The image of a leader in school works. Leadership in the class team and its influence on the adaptation of first-graders to school

Avlasenkova Angelina

Download:

Preview:

The work of a 3rd grade student

MOU "Usvyatskaya secondary school"

Avlasenkova Angelina

Composition

Modern School Leader

"Believe that you will succeed, -

and you will get it"

Dale Carnegie.

Who it modern Leader? I can't give an exact answer yet.

My mother told me about the famous American writer Daley Carnegie. We have his book at home. (She is very fat.) I read about how difficult his childhood was. But he really wanted to improve his life and achieved this: he became known to the whole world, because he was persistent, stubborn in achieving his goal. He overcame difficulties, of which there were many. All this helped Dale Carnegie become self-confident.

I think that a Leader is a person who knows how to control himself, manages his behavior. To become a leader, you need to learn independence, perseverance. These qualities will help you overcome difficulties.

Gostishchev Pasha is studying in our school. He is an 11th grade student. I am familiar with him. Pasha is a kind person, he is never evil. He does not offend the younger ones and even plays with us - kids. I often see Pasha during performances at various events. He is very active, smart, always does everything better than anyone. Around him there are always a lot of girls, boys, his friends. The guys are drawn to Pasha because they want to be like him.

I think that Pasha is the modern Leader in our school.

The work of a student of grade 4-A

MOU "Usvyatskaya secondary school"

Avlasenkova Angelina.

Composition

Modern leader in school.

Leader - leading the way

leading people.

A modern leader is a person who always manages to do everything, who leads others. The leader must be independent and purposeful, must be able to take decisive action, be disciplined, persistent. Each Leader is a separate Person. And the development of personality is impossible without self-education and development of the will.

Sometimes I mentally tell myself: “This must be done, brought to the end”, “Stop watching cartoons, we must get down to business”, “Rise!”. I help myself with the words “I can do it”, “I can handle it”. So I learn to mobilize myself to do the right thing, not to be distracted by the secondary. I understand that the work of self-education is a long, but necessary thing.

Our 4th grade is generally friendly and strong academically. We have our own Leaders, or those guys who want to be them. For me, the real Leader in the class is Solokhina Alina. She is smart, cool, we have the same interests. We help each other, we study well.

In our family, the leader is mom! She always tells me what is best, and how to do it right. I like it.

I think that I am also a beginner Leader. I study well, follow the rules for students. I'm working on my character. I try to be better. The heroes of literary works help me with this. For example: Vanya Solntsev. He is from the work of Valentin Kataev "Son of the Regiment". Vanya is a very brave boy, smart, cunning, dexterous. He acted decisively and could even perform heroic deeds. Vanya Solntsev can be leveled. I would go with him on reconnaissance because he is a reliable protector and a true friend.

A modern leader must act with dignity, according to his conscience. He must respect himself and the people around him. People will be drawn to such a person and they will be able to create their own team. A team of like-minded people, friends.

Preview:

Support group for the competition "Leader of the Year"

Masha

I live without living.

The days are running fast

How do I repeat a prayer

The lightness of Pushkin's line.

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

1.Kirill

You, of course, no doubt.

I'll give you the most honest answer.

Attractive, beautiful,

Noble, fair.

Charming, slim

And she's smart, she's smart!

Even though you go around the whole school,

And you won't find a better one!

Angelina

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

Lisa

Good-natured and cheerful

And always there to help.

You help us with advice

And the warmth in the soul is real.

Julia

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

3. Philip

Enchanted, bewitched

Captivated by elegance.

All class, hand in hand,

Bewitched we follow you.

Alina

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

Seryozha

You, as a leader, are temperamental.

The novelty of ideas captivated us.

And she surrounded us with care.

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

5. Energetic and mobile,

She has achieved many successes in dancing.

musical, cute,

Werner

My light, mirror, tell me

Yes, tell me the whole truth.

Am I the smartest in the world

All more active, more fun?

6. Who defeated everyone with her purposefulness,

Surprised by the vitality of all.

Creativity instilled in us,

Bringing us all together...

My light, mirror, tell me

Yes, tell me the whole truth.

