Interaction of people in society

In this article we will tell you:

Interpersonal relationships in human interaction
Features and examples of interpersonal relationships
5 principles of human interaction
4 types of human interaction
13 Tips for Building Positive Relationships

Human interaction is a relationship based on feelings, communication, and involves joint activities. They are based on social connections that already exist or emerge again between members of society. Verbal and non-verbal, spontaneous or gradual - there are many options.

As a rule, interpersonal relationships are established for a specific purpose: to receive some benefit, share emotions, feel support, learn or communicate something. Important components of such relationships are mutual trust and understanding.

Interpersonal relationships in human interaction

People interact with each other most often through three main methods of communication:

verbal – information is exchanged using words and oral speech;
nonverbal – non-verbal interaction: facial expressions, gestures, gaze, posture;
affective – communication using sound expressions of emotions: laughter, crying, squealing and others.

A person begins to interact with other people immediately after birth. The child communicates with his parents using grimaces, laughter, crying, expressing his emotions and needs. Over time, he begins to realize what kind of reaction the parent receives to this or that manifestation. Of course, at the initial stage of life, the personality has not yet been formed, so it will be possible to talk about true interpersonal communication only when the child goes through the stages of initial socialization.

Communication as interactionmaterial on the topic

Communication as interaction (the interactive side of communication)

B.F. Lomov considers communication as a specific form of interaction between a person and other people, during which a mutual exchange of ideas, ideas, and interests takes place.

Communication is the interaction of two or more people, consisting in the exchange between them of cognitive or emotional information, experience, knowledge, skills and abilities. Communication is a necessary condition for the development and formation of individuals and groups (G.M. Kodzhaspirova, A. Yu. Kodzhaspirov, pedagogical dictionary - M., 2000, P. 97).

The main purpose of this process is for people to contact, search and find common ground with each other, interact with each other in the process of joint activities, so that they exchange information and strive to understand each other. Perhaps this is why psychologists distinguish three aspects: - communicative;

perceptual;

interactive.

Interactive communication – development of tactics and interaction strategies. Organization of joint activities of people. Organization of joint activities of people. The main types of interactive communication are cooperation (from the Latin word cooperation - cooperation; combining the efforts of participants in interaction to achieve a common goal while simultaneously dividing functions, roles and responsibilities between them. Inclusion in cooperative interaction stimulates the development of a positive attitude of group members towards each other, promotes mutual assistance, strengthens the relationship between participants) and competition. (G.M. Kodzhaspirova, A. Yu. Kodzhaspirov. Pedagogical Dictionary - M., 2000, P. 97).

The interactive aspect of communication is the interaction and influence of people with each other in the process of interpersonal relationships. Action is one of the main components of communication. When communicating, we constantly ask ourselves questions: “What is my partner doing?”, “What should I do for him?” — and depending on the answer, we build our behavior.

It is no coincidence that when describing communication we can hear the following expressions: “The teacher puts pressure on his students,” “The student adapts to the teacher.”

The interactive side of communication is manifested not only through the exchange of information, but also through the efforts of people to organize joint actions, allowing partners to organize any activity. For example, the class teacher invites the students of his class to take part in landscaping the school grounds, and then, together with the students, gets involved in the work: he brings seedlings, plants them in the ground, and waters them.

For me, I interact with my students in the following ways:

— when cleaning the school grounds, I go out with the children, help, clean;

— I also collect waste paper with my children;

— I’m preparing for the review of the formation and songs together, I’m choosing words, music, we’re rehearsing after school.

The communicative aspect of communication is associated with the exchange of information.

The perceptual aspect of communication includes the process of perceiving and understanding another person, forming his image.

Pedagogical communication is the professional communication of a teacher with students in a holistic pedagogical process, developing in two directions: organizing relationships with students and managing communication in a children's team. Pedagogical communication is included in the structure of methods and techniques of education and training and is a way of their implementation (G.M. Kodzhaspirova, A.Yu. Kodzhaspirov. Pedagogical Dictionary - M., 2000, P. 97).

The purpose of pedagogical communication is the interaction of the teacher with his colleagues, students, their parents, and other persons related to his professional activities. (A.A. Lobanov, Fundamentals of professional and pedagogical communication, 2004).

The essence of the concept of “Interaction”.

