogical discussions.

The appearance of the employees of the preschool educational institution must comply with the norms of business style generally accepted in society and exclude defiant details. Employees must be attentive to personal hygiene (hair, face and hands must be clean and well-groomed, the products used and deodorants must have a light and neutral smell).

The main dress code for all employees is professional business attire.

All employees of the preschool educational institution are prohibited from wearing during working hours the following options for clothing and footwear:

Sportswear(except for the PHYSICAL educator, swimming instructor);

Clothing for outdoor activities (shorts, sweatshirts, T-shirts and T-shirts with symbols, etc.);

Beachwear;

Transparent dresses, skirts and blouses;

Low-cut dresses and blouses (open V-shaped neckline of the chest, visible underwear, etc.);

Evening dresses;

Mini skirts (skirt length above 3 cm from the knee);

Too short blouses that open part of the abdomen or back;

• sport shoes;

Beach shoes (flip-flops and slippers).

All work of the teacher with parents goes through communication.
Every day, parents cross the threshold of a kindergarten, a group, and here they should feel that they are respected, they are waiting, glad to meet them, they are in a hurry to please them with good news, they are raising their child with them.

All our work, all pedagogical activity consists of communication with children, their parents. It is necessary and important to remember that communication should begin with a friendly smile. Smile more often - this is the golden rule during a conversation.

When communicating, remember the following rules:

• Know how to cope with yourself, stay calm and listen to the interlocutor to the end.

2. Let the interlocutor talk.

H. Try to understand the mood of the parent (from the conversation) with counter and leading questions.

4. Find the name, patronymic of the parent.

5. Have a respectful attitude to the opinion of the interlocutor, remember: any remark is easier to perceive if it follows the praise.

6. When a dispute arises, remember - you can win if you evade it.

Pedagogical workers in the process of interaction with the parents of pupils should:

Start a conversation with a greeting;

Show attentiveness, tact, goodwill, desire to help;

Listen to explanations or questions carefully, without interrupting the speaker, showing goodwill and respect for the interlocutor;

Speak in a correct and persuasive manner; if necessary, calmly, without irritation, repeat and explain the meaning of what was said;

Make a decision on the merits of the appeal (if there is a lack of authority, provide the coordinates of the authorized person).

Parents do not always feel like, and often simply do not have enough time to do what you ask. You need to try to make them happy to help you, and in fact there would be no chance of refusing you.

Here you can dramatize: "All hope is only on you." "I know your busyness, but also your diligence."

It must be remembered that any remark is perceived more easily if it follows praise.

“I am grateful that you responded and came.”

Be an attentive listener, encourage others to talk about themselves. Parents are used to listening to us, change places, let them speak out.

And we can only add.

• "I'm very interested".
• "I didn't think that..."
• "You gave me pleasure by talking about it"
• "I'm glad you shared it with me."

When a dispute arises, remember to win the dispute - to evade it. The only way to resolve a misunderstanding is tact, diplomacy, friendliness and a sympathetic desire to understand the point of view of the interlocutor. Never tell the interlocutor that he is wrong, even if it is. Replace the usual phrases of disagreement with "I may be wrong, but ...". But if you feel that you are wrong, admit it decisively and immediately: "I should have been more careful ..."

Panifraternal relations between teachers and parents interfere with professional activities, contribute to the dissemination of internal, classified information in the parental environment, and harm the image of the institution. Communication between a parent and a teacher should be conducted by name and patronymic, with a neutral-respectful appeal to “You”.

Seeing the respect from the parents and their desire to express their gratitude to him, the teacher can accept gifts from them. The teacher can only accept gifts that:

Presented completely voluntarily;

They do not and cannot aim to bribe a teacher;

Quite modest, i.e., these are things made by the hands of the pupils themselves or their parents, works created by them, flowers, sweets, souvenirs or other inexpensive things.

DEAR TEACHERS, REMEMBER:

Don't make judgments. The educator needs to avoid judgments like “You devote too little time to raising your son (daughter)”, since these phrases (even if they are absolutely fair) most often give rise to protest from parents.

Don't teach. Don't suggest solutions. You can’t impose your own point of view on the interlocutor and “teach the life” of parents, since the phrases “If I were you, I would ...” and the like infringe on the interlocutor’s pride and do not contribute to the communication process.

Don't "diagnose". It must be remembered that all phrases of the teacher must be correct. Categorical statements - “Your child does not know how to behave”, “You need to contact a psychologist about deviations in the behavior of your son (daughter)” always alert parents and set them against you.

Don't ask. Parents should not be asked questions that are not related to the pedagogical process, as excessive curiosity destroys mutual understanding between the family and the kindergarten.

Don't divulge the "secret". The educator is obliged to keep secret information about the family entrusted to him by the parents, if they do not want this information to become public.

Golden Rule in communication with parents:

“Be a good listener. Encourage others to talk about themselves, and use a smile more often and you will be successful.”

One of the most important problems of preschool education is communication, which involves child and teacher. Psychologists confirm that the desire to communicate with adults is inherent in all kids. And in the process of the kindergarten day, they will certainly share their thoughts, views, feelings with the teachers, prove their independence, look for confirmation of the correctness of their moral position ... While the preschooler is in a preschool institution, it is important for him to still feel that he is loved, and the teacher is responsible for this .

His main duty is to be able to build relationships with children, no matter what methods are chosen: persuasion, an example by deed, a confidential conversation ...

At the same time, the educator learns to build communication with pupils almost all his life.

What contributes to the effectiveness of this process?