Are we the smartest in the world

All more active, more fun?

Together

you, of course, no doubt

We have eclipsed the whole world,

And dance and sing

Don't let me live in peace!

“The leader not only shows the way to his followers, but has a desire to do so, and his followers, without coercion, also follow him of their own free will,” writes O.A. Makarov. Leaders should include such psychological qualities as: self-confidence, a sharp mind, the ability to understand the peculiarities of people's psychology, strong will, and organizational skills. In the domestic literature, this topic is devoted to the research of G.K. Ashina, I.R. Koltunova, L.I. Kravchenko, L.R. Krichevsky, E.S. Kuzmina, B.D. Parygina, A.V. Petrovsky, L.I. Umansky and others.

In the course of studying the phenomenon of leadership, E.Kh. Shane singled out the main functions of leadership, which can also be considered its types.

One of them is integrative function, which lies in the fact that leadership brings together certain people who have common goals, common interests, similar hobbies into one organized group.

Disintegrative function assumes that people, united by their goals in one group, become a unique isolated collective.

The role of leadership also includes organizational function- the creation of one common management system for all and such conditions in which members of the team would comfortably exist and communicate, planning all proposed actions, events, timely distribution of duties and roles between members of the team, in addition, regulation of existing relations between members of this group.

Design function expressed in a specific program, which provides for the common interests of team members. This program should be suitable for all members of the group, satisfy their interests, without infringing on anything other members of the group.

Coordinating function assumes that all decisions made in the team were consistent with public opinion, with all the systems adopted in this society.

Finding out the real capabilities of the leader means finding out how the other members of the group perceive the leader. The measure of the leader's influence on the group is also not a constant value; under certain circumstances, leadership opportunities may increase, while under others, on the contrary, they may decrease (Krichevsky, Ryzhak, 1985). Sometimes the concept of a leader is identified with the concept of "authority", which is not entirely correct: of course, the leader acts as an authority for the group, but not every authority necessarily means the leadership capabilities of its bearer. The leader must organize the solution of some problem, the authority does not perform such a function, he can simply act as an example, as an ideal, but not at all take on the solution of the problem. Therefore, the phenomenon of leadership is a very specific phenomenon, not described by any other concepts.

Any social group of people needs a leader who will set tasks for the members of the group and find a way to solve them, ensure joint actions in the team and its cohesion, in addition, satisfy the expectations of all members of this team. B.D. Parygin gives the following characteristics of a leader:

1. Leadership emerges spontaneously.

2. The phenomenon of leadership is less stable, the nomination of a leader to a greater extent depends on the mood in the group.

3. The leader is mainly called upon to regulate interpersonal relationships.

4. Leadership can be stated in a microenvironment.

5. The leader makes direct decisions regarding group activities.

Meanwhile, in the children's team you can often hear, "And here, Valera, the smartest in our class!" Relying on Scientific research, which show that the knowledge and abilities of a leader are always valued by people much higher than the corresponding qualities of the other members of the group, this can be easily explained.

Leadership qualities in human ontogenesis are laid down and developed, according to scientists, already in the younger years. school age. The peculiarities of children of primary school age is that this is the age of calm and even physical development, when there is an increase in working capacity, teaching becomes the main leading activity. Usually, already at the age of six, those preschool children are identified who can invent and organize games, manage the distribution of roles, and suggest to other children the actions needed in the game. That is why in elementary school it is important to identify the leader and develop his abilities in the right direction.

When a team of younger students is formed, in Lately often there is a problem that a large number of children become leaders. This is due to the fact that parents want for their child successful life, and in our time, a successful one is a leader. Awareness of this problem has led many primary school teachers to conduct educational conversations with parents of students about the fact that an excessively large number of leaders in the class team leads to maladjustment of first graders to school.