Basic characteristics of interaction.

One of the most important stages of working with students’ families is to involve parents in cooperation in all areas of the teacher’s activities. Families should help the teacher in developing children and correcting their deficiencies.

Cooperation can be considered as the highest level of development of interaction, characterized by the following indicators:

- by mutual understanding - objectivity of knowledge of personal characteristics, interests, hobbies; the desire to better understand and get to know each other;

- by mutual understanding - understanding the common goal of interaction, the unity of tasks facing teachers, students and parents, each other’s difficulties and concerns, motives for behavior in various situations, the adequacy of assessments and self-assessments; coincidence of attitudes towards joint activities; - by relationship

– in relationships – showing tact, attention to each other’s opinions and suggestions; emotional readiness for joint activities, satisfaction with its results; respect for each other’s position, empathy, sympathy; desire for formal and informal communication; creative collaborative nature of relationships, stimulating initiative and independence of children and parents;

- by mutual influence - the ability to come to agreement on controversial issues; taking into account each other’s opinions when organizing work; the effectiveness of mutual comments that are justified and correct in form, changes in behavior and actions after recommendations addressed to each other; children's perception of teachers and parents as role models.

Abstract of the book by L.V. Bayborodova

"Interaction between school and family"

Interaction with family is one of the pressing and complex problems in school and every teacher. This book makes an attempt to give answers to the most typical questions that teachers have, to offer solutions to them: (“Why is interaction between teachers and families necessary?”, “What should it be?”, “How to attract the attention of parents to raising children and concerns of the school?”, “How to study families?”, “How to organize joint activities of children and parents?”).

The book examines specific forms of interaction between teachers and families, features of communication with different types of families, and presents the experience of teachers in schools, gymnasiums, boarding schools and social rehabilitation schools in the city of Yaroslavl.

This book is addressed to heads of educational institutions, deputy directors for educational work, and teachers. Class teachers, teachers and students of pedagogical educational institutions. It should be noted that this book is most important for the class teacher, because it can serve as a reference book for a teacher working with children and their parents. The book offers various notes of parent meetings, planning, and questionnaires that the teacher can use in his work.

2. Types of interaction between the teacher and students’ families (cooperation, dialogue, agreement, guardianship, suppression, indifference, confrontation).

Depending on the attitude of the teacher, parents, children to each other’s interests and problems, and the presence of a perceived common goal of joint activity, the following types of interaction can be distinguished:

cooperation, dialogue, agreement, guardianship, suppression, indifference, confrontation.

The most effective type of interaction is collaborative. Cooperation between a teacher and family is a joint determination of the goals of an activity, joint planning of upcoming work, a joint distribution of forces, means, and the subject of activity over time in accordance with the capabilities of each student, joint monitoring and evaluation of work results, and then forecasting new goals and objectives. When collaborating, conflicts and contradictions are possible, but they are resolved on the basis of a common desire to achieve the goal and do not infringe on the actions of the interacting parties.

Dialogue interaction has great educational potential. It presupposes equality of positions of the teacher, children and parents, respectful, positive attitude of the interacting parties towards each other. Such interaction helps to “feel your partner”, to better know, understand and mentally take his position, to come to an agreement. Accepting a partner for who he is, respecting and trusting him, and a sincere exchange of opinions allows one to develop, as a result, similar attitudes, views, and beliefs about a particular situation. A well-constructed dialogue creates favorable conditions for cooperative interaction between teacher and family.

Custody is the care of one party from another. Some act as transmitters, while others act as active consumers of ready-made experience, and thus the interaction is one-sided, patronizing and consumer in nature. This type of interaction is often found among teachers in relation to children, and sometimes is transferred to parents, in general, to relationships with families. This situation in the relationship suits parents and children quite well.

Suppression is a fairly common type of interaction, which manifests itself in the passive submission of one party to the other. Such interaction manifests itself in the form of open, strict instructions, demands, instructions on what and how to do. Suppression can be implicit, hidden, under the influence of the teacher’s authority. It leads to tension in relationships and instills hostility towards the teacher in parents and children. The child stops loving school, where he is forced to do things that he does not always understand, is forced to do uninteresting work, and is ignored as a person. Parents stop coming to school. This type often leads to conflicts. Obviously, the teacher must abandon interactions built on suppression, but this is not easy to do with an authoritarian style of behavior.

