Legal education
The work plans of educational institutions also include conversation topics on the prevention of various crimes. Not only class teachers take part in their implementation. Representatives of the fire department, law enforcement agencies, family and youth affairs specialists, psychologists, etc. are involved in such conversations. For example, the topic of a conversation on the prevention of juvenile delinquency (7th grade) may concern issues of crime and responsibility for it. Conversations with children in this direction aim to familiarize schoolchildren with various types of offenses and develop their correct civic position. Conversations on this topic can be held as early as primary school.
They will also be an effective crime prevention measure for older students. The teacher must constantly conduct explanatory work about the types of existing liability for violation of the law, about illegal actions characteristic of adolescents, about the concepts of administrative, criminal and civil punishment, etc. Such activities will certainly develop children’s activity in forming correct life positions.
An approximate topic for such class hours: - “Our interests and the street.” — “Responsibilities and rights of a schoolchild.” - “Crimes and their consequences”, etc.
Such conversations should be held periodically to prevent delinquency among minors. Grade 9 can listen to the topic “Crime and Teenagers.” A more in-depth study of this material should take place in high school. For example, the topic of the conversation on the prevention of delinquency among minors (grade 10) is “Crime and its types.”
Discuss your child's problems, not his diagnosis.
I don't think it's right in all cases to tell the school about your child's diagnosis. If you are sure that the teachers understand the problem and knowledge of the diagnosis will allow them to better understand the child and competently build a program to help him, then feel free to report. If you want to pity the teacher or director by appealing to his mercy, then don’t. The less you trust the teacher, the less you believe in his ability to understand what is happening to the child, the less need to share medical information with him. The consequences can be the most unfortunate.
On our forum there were cases when teachers publicly declared a child abnormal, declared in front of the whole class “what to do with him - he is registered with a neurologist,” informed parents that the child must first be cured and then brought to class (in relation to children with ADHD recommendation is absolutely meaningless).
My own experience is also bleak: the only time I decided to tell my child’s teacher the diagnosis (at that time MMD - minimal brain dysfunction), the teacher considered it a “fatal mental disability” and replied: “If your child is an idiot, give it up.” him to a school for idiots." And when I cried, she typed: “Well, if the mother is hysterical, how will the child be normal?”
Now I am already a seasoned mother: I worked as a mother of schoolchildren for 18 years in a row - from the day the eldest went to school until the day the youngest graduated. Now I would no longer cry, but would go to the director with a written statement about the teacher’s unethical behavior. But not every mother is able to maintain composure in such a situation.
Organization of the educational process by the class teacher
To date, crime statistics are disappointing. Of all crimes, every eleventh is committed by teenagers. And this behavior is influenced by many negative both external and internal factors.
That is why conversations on the prevention of delinquency among minors are sometimes timely and qualified assistance to children, as well as their families, who find themselves in crisis social and other situations.
At the beginning of the school period, the class teacher is assigned the following tasks:
— creating conditions conducive to the social adaptation of pupils; — providing assistance in solving problems facing adolescents; - developing positive values in children in relation to school, society, people, work, themselves, as well as the laws and norms of society; — providing qualified pedagogical assistance to the student’s family in raising the child.
The implementation of all these tasks is possible with the help of observations and testing, behavior analysis and counseling, questionnaires, diagnostics and group work. One of the forms of such activity is conversations conducted by the teacher on the prevention of delinquency among minors.
For the normal development of the personality of each child and the education of the student, it is important for the class teacher to adhere to:
— a humane style of relationships between participants in the educational process; — democratic principles of communication with students; - reasonable order and discipline; - the principle of opportunity for children to demonstrate initiative, which must be supported by the teacher.
Conversations on the prevention of delinquency among minors should be carried out systematically. At the same time, their topics are coordinated with a pre-drawn up plan of events.
Conversations on the prevention of delinquency among minors at school are held within the framework of:
— preventive work; — organization of leisure activities; - working with parents; — legal education; — organizing vacations; - working with difficult children.
At the beginning of the school year, class teachers create family passports. The teacher identifies difficult children and creates a data bank of students who find themselves in difficult life situations, as well as families in which they have been identified as being in a socially dangerous state. This work is being done to help them.
Closing gaps in children's knowledge
The most important element of the system for preventing antisocial behavior in schoolchildren is constant monitoring of academic performance. These are very effective steps to prevent crime among minors at school. A conversation with the parents of students who have gaps in knowledge makes it possible to eliminate this problem in a timely manner. In addition to such information, the class teacher conducts individual work with his students, while involving successful students and other teachers. In addition, it is important for teachers to attend their children's classes in various subjects. This will also be the prevention of juvenile delinquency at school. Conversations with students in the future should take place as part of an analysis of their behavior and work in the classroom.