In psychology, it is known that the leader is such a member small group, which is put forward as a result of the interaction of group members to organize the group in solving a specific problem. He demonstrates a higher level of activity, participation, influence in solving this problem than other members of the group. Thus, the leader is put forward in a specific situation, taking on certain functions. The remaining members of the group take the lead, i.e. they build a relationship with the leader that assumes that he will lead, and they will be followers. Leadership must be considered as a group phenomenon: a leader is unthinkable alone, he is always given as an element of a group structure, and leadership is a system of relations in this structure. Therefore, the phenomenon of leadership refers to the dynamic processes of a small group. This process can be quite contradictory: the measure of the leader's claims and the measure of readiness of other members of the group to accept his leading role may not coincide. After all, the psychology of leadership is such that numerous leaders actively influence other members of the first-grader team, and maladapted students simply cannot feel protected from their constant guidance.

As practice shows, the psychological climate in the class team is determined primarily by the business relations of leadership on the part of the teacher and subordination on the part of the students, relations of responsible dependence. Consequently, the effectiveness of the activities of a team of first-graders, their adaptation to school, the level of awareness of common goals and objectives by each of its members, and the degree of personal participation in their implementation largely depend on the style of managing educational activities.

The division of leaders and leaders in terms of style and methods of work into authoritarian and democratic originates in leadership experiments conducted at one time under the leadership of K. Levin. These experiments revealed three types of leadership that affect the effectiveness of group activity in different ways (authoritarian, democratic, permissive), including the class team.

Authoritarian(administrative, directive, strong-willed) style is different in that the group (class) is managed by one person - the leader, in our case, the teacher. He develops, coordinates and controls its activities. This style enhances frustration and thus encourages the emergence of informal groups.

Democratic The style of management (leadership) is also called collegial, comradely. Its characteristic feature is active communication between the teacher and his students, who make up the class team. This style promotes the dissemination of information and facilitates decision making, however, with an authoritarian style, decisions are made faster. Democratic management style is more difficult to implement. It assumes that the teacher has such qualities as a sense of personal responsibility, the ability to understand others, tolerance, etc.

conniving leadership style (liberal, non-interfering, anarchist) is characterized by the fact that the management function is completely transferred to the students of the class, which becomes a "group without a leader." In reality, the leader exists, but his position is invisible. Such a group lives very dynamically, but expends a lot of energy on its organization.

Each of the listed styles of managing a class team has both its advantages and disadvantages, which are shown in Table 1.

Table 1

Advantages and disadvantages of teacher management stylesclass team in elementary school

formal party
Business, brief executive orders	Cases in the group are planned in advance (in their entirety)
Prohibitions without condescension, with threat	Only immediate goals are determined, distant ones are unknown
Clear language, unfriendly tone
Praise and blame are subjective
Emotions don't count
Show tricks - not a system
Leader position - outside the group
Democratic style
Instructions in the form of suggestions
Not a dry speech, but a comradely tone	Everyone is responsible for the implementation of the proposals
Praise and blame - with advice	All sections of the work are not only offered, but also discussed
Orders and prohibitions - with discussions
Leader position - within the group
conniving style
Tone - conventional	Things in the group go by themselves
Lack of praise, blame	The leader gives no direction
No collaboration	Sections of work are formed from individual interests or come from a new leader
Leadership position - discreetly away from the group

In order to determine the place of students in the class team, a diagnostic was carried out, in which junior schoolchildren of the 1st "D" class, studying at MBOU secondary school No. 20 of Krasnodar, took part in the amount of 29 people. Using the method of sociometry, the most and least popular students were determined in the class - on the one hand, a kind of "leader", on the other hand, children whom the class does not like, does not accept, ignores. According to this diagnostic technique, the status groups of the class were identified: "stars", "preferred", "accepted", "not accepted". With the help of sociometry, the “stars of the class” were identified, that is, the students to whom the rest of the students were most positively disposed, and the sympathies of the students were diagnosed. After processing the diagnostic results in the 1st "D" class, the following groups of students were identified: 5 people - "stars" of the class, 13 students - the most preferred, 10 students - "accepted" and 1 person - less preferred.