Indifference – indifference, indifference. With complete indifference, parents and teachers are indifferent to each other and do not bother each other. One-sided indifference is possible when the teacher tries to build a dialogue with parents, takes initiative in establishing contacts, and parents are indifferent to the affairs of the school, class, and child. They believe that teachers themselves should solve their own problems and raise their child. An indifferent type of interaction between teachers and parents can turn into confrontation if the activity is not organized correctly or if one of the parties makes a tactless statement or action.

Confrontation is hidden hostility towards each other or one side towards the other. Confrontation can be a consequence of unsuccessful dialogue, agreement or conflict, or psychological incompatibility of people. It is characterized by a clear divergence of goals and interests; Sometimes the goals coincide, but the personal meaning diverges significantly. The teacher’s task is to find ways to move to other types of interaction: dialogue, agreement.

Collaborative relationships are the most constructive relationships between teachers and students’ parents.

Significant parameters of cooperation:

Trust – Parents trust the school if they see support in the teacher. If the teacher is not objective towards the child, then the parents will not trust.
Mutual respect – The teacher respects the child without disparaging the parents. And the parent respects the teacher’s point of view, he is an authority for him.
Open communication – Openness in communication.
Honesty - The parent understands his mistakes in upbringing, what happened, he does not “shield away” his child.
Active listening by partners to each other - Ability to communicate, some listen only to themselves, while others have no patience.
Flexibility - Mastery of the situation. The ability to take the side of the interlocutor. The ability to understand and take the position of a parent.
Caring for each other - Thinking about human health.
Full availability of information for both parties and exchange of it.

Do not hide the material that is available (papers, statements, reports)

Application

Having analyzed my work with parents and students, I found that the most acceptable types of interaction for me are cooperation, dialogue, guardianship and partial suppression. First of all, I cooperate with parents. We jointly plan further work, evaluate and identify the results of our joint efforts. More often this happens at parent meetings and individually. Every day I enter into dialogue with parents, discussing the positive and negative aspects of our students. It is not always possible to pay attention to parents when meeting, more often over the phone. Unfortunately, there are families who are engaged in earning money and do not pay enough attention to their children, so they have to communicate not by phone, but by correspondence. Often, some parents, despite the efforts of the teacher, prefer to receive ready-made information, so this type of interaction such as guardianship is one-sided. In my work with parents, I mentioned this type of interaction as suppression. Yes, and this type of interaction is present in my work. Because there are families from whom it is impossible to achieve anything. Therefore, it should be demanded, but it cannot be otherwise. I don’t mean suppression of the child on the part of the teacher, I mean demandingness towards parents, who should be more interested in their son or daughter, monitor him, and pay attention. Many children are abandoned by their parents to self-education and school, but only attention from the teacher is not enough, love and care from the family is necessary.

3. A humanistic orientation in working with families presupposes:

Identifying and taking into account the interaction needs of students when organizing joint activities and communication;
Relying on the positive aspects of parents and children;
Revealing the individuality of everyone, providing the opportunity to express their individuality and achieve success and approval of others in joint activities;
Trust in the child and parents;
Acceptance of parents as their allies, like-minded people in raising a child;
An approach with an optimistic hypothesis to the family and to solving emerging problems;
Acceptance, taking into account family traditions, tolerance, respectful attitude towards each participant in the interaction, his opinion;
Interested attitude to the fate of the child, family problems, protection of the interests of the child and family, assistance in solving problems;
Ensuring freedom of conscience and religion of the child and parents;
Promoting the formation of friendly, respectful relationships between parents and children;
Caring for the child’s health, a healthy lifestyle, collective, group and individual forms of interaction;
Creating situations of mutual attention, care for children and parents.

Features of interaction between a teacher and a modern family.

Roles have changed in the family;
The father's authority fell;
Most single-parent families;
Guardianship (parents die or die at age);
Many fathers are single;
There are many poor people;
There are many rich people for whom everything is bought and sold. Their Self is above all;
There are many children at home (not kindergarten ones);
Many children have nannies;
Poor health of children;
Many hyperactive children;
Parents themselves need psychologists.