• A visible manifestation of goodwill - the educator should be hospitable to all children to the same extent. He is able to cheer up each pupil, help in overcoming difficulties. The very arrival of a child in the kindergarten is accompanied by a caring: “How are you? .. We will be today ...” The stubbornness and disobedience of a generally conflict-free child may indicate hostility in communication in a group.
• Respect - the child is still small, but he is already a person. A good educator will find an opportunity to emphasize his respect for each of the children, to help in their self-affirmation.
• attention to individual characteristics children - the educator should remember that, for example, girls are more sociable than boys, they have a somewhat different expression of play activity. Children may have different ability to communicate due to different psychological atmosphere in families.

• Consistency of the principles of educators and parents - it has long been confirmed that morally children develop more successfully if the educator coordinates his position with the position of parents or other adults involved in raising the child and communicating with him. The discrepancy or opposition of requirements for children, fundamental views, can bring up such qualities as indiscipline, hypocrisy, duplicity.

Code of a tolerant teacher:

Never humiliate or suppress a child's personality.

It is unacceptable to divide children into smart and stupid, rich and poor, good and bad. It is necessary to avoid unambiguous, categorical assessments and incorrect comparisons of children with each other.

You can evaluate actions, views, but not the children themselves.

• You can compare a child not with another child, but only with himself, thereby emphasizing the positive or negative changes that have occurred in him over a given period of time.
• Smile more often! Be friendly! There is nothing more unpleasant for children than a gloomy, angry face of a teacher.

A true teacher loves kindergarten, not himself in kindergarten.

The impact not only on the intellectual, but also on the emotional sphere of pupils - both the behavior of the baby and his attitude towards others changes for the better if he is helped not only to comprehend, but also to experience his own actions and actions on an emotional level. The educator uses the emotional principle when he forms a friendly atmosphere in the group, uses bright examples from life, uses situations in the group to encourage children to empathy, sympathy.

At the final stage of consultation, teachers receive memo "Code of Professional Ethics for Teachers":

1. Enter a group of children with a smile.

You and I can teach children a lot, but we must always remember that no technique can replace the responsive heart of a teacher

Statement analysis:

• "The educator himself must be educated."
• “Everything in a person should be beautiful, and the face, and clothes, and the soul, and thoughts.”

Conducting the test "Ethics - Logic"

Target: determination of the dominant sphere of personality (emotional-ethical or mental)

Exercise "Restless channel"

Goals: formation among the members of the consultation of an understanding of the cause-and-effect relationships of the interdependence of the behavior of the parties in the teaching staff.

The group is divided into two teams: one is the banks of the river, the second is the river. Participants playing the role of banks stand in two lines, forming the riverbed. The second group in the form of water "flows" into the channel, moving freely. The banks begin to bend, narrow, rise and fall. At the same time, the river should not slow down the pace of movement, but rage with a swift stream and try to pass the channel or break out of it. Members of the bank group that are left behind the water run to the beginning of the channel. Then the teams switch roles. It is concluded that the river and its banks are very similar to the behavior of the parties in the team. if one side narrows the living space of the other, limits the degree of freedom of action, then the other begins to react violently, in conflict: pushing, kicking, crushing.

Game "Penguins"

Players stand in two circles - outer and inner. The task of the players from the outer circle is to take a place in the inner circle and vice versa - the players from the inner circle are trying to take a place in the outer circle. At the end of the game, a conclusion is drawn: in order to solve the task, it was enough to ask or agree on it.

Output:

Compliance with ethical principles is a thread that creates an invisible basis for the interaction of children and parents, the teaching staff as a whole.

Only partnership and cooperation of educators, children and parents creates a favorable climate in the team.

Memo "Rules of pedagogical communication"

• Enter a group of children with a smile.

2. First teach your pupils, then ask.

3. Never deceive children, hold fast to the word given to children.

4. Never insult a child, protect him from all kinds of arbitrariness.

5. No matter how difficult it is, be restrained and patient.

6. Be an example to your child in behavior, work, clothing, attitude towards other people.

7. In any situation, try to put yourself in the place of a child.

8. Remember that you can truly understand a child if you love him.

9. Learn from your colleagues, parents, children.

10. Never complain about your pupils to parents, colleagues, remember that a good teacher is only dissatisfied with himself.

11. When you are wrong in some situation, ask your child for forgiveness, this will not diminish your authority.

12. Live in the interests of children and their hopes.

13. Be generous to someone who accidentally stumbled.

14. Learn to see the zone of proximal development of the child and optimize his future.

15. Never talk to a child about his limited abilities.

16. Tell parents good news about the success and achievements of the child.

In relation to surrounding adults:

… If there is any doubt about how to behave with another person, try to put yourself in the place of this person.

... Be tactful - never emphasize your superiority.

... Do not put the other person in an awkward position, pretend that you did not notice his oversight.

... In any life situation, remember: you are a teacher, you are more strictly demanded for behavior, the image lies.

Sincerely, teacher-psychologist Avanesyan Syuzanna Siamantoevna!

Code of Professional Ethics

teachers

Municipal state preschool educational institution-

The purpose of the ethical code of preschool teachers:

norms Code of Ethics for Educators guided by teachers and all employees of the Municipal Preschool Educational Institution - Kindergarten working with children.

The Code of Ethics for Educators(Further - EKP) defines the basic norms of professional ethics:

Regulating relations between teachers and their pupils, as well as other members of the public of an educational institution;

Protecting their human value and dignity;

Supporting the quality of professional activity of teachers and the honor of their profession;

Creating an educational institution culture based on trust, responsibility and fairness.

The norms of pedagogical ethics are established on the basis of universal moral norms, constitutional provisions and legislative acts. Russian Federation, as well as on the basis of human rights and the rights of the child.

the basis of the norms EKP constitute the following basic principles: humanity, justice, professionalism, responsibility, tolerance, democracy, partnership and solidarity.