To determine the level of adaptation of first-graders to school, N. Luskanova's diagnostics was chosen. The results of this work showed that, in the 1st "D" class, there are 8 maladjusted students. The reasons for this may be different factors, but one of them, in our opinion, as shown by the diagnostics, is that there are many leaders in the class, and therefore it was concluded that the measure of the claims of these leaders to the readiness of other students to take their leading role does not match . These 8 first-graders who have difficulties in adapting, constantly feel pressure from the "stars" and the most preferred students of the class, which leads to their maladaptation. Drawing conclusions on these diagnostics, it is determined that leadership can lead to maladaptation due to the fact that in any group there must be a leader who leads and directs group members, but a large number of leaders leads to discord among other students. After all, people are used to choosing a leader who is an authority for everyone, and this process is very dynamic.

To work on this problem, the following action program. At the beginning of the school year, a conversation was held with first graders about how important it is to have a leader in a team and that there should be few of them or better alone. A striking example for them was the pride of lions. The conversation in the form of a round table contributed to the communication of students, where each first-grader expressed his opinion, and awareness of himself as part of the class team.

At the lessons of Kuban studies, the world around, the topic of leaders was again touched upon. In the process of studying the educational material on them, students of the 1st "D" class were given bright examples successful organizations and companies. In them, the parents of students occupied high positions and it was customary for students to hear about it. These examples effective leadership clearly showed them that the leader should always be alone, but he can also have assistants.

In extracurricular activities To this end, a number of games were held that clearly demonstrated the work in one team under the guidance of a teacher. For example, the game "Karabas". To conduct it, first-graders are seated in a circle, a teacher sits with them, who offers the conditions for the game: “Guys, you all know the tale of Pinocchio and remember the bearded Karabas-Barabas, who had a theater. Now you are all puppets. I will say the word: “Ka-ra-bas” and show a certain number of fingers on outstretched hands. You will have to, without agreeing, get up from your chairs, and as many people as I show my fingers. This game develops the attention and responsiveness of students, but this game test requires the participation of two leaders. The task of one is to conduct the game, the second is to carefully observe the behavior of the guys. Most often, more sociable, striving for leadership guys get up. Those who get up later, at the end of the game, are less determined, but in class. there are those who first get up and then sit down.

The game "Big Family Photo" was also held during the period of adaptation of first-graders to school to identify the leaders of the class team of the 1 "D" class, as well as in the middle of the school year, to trace the dynamics of their place among students in the class. The younger students were asked to imagine that they are all a big family and everyone needs to be photographed together for a family album. To do this, you need to choose a "photographer", he must arrange the whole family for a successful photo. The first of the "family" is selected "grandfather", he can also participate in the arrangement of members of the "family" for photographing. No more settings for children are given. They must decide for themselves who to be and where to stand. During the game, the teacher, one of the parents or several parents observed the behavior of the first graders. The role of "photographer" and "grandfathers" is usually taken by students striving for leadership. However, elements of leadership and other "family members" are not ruled out. It will be very interesting for all observers to follow the distribution of roles, activity or passivity in choosing a location in a future photo. After the distribution of roles and arrangement of "family members", the "photographer" counts up to three. On the count of three! everyone together and very loudly shout "cheese" and make a simultaneous clap of their hands.

The purpose of the games above in class 1 "D" is to demonstrate to first graders using a practical example that leaders and other students can work harmoniously and together, and not necessarily "divide" the class team into parts, but be a single whole and complete tasks together.

At the end of the work on this program, by the end of the first grade, games to determine the leaders in the 1 "A" class were again offered. The results surprised everyone, both teachers and parents of first-graders. Based on the results of the games, it was determined that, although there was more than one leader in the class, there were already not five, but three of them, and they did not conflict with each other, but tried to agree. Of course, the teacher still prompted the first-graders in communication and helped to find a compromise, but a great progress in the cohesion of the class team and the adaptation of students was noticeable.

As a result of the work on the program, students of the 1st "D" class, together with the teacher, made up the rules of behavior for a "good leader":

1. The leader helps, but does not do, as he himself likes.

2. The leader is kind, smart, fair.

3. The leader clearly explains the rules and requirements.

4. The leader does not shout, but explains.

So, leadership in a class team can lead to maladjustment of first-graders to learning at school. The elementary school teacher, students and their parents must be aware of the level of responsibility of true leaders. A systematic and structured approach to solving this issue helps to reduce the number of leaders in the class team and students' awareness of the importance of teamwork.