It is very important for a teacher to be able to interact with the parents of his students. Modern parents are very demanding of school and teachers. Parents are faced with various questions: “What program does the child study in?”, “Which school should the child be sent to,” “Which teacher will teach the child?”, “How will the teacher treat the child, is he attentive, kind, knowledgeable?” , etc. Therefore, from the first days of communication with parents and students, a primary school teacher must be attentive and careful in his expressions and relationships with children. We know that he is a junior high school student. When he comes home, he tells his parents everything, how, what and why. The teacher should try to instill love for school and classmates. It is very important at school to organize mutual creativity between children and parents in various forms. This can be either preparing matinees or spending time together with children. Parents should be encouraged to actively participate in the life of the school and class. The teacher must cooperate with the school’s psychological service.

Carrying out all the work with parents, achieving effective success in it is possible only with an individual approach to each mother, each father, with such contact with parents, when each of them goes to school with their parental joys and doubts, when parents unite into a single team. And for this, the teacher needs to know well the characteristics and conditions of the family education of his students.

Forms of interaction between teachers and students’ families: group and individual.

Forms of interaction between teachers and parents are ways of organizing their joint activities and communication. It is advisable to combine collective, group and individual forms of interaction. Thus, it is useful to continue the discussion of any parenting problem at a parent meeting in individual meetings with parents or in group consultations.

There are such forms of interaction between teachers and parents as parent-teacher meetings; parent lecture hall; conference on experience exchange; question and answer evening; meeting of parents with school administration and class teachers.

The parent meeting is the main form of work where the problems of life in the classroom, school and parent groups are discussed. School-wide parent meetings are held 1-2 times during the school year. As a rule, one meeting (at the end or beginning of the school year) is devoted to the report of the parent committee and an analysis of the work of the school over the past year. A new parent committee is also selected. Unscheduled parent meetings may be held if a problem arises whose solution affects the interests of parents and children. The organizers of the meeting are members of the parent committee. The first meetings can be held by teachers, providing an example of democratic discussion of issues; in the future, it is advisable for parents to perform this role themselves.

Meetings are not reduced to a monologue by the speaker, but take on the character of a conversation, a mutual exchange of opinions, and ideas for a joint search.

It is advisable to involve children in holding the meeting, for example, to prepare some kind of performance or mini-concert. This is generally perceived positively by children and parents.

A significant part of parents are not professional educators. They do not have special knowledge, so they often have difficulty establishing contacts with children. Teachers and parents together determine the most effective ways to solve this problem, the content and forms of psychological and pedagogical education.

A parent lecture for parents on educational issues improves their pedagogical culture and helps develop common approaches to raising children. They participate in determining the topics of the lecture hall. The name “lecture hall” is conditional. This does not mean that only lectures are given to parents. The forms of work in it are varied, and it is better if parents are not passive listeners. Very often in practice, classes on psychological and pedagogical education are transferred to the parent meeting. Having understood the essence of the educational problem, parents discuss how it is solved in a particular class or family, exchange opinions and jointly outline a program of action.

A conference on sharing experiences in raising children can be thematic. It is advisable to carry it out if there really is experience in positive family education on this issue. Discussing issues in this form arouses interest, attracts the attention of parents, and the information sounds more convincing and is perceived with greater confidence.

You can take several specific questions that are of greatest practical interest to parents to share experiences. Speakers in this case can be those parents who have achieved positive results in solving certain problems.

Evenings of questions and answers are held after a survey of parents at a parent meeting on groups of problematic issues that arise in raising children and relationships with them. A teacher can answer some questions, while a specialist is invited to answer others.

Dispute - reflection on issues of education - is one of the interesting forms of improving pedagogical culture for parents. It takes place in a relaxed atmosphere, allows everyone to be included in the discussion of problems, and contributes to the formation of the ability to comprehensively analyze facts and phenomena, relying on accumulated experience. The subject of discussion can be specific situations from the life of the class, families, performances or films watched together.

It is advisable to hold a meeting of parents with the school administration and class teachers annually. Teachers introduce parents to their requirements and listen to parents’ wishes. It is possible to ask questions to each other and draw up a program of action to address the identified problems. The meeting can be completed with individual consultations, conversations or work in groups, taking into account the problems and difficulties that have arisen in raising and teaching individual groups of children.