1. GENERAL PROVISIONS

1.1 The personality of the teacher

1.1.1 The professional ethics of an educator require vocation, dedication to their work and a sense of responsibility in the performance of their duties.

1.1.2 The teacher is demanding in relation to himself and strives for self-improvement. It is characterized by self-observation, self-determination and self-education.

1.1.3 The teacher needs constant updating. He is engaged in his education, training and the search for the best methods of work.

1.1.4 The teacher is responsible for the quality and results of the pedagogical work entrusted to him - education.

1.1.5 The teacher is responsible for the physical, intellectual, emotional and spiritual protection of children left under his care.

1.1.6 The teacher is responsible for the functions entrusted to him by the administration and the entrusted resources.

1.2.1 By his behavior, the teacher maintains and protects the historically established professional honor of the teacher.

1.2.2 The teacher passes national and universal cultural values ​​to the younger generation, takes part in the process of cultural development.

1.2.3 He may not engage in anti-cultural activities either in the performance of his direct duties or outside the educational institution.

1.2.4 In communicating with his pupils and in all other cases, the teacher is respectful, polite and correct. He knows and observes the rules of etiquette that are appropriate for each individual situation.

1.2.5 The authority of a teacher is based on competence, fairness, tact, and the ability to take care of their pupils. The teacher does not create his authority with the help of incorrect methods and does not abuse it.

1.2.6 The teacher educates on his positive example. He avoids moralizing, is in no hurry to condemn and does not demand from others what he himself is unable to observe.

1.2.7 The teacher has the right to inviolability of personal life, however, the way of life chosen by him should not lower the prestige of the profession, pervert his relations with pupils and colleagues, or interfere with the performance of professional duties.

1.2.8 Drunkenness and abuse of other intoxicating substances is incompatible with the teaching profession.

1.2.9 The teacher values ​​his reputation.

2 RELATIONSHIPS WITH OTHER PERSONS

2.1 Communication between the teacher and pupils

2.1.1 The teacher himself chooses the appropriate style of communication with students or pupils, based on mutual respect.

2.1.2 First of all, the teacher must be demanding of himself. The exactingness of the teacher in relation to the pupil is positive and well-founded. The teacher should never lose a sense of proportion and self-control.

2.1.3 The teacher chooses such methods of work that encourage the development of positive traits and relationships in his pupils: independence, self-control, self-education, the desire to cooperate and help others.

2.1.4 When evaluating the behavior and achievements of his pupils, the teacher seeks to strengthen their self-esteem and self-confidence, show them the possibilities for improvement, and increase the motivation for learning.

2.1.5 The teacher is impartial, equally friendly and supportive to all his students. Having made evaluation decisions that unreasonably belittle the pupil, the teacher should try to immediately correct his mistake.

2.1.5 When evaluating the achievements of pupils, the teacher strives for objectivity and fairness.

2.1.6 The teacher constantly cares about the culture of his speech and communication. In his speech there are no curses, vulgarisms, rude and offensive phrases.

2.1.7 The teacher observes discreteness. The teacher is forbidden to communicate to other persons the information entrusted to him personally by the pupil, with the exception of cases provided for by law.

2.1.8 The teacher does not abuse his official position. He cannot use his pupils, demand any services or favors from them.

2.1.9 The teacher does not have the right to demand from his pupil remuneration for his work, including additional. If the teacher is engaged in private practice, the terms of remuneration for work must be agreed upon at the beginning of work and fixed in the contract.

2.1.10 The teacher is tolerant of the religious beliefs and political views of his pupils. He has no right to use indoctrination, imposing his views on the pupils.

2.2 Communication between teachers

2.2.1 Relationships between teachers are based on the principles of collegiality, partnership and respect. The teacher defends not only his own authority, but also the authority of his colleagues. He does not belittle his colleagues in the presence of pupils or other persons.

2.2.2 Teachers avoid unreasonable and scandalous conflicts in relationships. In case of disagreements, they strive for their constructive solution.

2.2.3 Teachers of the same educational institution avoid competition that interferes with their partnership in the performance of a common cause. Teachers are united by mutual assistance, support, openness and trust.

2.2.4 The right and duty of the teacher is to evaluate the activities of colleagues and administration. Harassment of a teacher for criticism is strictly prohibited. Criticism, first of all, should be internal, that is, it should be expressed in the preschool educational institution and other educational institutions between teachers, and not outside the preschool educational institution. It should be spoken face to face, not behind the eyes. There should be no place for gossip in schools and other educational institutions.

2.2.5 Criticism should be made public only in cases where it is completely unresponsive, if it provokes persecution by the administration or in cases where criminal activity is detected.

2.2.6 Criticism directed at the work, decisions, views and actions of colleagues or administration should not humiliate the person being criticized. It should be justified, constructive, tactful, inoffensive, benevolent. The most important problems and decisions in pedagogical life are discussed and adopted in open pedagogical discussions.

2.2.7 Teachers do not cover up each other's mistakes and misdeeds.

2.3 Relations with the administration

2.3.1 The educational institution is based on the principles of freedom of speech and belief, tolerance, democracy and justice.

2.3.2 In educational institutions, a culture of communication is observed, expressed in mutual respect, goodwill and the ability to find a common language. The head of the preschool educational institution is responsible for maintaining such an atmosphere.

2.3.3 The administration of the preschool educational institution is tolerant of a variety of political, religious, philosophical views, tastes and opinions, creates conditions for the exchange of views, the opportunity to agree and find a common language. The different statuses of teachers, qualification categories and responsibilities should not prevent all teachers from equally expressing their opinions and defending their convictions.

