Shustova Inna

Communicating with peers: solving the problem of a school student’s negative status

Abstract

The article describes the study of students ' difficulties caused by the negative status of a teenager in the educational team. The data is presented based on a survey for primary school students and teachers. The survey involved 314 teachers, 203 students of grades 6-8. The questions concerned the negative status of the student, the conditions for the formation of favorable relations between students, the well-being of the student in the school class, his role there, the difficulties faced by students, which can create a situation of rejection of the child in the school team, which can help him overcome this situation, pedagogical actions necessary to support a child with a negative status, etc. Based on the analysis, a number of conclusions are made: the main reason for the negative status of a child in the team is primarily considered his personal characteristics and the nature of his interaction with classmates; negative status affects the success in learning; to support a child with a low status, it is necessary to create conditions for joint activities of children, their communication; schoolchildren believe that common interesting things and the manifestation of friendly feelings can help a classmate to establish relations in the classroom; the most valuable thing for modern teenagers is friendly communication with classmates; teachers note that relations between classmates depend primarily on the teacher; teachers note the following difficulties of modern teenagers in communication: the inability to cope with a conflict situation, to give in, the inability to interact with others. In conclusion, the article provides methodological recommendations for the formation of a child-adult community in interaction with schoolchildren.

Keywords

negative status, friendly communication, interaction, joint activity, child-adult community, student's difficulties, educational team

References

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Information about the author

Shustova Inna

Academic Degree: Doctor of Sciences* in Education;
Academic Rank: Associate Professor;
Place of work: Institute for Strategy of Education Development of the Russian Academy of Education; 16 Ul. Zhukovskogo, Moscow 105062, Russian Federation;
Post: leading researcher;
ORCID: 0000-0002-4418-9218;
Email: innashustova@yandex.ru.

*According to ISCED 2011, a post-doctoral degree called Doctor of Sciences (D.Sc.) is given to reflect second advanced research qualifications or higher doctorates.