Pedagogical task
Working with students at school is a multidimensional process, very complex and lengthy in its duration. At the same time, the teaching staff of educational institutions is given a rather specific task, namely, the prevention of delinquency and crime among minors. Conversation during such events is the most effective way to prevent the occurrence of situations where a person commits guilty acts. But in addition to this, the school must provide all opportunities for the normal development of children. The teacher’s task is to identify students who are prone to violations of moral and legal norms. At the same time, it is important to study the individual characteristics of such children, as well as the reasons for the moral deviation of the individual.
If such events are carried out on time, this will make it possible, on the basis of properly organized educational assistance, to prevent situations leading to misconduct or offenses.
Working with parents
In order to prevent crime, work should be carried out to identify students living in families whose situation is considered socially dangerous. If negative facts are discovered, the teacher must inform the school Prevention Council.
From time to time, class teachers get acquainted with the living conditions of their students and hold conversations with parents on the following topics:
— “Overcoming learning difficulties. Help from parents." - “Reasons why a child does not want to study.” - “Problems of raising teenagers”, etc.
The goal of such events is to increase interaction between family and school to prevent illegal actions among schoolchildren.
Leisure organization
Conversations conducted by the teacher during class hours should concern the issues of attracting schoolchildren to classes in sports sections. Organization of leisure time for children at risk is especially important.
Involving students in the work of various associations, as well as artistic circles, is also the prevention of delinquency among minors at school. A conversation on these topics must be included in the classroom plan. After all, the development of students’ creative initiative, as well as the active and useful conduct of their leisure time, without any doubt, shapes the child’s law-abiding behavior.
Fighting passes
A variety of topics of conversation on the prevention of delinquency among minors, concerning unexcusable reasons for the absence of children from classes, is also an important part of the educational work carried out by the class teacher. The teacher must monitor children's attendance at lessons on a daily basis. At the same time, it is important to keep monthly records of student absences, which indicate valid and unexcused reasons for absence. Children must be informed that their attendance at lessons is under the strict control of the class teacher. And you won’t be able to hide the true reasons for your absence from your mentor. Such actions by the teacher will improve discipline in the classroom and will be an effective preventive measure to eliminate delinquency among teenagers.
Problem children
Teenagers prone to committing illegal offenses usually:
1. They avoid studying for reasons of poor performance in a large number of subjects, focus on other types of activities, lag behind in intellectual development, and also have no interest in the process of cognition.
2. They exhibit low social and labor activity in the form of refusal of assignments, disdain for class work, and demonstrative disregard for completing work tasks. In addition, such students disrespect public property and damage it.
3. They are characterized by such negative manifestations as the use of toxic, psychotropic drugs and alcoholic beverages. Such teenagers, as a rule, have a craving for gambling.
4. They evaluate the surrounding reality negatively.
5. They are highly critical of adults and teachers in the form of rudeness, absenteeism, theft and various unmotivated actions.
6. They are indifferent or skeptical about educational activities.
Early crime prevention is a set of measures whose purpose is the following:
— improving the living conditions of children; — identification and suppression of sources that have antisocial influence; — conducting a conversation on the prevention of delinquency among minors.
Mistakes in negotiations with the school
For constructive interaction, it is very useful to avoid assessments, generalizations, accusations and operate with facts.
Assessments, generalizations and accusations:
- He is violent and poorly mannered.
- He behaves inappropriately in class.
- He never listens to me.
- Your class is a mess.
- It is generally dangerous to be in your school.
And these are the facts:
- Yesterday he responded to the girl’s offensive word with a blow to the face.
- Last week, in response to the question “Why don’t you write your test?” said, “Go to hell.”
- Yesterday during math class, classmates threw my son's backpack.
- When the kids got into a fight in the locker room, there wasn't a single adult around.
When talking to the school or other parents, it is important to remember the purpose of the communication . The purpose of communication is not limited to:
- prove to everyone that they are idiots;
- make them accept my point of view because I am better, cooler and smarter;
- demonstrate to them that no one can say anything bad about my child with impunity;
- find out what else this brat has done there and arrange the end of the world for him at home;
- find out who is guilty, punish him or take revenge on him.
The purpose of communication is to find a solution to an objectively existing problem together and to help a child who is having a difficult time.
If the school and parents are working together to sort out a situation in which someone has been harmed (moral, material, physical), the conversation should primarily be about compensating for the damage, learning lessons, and preventing similar situations in the future.
How to punish the culprit should be determined precisely by this: what lessons he can learn, who and how will compensate for the damage, what to do to prevent this from happening again. It is these considerations, and not the pain and anger that cloud the eyes of the victim (and his parents, if a child has suffered).
If a child finds himself in the role of an accused, he definitely needs a lawyer, and here the lawyer’s position is the most appropriate for a parent. But it is a lawyer, not an accomplice: shielding, lying together, disowning what has actually been done is a pedagogically flawed policy.