2.3.4 The administration cannot discriminate, ignore or persecute teachers for their beliefs or on the basis of personal likes or dislikes. The relations of the administration with each of the teachers are based on the principle of equality.

2.3.5 The administration cannot demand or collect information about the personal life of a teacher that is not related to the performance of his job duties.

2.3.6 Estimates and decisions of the head of the preschool educational institution should be impartial and based on facts and real merits of teachers. Applicants for a higher qualification category should be selected and supported regardless of their personal proximity or obedience to the head of the administration.

2.3.7 Teachers have the right to receive from the administration information that is important for the work of their institution. The administration has no right to hide or tendentiously distort information that could affect the career of a teacher and the quality of his work. Important decisions for the pedagogical community are made in the institution on the basis of the principles of openness and general participation.

2.3.8 Intrigues, insurmountable conflicts, sabotage of colleagues and a split in the pedagogical community prevent the educational and educational institution from fulfilling its direct functions. The head of the preschool educational institution, who cannot cope with acute and protracted conflicts, must resign.

2.3.9 DOW values ​​its reputation. In case of revealing the criminal activity of teachers and responsible employees of the administration, as well as gross violations of professional ethics, the head of the institution must resign.

2.4 Relations with parents and guardians of pupils

2.4.1 The teacher advises parents and guardians on the problems of raising children, helps to mitigate conflicts between parents and children.

2.4.2 The teacher does not disclose the opinion expressed by children about their parents or guardians or the opinion of parents or guardians about children. It is possible to transfer such an opinion to the other party only with the consent of the person who completed the mentioned opinion to the teacher.

2.4.3 Teachers must respectfully and kindly communicate with the parents of pupils. They do not encourage parent committees to organize treats, congratulations, and the like for teachers for any reason.

2.4.4 The relationship of teachers with parents should not affect the assessment of the personality and achievements of children.

2.4.5 The relationship of teachers with pupils and their assessment should not be affected by the support provided by their parents or guardians of the preschool educational institution.

2.5 Relations with society

2.5.1 The teacher is not only a teacher, coach and educator of children, but also a public educator, custodian of cultural values, a decent educated person.

2.5.2 The teacher tries to contribute to the consent of society. Not only in private, but also in public life, the teacher avoids strife, conflicts, quarrels. He is more than others ready to foresee and solve problems, disagreements, knows the ways to solve them.

2.5.3 The teacher understands and fulfills his civic duty and social role well. He avoids emphasized exclusivity, but he is also not inclined to opportunistically descend to any environment and merge with it.

3. ACADEMIC FREEDOM AND FREEDOM OF SPEECH

3.1 The teacher has the right to use various sources of information.

3.2 When selecting and transmitting information to students, the teacher observes the principles of objectivity, suitability and decency. Tendentious perversion of information or change of its authorship is unacceptable.

3.3 The teacher may, at his own discretion, choose the type of educational activity and create new methods of education, if they are suitable, responsible and decent from a professional point of view.

3.4 The teacher has the right to openly (in writing or orally) express his opinion about the regional or public policy education, as well as the actions of participants in the educational process, however, his statements cannot be tendentiously inaccurate, malicious and offensive.

3.5 The teacher does not publish confidential official information intended for the internal needs of the preschool educational institution.

4. USE OF INFORMATION RESOURCES

4.1 Teachers and administrative workers should carefully and reasonably spend material and other resources. They must not use property (premises, furniture, telephone, telefax, computer, copiers, other equipment, postal services, vehicles, tools and materials), as well as their working time for personal needs. The cases in which teachers are allowed to use things and working time should be regulated by the rules for the preservation of the property of the institution.

5. PERSONAL INTEREST AND REJECTION

5.1 The teacher and head of the preschool educational institution is objective and disinterested. His official decisions are not subject to his own interests, as well as the personal interests of family members, relatives and friends.

5.2 If the teacher is a member of the council, commission or other working group who is obliged to make decisions in which he is personally interested, and therefore cannot maintain impartiality, he informs the persons participating in the discussion about this and withdraws himself from voting or any other way of making a decision.

5.3 The teacher cannot represent his institution in a litigation with another institution, enterprise or individuals in the event that he is connected with partners in this case by any private interests or accounts, and he may be interested in one or another outcome of the case. He must inform the head of administration and the persons considering this case of his interest.

6. GIFTS AND ASSISTANCE DOW

6.1 The teacher is an honest person and strictly observes the law. Neither receiving a bribe nor giving it are combined with the professional ethics of a teacher.

6.2 In some cases, seeing the respect from the pupils, their parents or guardians and their desire to express their gratitude to him, the teacher may accept gifts from them.

6.3 The teacher can only accept gifts that:

1) are presented completely voluntarily;

2) do not have and cannot aim to bribe a teacher and

3) are rather modest; these are things made by the hands of the pupils themselves or their parents, works created by them, flowers, sweets, souvenirs or other inexpensive things.

6.4 The teacher does not make hints, does not express wishes, does not agree with other teachers so that they organize pupils or their parents to present such gifts or prepare treats.

6.5 The head of the educational institution or the teacher may accept from the parents of pupils any disinterested help intended for the educational institution. The provision of such assistance must be made known to the public and publicly expressed gratitude on its behalf.

7. RECRUITMENT AND PROMOTION

7.1 The head of the preschool educational institution must maintain impartiality when hiring a new employee or promoting his employee in a position. He cannot appoint a member of his family or his relative as his deputy or head of any department, or grant them any other privileges.

7.2 The teacher cannot put pressure on the administration so that a member of his family, relative or close friend is admitted to the institution where he works, or that the above-mentioned persons are promoted. He should not take part in the consideration of this issue at the pedagogical council and decision-making.

7.3 It is unacceptable to take remuneration in any form for hiring, promotion qualification category, appointment for more high position etc.