The children's team is the beginning of the life path of every person as a part of society, and if they are not taught to work harmoniously, then even an experienced leader will not immediately be able to rally it. Therefore, primary school teachers, together with the parents of students, should educate them not only as leaders, but also as a friendly team of the class.

Education of leadership qualities in junior schoolchildren in the conditions of a modern elementary school

1. Psychological and pedagogical aspects of leadership as a category of personality of a younger student

.1 History of leadership. Qualities of an adult leader

Many people dream of becoming leaders: children want to become leaders at school, so that their peers pay attention to them, adults strive to achieve success and recognition at work. Every day people are encouraged to be socially active on TV screens, acquire leadership features, and develop organizational skills. But to achieve the authority of others is not so easy, and even more difficult to maintain the image and status of a leader. Among the different types of giftedness, in recent years, social or leadership talent has been increasingly singled out. Such children already from early childhood show their leadership abilities, which are manifested in the "command" of children, the choice of games and setting their own rules. Most of the children of the group or class want to communicate and be friends with them. So what is a leader? What do many people dream of becoming?

The question of the reason for the power of an individual over his own kind was also asked by the ancients. The topic of leadership has attracted the attention of scholars for many centuries. Confucius, Aristotle, Plato, Machiavelli, Montesquieu, M. Weber, 3. Freud and many others tried to penetrate the mystery of this phenomenon. Plato and Aristotle thought not only about how and why a person takes power into his own hands, but also about the goals that he sets for himself using this power. For these philosophers, there was no doubt that a good leader should strive for justice and honestly serve the state. Aristotle especially emphasized that participation in politics for a leader is the highest form of manifestation of human dignity. It is noteworthy that the ancient thinkers, first of all, spoke not about "technology", but about "normative aspects" in the performance of leadership roles: about what one who seeks to gain power should know.

In contrast to such a normative-moralistic approach to leadership, N. Machiavelli focused on the issue of pragmatic retention of power by the leader, especially in times of change and instability. He was convinced that cunning and cruelty were perfectly permissible tools, if we are talking about the retention of power and the use of them pushes the questions of justice and duty. These ideas made Machiavelli a household name for manipulative leaders.

Since the mid-19th century, philosophers, sociologists, and social psychologists have focused more than Machiavelli on how leaders arise in and interact with groups. Thus, one of the most influential psychological mechanisms, on which the influence of the leader on his followers is based, the will was recognized. Nietzsche was one of the first to declare the will to power driving force stories. He saw in the will to power a creative instinct, which manifests itself, first of all, in leaders who not only insatiably strive for the manifestation of power and its application, but also overcome the inertia of the crowd, possessing superhuman qualities.

This approach was close to the interpretations of leadership in European social psychology and sociology of the mid-late 19th century. Psychologists such as G. Lebon, G. Tarde, S. Siegele, W. Wundt, each in their own way, but in general in a similar way, interpreted the nature of political leadership as an irrational phenomenon that unites leaders and followers. G. Lebon, like F. Nietzsche, saw in the will of the leader the core around which "opinions crystallize and unite" .

This approach to leadership also implicitly contains ideas about it as a dual phenomenon - rational-volitional and at the same time irrational-instinctive phenomenon. At the same time, the second aspect prevails over the first, reducing the leading function of the leader to faith, with which he infects his followers. At the same time, G. Lebon does not see any particular difference between religious faith and political or social faith. G. Tarde adds another instrument of influence to this model - the imitation of followers of their leader.

The idea of ​​a hypnotic, bewitching influence of a leader on a mass, crowd or people was picked up by 3. Freud. Believing that the nature of a leader is associated with special qualities, akin to hypnotic ones, Freud is looking for the origins of the mechanisms that make such an impact possible - this is the need of any person to worship authorities, coming from longing for a father.

Essential to the interpretation of leadership is the consideration of the power of the leader as a social, and not just an individual phenomenon. The work of G. Moska "The Ruling Class" expressed this approach most clearly. V. Pareto considers this problem in a dynamic aspect, showing the dependence of leadership style on social demand, which leads to a cyclical change of "lions" to "foxes" and vice versa. Another important feature sociological interpretation is the allocation of the situation as a factor that determines the behavior of the leader.