Group forms of influence are due to the identification of separate groups of parents according to various criteria:

Active parents (class, school);
Parents are organizers of the work of interest associations (leaders of clubs, sections);
Parents who have similar problems in raising children;
Parents who raise girls (boys)
Parents who are raising one child (many children);
Parents whose children have developmental or behavioral disorders, etc.

A particularly important form is the interaction of teachers with the parent committee, which can be elected at a parent meeting. Parental assets are the support of teachers; with skillful interaction, they become a conductor of their ideas. The Parents' Committee strives to involve parents and children in organizing class activities and solving problems in the life of the team. Teachers and the parent committee are trying to form councils and commissions to organize work taking into account the capabilities and interests of parents.

Group consultations and practical classes for parents with the involvement of specialists are organized at school and classes.

Group classes can be exploratory in nature. Teachers and the class teacher invite to the lesson the parents of those children who experience typical difficulties in learning activities. Educators strive to structure their lessons around these students. After attending a series of lessons, teachers and parents together try to identify the causes of children’s difficulties and find ways to help. Teachers are particularly concerned about interaction with children’s fathers: how to involve fathers in educational work in the classroom and increase their role in raising a child. For this purpose, class teachers organize meetings with the children’s fathers, hold conferences, reflections and consultations.

Collective and group forms of interaction provide for individual forms. Children and families are very different, each family has its own problems. Therefore, individual forms of interaction between teachers and parents are necessary and most often the most effective in establishing contact with the family. These include conversation, intimate conversation, consultation, reflection, fulfillment of individual assignments, joint search for solutions to problems, correspondence.

In modern conditions, the role of individual forms has increased significantly, and in reality they are becoming more in demand from parents. Their effectiveness is high if it is possible to find an individual style of relationship with each parent. It is important to win over parents, gain trust, inspire frankness, and awaken the desire to share their thoughts and doubts with the teacher. All this will help to better understand the child. The psychological condition for successful interaction is attentiveness and insight. Slowness.

Individual work with parents requires more effort and ingenuity from the teacher, but its effectiveness compared to working in a large group is much higher, so communication with parents can be carried out by telephone. Many class teachers and teachers use correspondence. Unfortunately, most often these are comments towards the child. It is better to talk about the child’s problems, difficulties, and failures tactfully when meeting with parents, advising and making joint decisions.

It is advisable to send thank you notes to parents. Today, email offers great opportunities.

Individual forms of interaction are fundamental in working with problem families and children. The teacher chooses different forms of interaction, taking into account their needs of the proposal. The main thing is to make your parents your allies.

Application

List of used literature

G.M. Kodzhaspirova, A. Yu. Kodzhaspirov, pedagogical dictionary - M., 2000, P. 97
A. Lobanov, Fundamentals of professional and pedagogical communication, 2004.

Features and examples of interpersonal relationships

The social interaction of people has a number of features:

Interpersonal relationships are strongly influenced by evaluative emotions, including unconscious ones. This applies not only to close relationships, but also to formal, business ones.
Each of the parties involved in the interaction acts as a unique individual, who has his own character traits and social status.
Relationships are characterized by gradual development with various types of communication - they are not spontaneous.
The nature of interpersonal communication is changing. It is not static and can transform in the exact opposite direction, improve or worsen.

To this end, he draws attention to the problems of studying conflicts:

What behavior is typical for a person in a conflict situation?

Which behavior is more productive?

How can you manage the phases of conflict?

How to stimulate constructive behavior.

K. Thomas identifies five ways to regulate destructive interactions:

strategy of rivalry or competition, the goal of which is to openly fight for one’s interests to the detriment of the other side, to influence others, to pursue one’s line, because the end justifies the means;

a strategy of cooperation or cooperation that involves the satisfaction of both parties. This strategy requires a lot of time to study the internal positions of the parties to the conflict;

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Content

1. Concept, types and functions of communication 3

2. The role of perception in the communication process. Errors of perception 8

3. Workshop

Correlate the proposed socio-psychological concepts and their definitions:

a) stereotype;

b) prejudice;

1) one-sided, distorted and, as a rule, prejudiced view, characteristic of representatives of professional, age, social, ethnic groups or classes;

2) personal antipathy or active hostility towards another social group; however, individuals may or may not participate in discriminatory activities based on their views 13

Literature 15