Principles and standards appearance employees

Municipal state preschool educational institution -

MKDOU Kindergarten "Firefly"

1. GENERAL PROVISIONS

These rules are developed in accordance with the Sanitary and epidemiological requirements for the device, content and organization of the working hours of preschool educational institutions SanPiN 2.4.1.3049-13, the Charter of the MKDOU Kindergarten "Firefly" in order to set out and explain the basic principles and standards for the appearance of preschool educational institutions for further their implementation in daily practice.

Each employee of the preschool educational institution, with his appearance and attitude to his work, must maintain and strengthen the overall image of the preschool educational institution.

2. GENERAL PRINCIPLES FOR CREATING AN ATTRACTIVE APPEARANCE

2.1. Accuracy and neatness

Clothing must be clean, fresh, ironed, look new.

Shoes must be clean, well-groomed, polished throughout the working day.

Appearance must comply with business style standards generally accepted in society and exclude defiant details.

Employees must be attentive to personal hygiene (hair, face and hands must be clean and well-groomed, the products used and deodorants must have a light and neutral smell).

2.2. Restraint

One of the main rules of a business person when choosing clothes, shoes, using perfumes and cosmetics is restraint and moderation.

The main dress code for all employees is professional business attire.

Use simple, discreet jewelry in a business style.

For daytime makeup and manicure, soft, calm tones are appropriate.

To all employees of the DOE prohibited use the following clothing and footwear options for wearing during working hours:

2.3. Cloth

Sportswear (sports suit or its parts)

Clothing for outdoor activities (shorts, sweatshirts, T-shirts and t-shirts with symbols, etc.)

Beachwear

Sheer dresses, skirts and blouses, including clothes with sheer inserts

Low-cut dresses and blouses (open V-shaped neckline of the chest, visible underwear, etc.)

Evening dresses

Dresses, T-shirts and sleeveless blouses (no jacket or jacket)

Mini skirts (skirt length above 3 cm from the knee)

Too short blouses that expose part of the stomach or back

Clothing made of leather (leatherette), raincoat fabric

Tight-fitting trousers, dresses, skirts

2.4. Shoes

Sports shoes (including for extreme sports and entertainment)

Beach shoes (flip flops and slippers)

Shoes in the style of "country" (Cossacks)

Massive shoes on a thick platform

Evening shoes (with bows, feathers, large rhinestones, bright embroidery, shiny fabrics, etc.)

High over the knee boots combined with a business suit

Clothing and shoes should not contain very bright colors, shiny threads and extravagant details that attract close attention.

2.5. Hair

Extravagant haircuts and hairstyles

Coloring your hair in bright, unnatural shades (such as neon shades)

On dyed hair, regrown roots are visible, very different in color from the main tone of the hair.

2.6. Manicure and makeup

Manicure in bright extravagant colors (blue, green, black, etc.)

Manicure with a design in bright colors (drawings, rhinestones, clips)

Evening make-up options using bright, saturated colors

Appearance must be impeccable in everything. DOW is not a place to demonstrate design delights and extravagant ideas.

3. APPEARANCE STANDARDS FOR EMPLOYEES

3.1. For employees holding the following positions: head, deputy head, educators, specialists.

3.1.1. Cloth

Business suit (trouser, with a skirt or dress) of a classic cut in soothing tones (the upper and lower details of the suit may differ in color and style). Trousers of standard length.

It is allowed to wear a strict blouse with a skirt or trousers without a jacket or jacket.

Dress or skirt, preferably medium length, classic cut.

Jeans and denim clothing of classic models, plain, without stylistic elements (large embroideries, fringes, rhinestones, scuffs, rivets, etc.)

A neat, attractive combination of trousers, skirts, blouses, knitted jumpers or sweaters. Blouses in soothing colors with long or short sleeves. In the warm season, T-shirts without symbols are allowed.

In the cold season, it is allowed to wear warm models of sweaters, jackets, pullovers, etc. without bright or extravagant elements that distract attention.

Stockings and tights of flesh or black color of even texture without ornament. It is preferable to wear tights or stockings throughout the year.

3.1.2. Shoes

Classic models of soft tones, in harmony with clothes.

Preference for models with a closed toe and heel.

The height of the heels of shoes should be comfortable for work, but not exceed 10 cm.

3.1.3. Hair

The haircut is neat (not extravagant).

Long hair (below the shoulders): Employees with daily contact with children must have their hair pinned up.

Hair color is preferably natural tones.

3.1.4. Decorations

It is allowed to use jewelry (rings, earrings, bracelets, chains, etc.) designed in a business style without large precious stones, bright and massive pendants, pendants, etc.

Rings - no more than three (one of which is engagement).

Chain - no more than two.

Medium size watch.

Earrings are small.

Piercings and tattoos are allowed only if they are hidden by clothing.

3.1.5. Arms

The length of the nails should be comfortable for work.

Nail polish should be chosen in calm tones, avoiding bright manicure elements and saturated colors.

3.1.6. Hygiene and makeup

Day makeup, light, natural tones.

Perfumes and cosmetics with a light neutral scent.

3.2. For employees holding the following positions: workers, catering staff, junior service staff, cleaners office space, head of FIZO, repair workers.

Taking into account the specifics of the work of employees of this category, in addition to clause 3.1., the following is introduced for employees:

3.2.1. Cloth

Robe.

Sports suit (for the head of the FIZO).

An apron and a scarf for serving food, an apron for washing dishes and for cleaning rooms (for technical staff).

3.2.2. Shoes

Sports shoes (for the head of the FIZO).

Shoes without heels or low heels.

3.2.3. Hair

Hair of medium length and long must be collected.