Researchers of the middle - second half of the XX century. contributed a lot to the interpretation of leadership. Today, not a single leader researcher can bypass the works of such well-known political psychologists as G. Lasswell, who began developing this problem back in the 30s, A. and J. George, who created a biography of W. Wilson (1956). K. Schumacher's studies of the personality of K. Adenauer (1965), B. Glad's work on the personality of the American politician C.E. Hughes, the works of J.M. Burns, R. Tucker, K. Monroe, F. Greenstein, M. Hermann and many other modern leadership specialists are distinguished by a variety of methodology, which, however, is dominated by various versions of psychoanalysis and psychobiography.

In recent decades, the development of management theories has been a powerful stimulus for leadership research. The need for the practical use of sociological and psychological theories of leadership for practical management purposes has led to the development of leadership issues in the framework of various management projects. One of the most famous management specialists, G. Simon, in his book “Administrative Behavior” (1965), pays more attention to the institutional rather than personal aspects of leadership, believing that the latter are used when we lack intellectual tools for analyzing the organization. The personality of the leader in management theories is present when it is necessary to take into account this factor in order to manipulate the organization.

Thus, the concept of "leader" can be interpreted from the point of view of psychology, politics, philosophy, but there is no single approach to the study of leadership. There is no generally accepted idea of ​​its nature and functions.

The leader is a member of the group, for whom she recognizes the right to make responsible decisions in situations that are significant for her, i.e. the most authoritative person who really plays a central role in organizing joint activities and regulating relationships in the group. Thus, a leader is a person who has the greatest authority and recognition in his group, able to lead other people. The abilities of a leader, like many others, are bright and weakly expressed. The leader is not appointed, he is nominated himself due to his personal qualities.

Sociologists argue that in every group of people a bright leader necessarily arises, influencing the rest of the group. At the same time, a person who has shown himself to be a leader in one situation may give way to another leader in other conditions. Finding a leader is quite simple - you can watch a group of people solving any issue. To whom they listen the most when discussing a problem, with whom they most quickly agree - this is the leader of the group.

The leader makes decisions, leads the whole team, feels the mood of others, participates in conflict resolution, bears great responsibility for his actions. Many psychologists single out such a trait characteristic of leaders as high employment and participation in various social events.

It is worth noting that leaders are different. Formal leaders are those who are usually appointed. Such a leader takes on administrative duties, for example, class president marks absentees. The position of a formal leader can often be thankless, but useful for the future life. The ability to find a common language simultaneously with the team and higher people is one of the main qualities of a formal leader. An informal leader is a person for whom the team reaches out regardless of what “position” he occupies and what he does. Such a leader has support and respect from his group.

General leadership in the group consists of emotional, business and informational components. The emotional leader (the heart of the group) is a person to whom others can turn for sympathy, "cry in the vest." WITH a business leader (the hands of the group) works well, he can organize, establish the necessary relationships, ensure success. TO the information leader (the brain of the group) is approached by everyone with questions, because he is erudite, can explain and assist in the search necessary information.

Let's take a closer look at the psychoanalytic approach to the classification of leadership.

."Sovereign", or "patriarchal overlord". Leader in the image of a strict but beloved father. He is nominated on the basis of love and revered.

. "Leader". In it, people see the expression, the concentration of their desires, corresponding to a certain group standard. They try to imitate him in the group.

."Tyrant". He becomes a leader because he inspires others with a sense of obedience and unaccountable fear, he is considered the strongest.

. "Organizer". It acts for group members as a force to maintain the "I-concept" and satisfy the needs of everyone, relieves feelings of guilt and anxiety.

. "Seducer". A person becomes a leader by playing on the weaknesses of others.

. "Hero". Sacrifice himself for others; manifests himself in situations of group protest: thanks to his courage, others are guided by him, they see in him the standard of justice.

. "Bad example." Acts as a source of contagiousness for a conflict-free personality, emotionally infects others.