3.2.4. Decorations

It is forbidden to wear various jewelry (for catering workers).

3.2.5. Arms

Nails should be neat and short trimmed.

4. EMPLOYEE SIGNS

In order to distinguish employees of the preschool educational institution and prevent non-standard situations when interacting with parents, visitors to the preschool educational institution, each employee must have a badge on their clothes indicating their full name and position.

5. CONCLUSION

These Rules must be followed by all employees of the DOW. Accepted employees get acquainted with the current Rules within one month.

Appearance standards are set by the Manager, according to the nature of the tasks performed.

Compliance general rules personal hygiene is a must.

These Rules come into force from the moment of their signing, may be changed and supplemented.

rules

use of funds mobile communications in

Municipal treasury preschool educational institutions-kindergarten"Firefly"

1. 1. During classes with children, meetings, teachers' councils, meetings, holidays, children's sleep, the sound of a mobile phone must be switched to silent mode.
2. 2. It is recommended to use either a standard phone call or classical music as a mobile phone ringtone when in preschool.
3. 3. It is forbidden to use mobile phone headsets in the preschool educational institution.
4. 4.On time telephone conversation It is forbidden to leave pupils unattended.
5. 5. A conversation on a mobile phone should not be long.

Business Etiquette - this is a set of certain rules of conduct adopted in the field of production, services, culture, science, etc., that is, in the field of your professional activity. Compliance with official business etiquette depends on time and circumstances. In contrast to the norms of morality (ethics), the rules of etiquette are to a greater extent conditional and are in the nature of unwritten laws that everyone strictly observes.

In any life situation, one must strive to good relations with everyone, even if you encounter a person for a short time. The barmaid, the janitor, the cloakroom attendant - all these are employees that we encounter and quickly disperse for the whole day. You can pass by without paying attention, or you can say hello, smile and say a few nice words.

business person image . Each of us creates a certain image of ourselves, as they say now - an image. It can be different: a kind and pleasant person in communication, a klutz, a rude person, a brawler ... How many people - so many images.

Always and everywhere you need to be in suitable clothes for the occasion!

In many ways, our image depends on the perception of us by another person. Creating his image, each person should think about how he wants to be in the eyes of others.

American psychologist Dale Carnegie in his book<Как завоевать друзей и оказать влияние на людей>proposed six rules for the art of liking.

First - be genuinely interested in other people. In order to know others, you need to talk less about yourself, listen to others more, use less pronouns in conversation. Try to find out what your interlocutor thinks on a particular issue, how he lives, what he is interested in.

Second - smile at people. A person with a smile in his eyes and on his lips is always liked by people. A smile without irony and malice, coming from within a person, will say:<Я рад тебя видеть, мне приятно говорить с тобой>.

Third - to address the interlocutor by name. To better remember the names of those you meet, you need to mentally repeat this name several times, and even better, write it down.

fourth - be able to listen to the interlocutor, while asking questions that you yourself would like to answer. Be able to sympathize with a person if he needs it. If you feel like interrupting someone, take a deep breath and let the other person continue their thought. An attentive interlocutor will notice this and appreciate it.

Fifth - talk with the interlocutor about what interests him. This is the surest way to a person's heart.

sixth - to inspire friends, colleagues to realize their own significance for you, the team, the family... But this must be done sincerely. We must see the virtues of other people, praise them and thank them for the good that they do for us. Good words are pleasant to others. After good words told to people, you yourself will feel that you are becoming kinder.

Everything that has been said here is addressed both to the head of an enterprise, office, company, and to all its employees.

Culture of behavior - actions and forms of communication of people based on morality, aesthetic taste and compliance with certain norms and rules. The true culture of behavior is the organic unity of the internal and external culture of a person, the ability to find the right line of behavior even in a non-standard, and sometimes even in an extreme situation.

Etiquette - the most important aspect of the morality of professional behavior
leader. Knowing it is a necessary professional quality that must be acquired and constantly improved. Yes, back in 1936 . Dale Carnegie wrote: "The success of a person in his financial affairs is 15 percent dependent on his professional knowledge and 85 percent on his ability to communicate with people." Quite a few careers collapse and money is lost due to improper behavior or bad manners. Knowing this, the Japanese spend hundreds of millions of dollars a year on teaching good manners and etiquette advice. They are well aware that the success of any company largely depends on the ability of its employees, the leader, on their ability to work together to achieve a common goal. Knowledge of etiquette, culture of behavior - these are the key conditions for successful work in any organization. In order not to get into an absurd situation, you need to know the rules of good manners. In the old days, they were strongly taught by Peter the Great. IN 1709 . he issued a decree according to which everyone who behaved "in violation of etiquette" was subject to punishment. Perhaps it is necessary to introduce punishment for those domestic businessmen who expose not only themselves to ridicule, but also cast a shadow on Russian entrepreneurship. So, knowledge of business etiquette, the ability to behave culturally is the basis of leadership.

History of etiquette

Etiquette is a historical phenomenon.

The rules of human behavior changed with changes in the living conditions of society, a specific social environment. Etiquette arose during the birth of absolute monarchies. To adhere to certain rules of conduct, ceremonial was necessary for exaltation
royalty: emperors, kings, kings, princes, princes, dukes, etc., to consolidate the hierarchy within the class society itself. Not only a career, but also a person's life often depended on the knowledge of etiquette, the implementation of its rules. So it was in Ancient Egypt, China, Rome, Golden Horde. Violation of etiquette led to enmity between tribes, peoples, and even to wars. Etiquette has always performed and performs certain functions.

The social role played by this or that person should not be self-depressing, nor should it have a hypnotic effect on the subordinate. The cultural director will equally respect both the minister and the ordinary technical worker ministries, the president of a company, a firm and an office cleaner, i.e. show respect to everyone. This sincere respect should become an integral part of the nature of the leader. A culture of behavior in business communication is unthinkable without observing the rules of verbal (verbal, speech) etiquette associated with the forms and manners of speech, vocabulary, i.e. with all the style of speech adopted in the communication of this circle of business people. In a business conversation, one must be able to answer any question. It is always necessary to remember the sense of proportion. IN speech etiquette compliments are of great importance for business people - pleasant words expressing approval, a positive assessment of business activities, emphasizing the taste in clothes, appearance, the balance of the partner's actions, i.e. assessment of the mind of a business partner.

During business communication there is always a real opportunity for compliments. They inspire your business partner, give him confidence, approve. Does it interfere with the leader? It is especially important to remember about the compliment if you are dealing with a beginner who, moreover, failed at first. After all, it is not by chance that open criticism of their employees is prohibited in Japanese firms: it is unprofitable for the firm, since labor activity and initiative are declining. Compliance essential rules behavior with strangers is a sign of respectability, good manners, self-confidence, which are important for a leader. The role of the leader in the development of the team

So, the effectiveness of the work of the team, its ability to solve the assigned tasks largely depends on the moral and psychological climate, as well as on the "mood" of employees prevailing in the group, which, other things being equal, is due, firstly, to the qualitative composition of the staff and, in secondly, the peculiarities of informal relations between the leader and the subordinate. Let's dwell on these problems in more detail.

Scientific research and generalization of experience practical work indicate that the most productive are working groups consisting of people of different ages, genders and temperaments. Young workers perceive new things better, they are more energetic, but sometimes they are arrogant, not inclined to compromise.

The elderly, on the contrary, are quite conservative, but have life experience, are not prone to adventures, are able to make more informed decisions, as a rule, avoid conflict situations. Further, purely female and purely male teams have specific shortcomings: petty squabbles occur more often in female teams, more losses of working time due to the systematic discussion of everyday problems, etc., while in some male teams foul language flourishes during working hours. and bad habits. In other words, teamwork persons of different sex, as it were, pulls up workers, increases self-discipline, exactingness towards oneself. It is equally important to have individuals with different temperaments in the group, since each of them, as we have already found out, has its own advantages and disadvantages.

Speech etiquette - this is a set of all etiquette speech means and the rules for their use in certain situations.

How to start a conversation

Depending on the current situation between the interlocutors, there are various options for starting a conversation.

In a crowded place, asking for help is a good conversation starter. In the store you can ask to tell about the product, in the library to inquire about the availability of a particular book, in the gym to ask for help, show how to use this or that simulator correctly, on the street - ask to show the way to this or that house.

You can start a conversation by preliminarily complimenting the interlocutor, for example, admiring his (her) hairstyle or any item of clothing and asking him to tell where you can find a good hairdresser or where to buy the thing you like. It is preferable for a man to compliment him about his excellent physical shape, and for a woman about her impeccable taste.

To start a conversation, banal phrases may also be quite suitable, for example: “The weather is beautiful today, isn’t it?”, “Don’t you think that it’s unbearably hot today?”, “We met somewhere”, etc.

How to avoid a fight.

They say that if two people quarrel, then both are wrong.

And the one who is smarter is more to blame. He must be the first to give up the quarrel.

Turn on the music, TV. Or go outside. Do something to take your mind off the fight.

Do not seek to quarrel and take revenge in any way - these are clear signs of an abnormal personality when a person asserts himself through a quarrel.

The teacher must constantly engage in self-education.

Here are the most common methods of self-education and self-management:

• Reminder Method . Knowing his shortcoming, the leader constantly reminds himself of it. In some cases, in writing. For example, there is a piece of paper on the table that says: “Restrain yourself!”, “Don't be nervous!”.
• stop tap method . As soon as passions begin to flare up, the leader warns himself: “No, this cannot be continued. We need to behave differently and find more flexible approaches.” It forces you to stop the storm and look at yourself, people and the situation differently.
• containment method . In acute situations, the leader begins to convince himself that further “increase in tension” will not lead to anything good. It is difficult to restrain oneself, one wants to strike back, but he consciously restrains himself, his own emotions, leaves the situation, plunging into other matters, speaking out somewhere, etc.
• Explanation before action method . The explanation encourages both parties to understand the causes of the highly emotional relationship.

How to manage your emotions?

This technique was developed by the artist - suggestologist Albert Ignatenko.

If your condition nervous system, the psyche needs correction and the method of self-hypnosis is recommended to you, I can advise such an exercise.

Sit in a chair with your hands on the armrests. Raise your right hand, bent at the elbow, up, turning your palm. The self-hypnosis formula is as follows: “The hand has relaxed (mentally transfer to the little finger, feel it). My little finger is slowly starting to move away. Further, further. My little finger moved further away, even further. Littlefinger stepped aside as far as he could. Frozen, petrified. All fingers are stone, I can't move my little finger. With a count of five, all fingers will become light, free, mobile. The little finger will take its original position.

Once - the fingers are free, light, the tension disappears.

Two - the little finger is free, light.

Three - brush hands light, free, ordinary.

Four - the tension is completely gone. After this exercise, I can easily inspire myself with any thought.

Five - the hand is light, free.

And now we can move on to purposeful suggestion. Take the "coachman's pose", close your eyes. The stress relief formula is: “I will keep count to twenty. With a score of twenty, my every word will be realized in my psyche.

Once - the stress that was, begins to disappear from my memory.

Two - I forgot about him.

Three - all bad effects after stress are erased from my memory.

Four - I am a strong, calm, self-confident person.

Five, six - there was no stress.

Seven, eight - there will never be stress.

Nine, ten - in any difficult situation, stress never arises.

Eleven, twelve - I am a strong, self-confident person.

Thirteen, fourteen - I easily control my psyche.

Fifteen, sixteen - my mental order "I am calm" will be mentally realized in my psyche.

Seventeen, eighteen - stress completely disappeared from my memory.

Nineteen, twenty - I am a strong, calm, healthy person. I live on positive emotions, enjoy life. I want to live fully healthy life to benefit society. Never in my life, even under the most difficult situations I won't be stressed.

With a count of three, I will enter the normal state. Feeling great.

Once - the body is light and fresh.

Two - the head is clean and clear.

Three - the mood is excellent, the thoughts are pleasant, light, bright

Such exercises should be done twice a day, in the morning and in the evening, until the stress is completely relieved. As practice shows, the following exercise will help manage your emotions (at an exam, in a difficult family conversation, at work).

Pose - standing, legs together, arms lowered. Formula: "At the expense of "one" I will be pulled forward." Once. “With a score of two, more will pull forward.” Two. When you feel the craving after counting "one" or "two", you have established contact with your subconscious (opened the door to the subconscious realm) and now you can conduct self-hypnosis, designed to control your emotional sphere.

Formula: “With a count of seven, every cell of my central nervous system will calm down. I will be calm and self-confident in speech and actions.

Once - the nervous system calmed down.

Two - every cell of the body is calm.

Three - calm spreads throughout the body.

Four - peace fills my mind.

Five - I'm completely calm.

Six - the excitement is completely gone.

Seven - I self-assured".

If, after completing this exercise, the implementation with a score of "seven" did not take place, find the best option with a score of twelve, twenty, etc. With constant practice, you will soon feel that you can carry out self-hypnosis within a second.

Lesosibirsk Pedagogical Institute

branch of the federal state autonomous institution

"Siberian Federal University"

Ethical code of the teacher - educator of preschool education

Completed: 1st year P&P students

Groups LF - FPP15 - 01 BN Student:

Supervisor:

2015

Code of the teacher - educator.

The code is a set general principles service ethics and rules of conduct, as well as certain requirements for the personality of the teacher, cooperation with other people who should be guided by teachers - educators.

caregiver is a teacher, a spiritual mediator between society and a child in mastering the culture and life values ​​of the organization, a system of relations through various types of educational activities that create conditions for the individual expression of each child and influence the development of each personality.

Ethical code of the teacher defines the basic norms of professional ethics:

Regulating relations between teachers and their pupils, as well as other members of the public of an educational institution;

Protecting their human value and dignity;

In order to create a favorable psychological climate and improve interaction in working with pupils, the teacher must take into account the rules for managing the children's team:

1. Do not start the working day with a warning or punishment (promise of punishment).

2. Do not evaluate the child on a whole range of positive or negative qualities, do not stick a label - "Bad", "Brawler", "Rude", "Slob".

3. Exactly applies to all pupils, do not single out the child from the team, because this forms his egoism, egocentrism, exaggeration of his abilities, waywardness, capriciousness.

4. Seeks to evaluate negatively any action of the child, and not the personality as a whole. The remark should concern only the misconduct, and not the child himself. Avoid judgments and negative assessments that infringe on the dignity of the pupil, disparaging statements addressed to him.

5. Realistically assess the capabilities of pupils.

6. Remember that the teacher's personal example has a greater impact than instructions, advice, and beliefs.

7. Do not limit the natural desires and needs of the child (movement, vigorous activity).

8. Prevent children's conflicts at an early stage. Be aware of the signs of the emergence of conflicts: skirmishes between children, violation of discipline, name-calling, harassment, violation of the rules in games, alienation of the child from the group, a protracted showdown, etc.

9. Use the best tactics - notice undesirable behavioral tendencies of pupils in time and rebuild them not by order, but psychologically, using joint activities and games.

10. Use mainly active leisure (games, relay races, work assignments, sports, KTD), and not passive (TV, music, computer games)

Section 2

The relationship between the teacher and the student's parents.

1. Teachers should respectfully and benevolently communicate with the parents of pupils.

2. The teacher advises parents on the upbringing, education and development of pupils.

3. The teacher does not disclose the opinion expressed by children about their parents or parents about children.

4. The teacher invites parents to participate in the life of the preschool educational institution (Children's parties, competitions, matinees).

5. Consciousness and moral responsibility to the parents of children for the results of education and upbringing.

ü General parent meetings.

ü Open classes with children.

ü Group parent meetings.

ü Participation in the preparation of children's holidays, competitions.

ü Questioning, testing, surveys.

ü Joint projects, actions.

Section 3

The relationship between the teacher and the teaching staff.

1. Respectful relationship between all employees.

2. Share new technologies, methods, programs with colleagues.

3. The teacher has the right to encouragement from the administration of the preschool educational institution. The personal merits of the teacher should not be left aside

Forms of relationship between the teacher and the teaching staff.

ü Creation of an atmosphere of trust, mutual assistance, psychological comfort, creative self-expression.

ü The use of various forms of educational-formative interaction.

ü Definition, clarification of the goals of the joint activities of teachers of an educational institution, orientation towards the development of a competency-based approach in pedagogical activity.

Output: Having become acquainted with various ethical codes, understanding their meaning, structure, and its significance, we were able to draw up our own ethical code, a preschool teacher, which we can use in the future. It can also be said that the study of the professional position of the teacher-educator is important. It allows you to find out: whether education is a consciously chosen activity of the teacher (or the teacher just fulfills the duty assigned to him by someone, that is, he simply serves his duty); what professional values ​​are formed among teachers (or such values ​​are completely absent and the teacher carries out his work formally). , indifferent).