. "Idol". It attracts, attracts, positively infects the environment, it is loved, idolized, idealized.

. "Outcast".

. "Scapegoat".

The last two types are essentially examples of the anti-leader, the object of aggressive tendencies through which group emotions develop. Often a group unites to fight them, but as soon as it disappears, it begins to disintegrate, as the group-wide incentive disappears.

Many scientists have tried to identify the main qualities of a leader. At the beginning of the 20th century, the American sociologist E. Bogardus listed the qualities that a leader should have: a sense of humor, tact, the ability to foresee, the ability to attract attention, the ability to please people, and the willingness to take responsibility. R. Stogdill, R. Mann identify such qualities that characterize a leader as intelligence, intellectual abilities, the ability to lead others, self-confidence, activity and vigor, knowledge of the business the group is engaged in. At the same time, some qualities are necessary for the head of the team, others for the captain of the football team, and others for the leader of the country. Frank Cardell did not set himself the task of defining the qualities necessary to form leadership. In his work, he proposes eighteen so-called "disconnectors". These are the character traits and habits that “disconnect” us from leadership:

low self-esteem and lack of self-respect;

excessive tendency to deception, excuses, excuses;

inner pictures in the mind that hold us in place;

unwillingness to forgive and let go;

insufficient use of one's imagination;

neglect in relation to their creative potential;

the need to be always right;

poor communication skills: inability to listen and speak;

inability to come to terms with their fears;

lack of clear goals;

lack of commitment;

fear of risk;

inability to take responsibility for one's life;

loss of hope;

lack of courage;

inability to fantasize and dream;

lack of self love

vanity.

So, today the word leader can have completely different interpretations: this is the leader of the state, who has taken the lead in competitions, the one whom most people believe, who is successful in life. But, first of all, a leader is a person who has learned to control and direct himself to fulfill his goals and objectives.

Each person can develop and improve his leadership potential, managerial and organizational skills in order to win recognition and respect among peers, colleagues, parents.

1.2 Leadership qualities of a younger student (concepts, criteria, indicators)

"Leadership begins when we begin." This quote by F. Cardall, a well-known American psychologist, confirms the position that the concepts of "leadership" and "team" are closely interconnected with each other. For the first time, the child enters into collective relations in a group kindergarten, it is at this time of preschool childhood that the leadership qualities of the child begin to appear. The leader child demonstrates a higher level of general activity and interest in communication, play, classes and other activities than other children. This can be expressed in the fact that the child begins to command at the table, independently distribute toys, organize games in which he takes on the role of leader. The rest of the children accept him as a leader, in the group relations are gradually built up in which the dependence of the followers on the leader, which is the child leader, is established. Often, educators scold such children of leaders for "amateur activity", although it is only necessary to direct the energy of such a child in the right direction.

Primary school age is a special period in itself, in which important personality traits develop, allowing children to step into adolescence and beyond:

a qualitatively new level of development of arbitrary regulation of behavior and activity;

analysis (a mental action that has two levels of formation: comparison and isolation of similar things, the discovery of an internal relationship of outwardly different phenomena - according to V.V. Davydov);

internal action plan - planning;

peer and group orientation.

Let's dwell on the last quality in more detail. Great changes occur in the early school years in the relationship of children to each other. During this period, they have collective ties, public opinion, exactingness towards each other, mutual evaluation begin to form. On this basis, they begin to determine the direction of the personality, there is a rather intensive assimilation of the moral requirements imposed not only by teachers, but also by comrades, new moral feelings and needs appear. General educational activity creates a general educational purposefulness among schoolchildren.

In this regard, children of primary school age have a social orientation of the personality, an interest in the affairs of other children, the affairs of the class. Initially, the social orientation of the younger schoolchild is expressed only in the child's desire for a society of peers, in the desire to do everything together, to do what others do. This explains the conspicuous imitation of younger students (as soon as one raises his hand, others follow him, the laughter of one can cause the whole class to laugh, if one came up with some example, then everyone strives to come up with the same).

For the emergence and existence of leadership, it is necessary to ensure the coincidence of its two sides, associated with the duality of the nature of leadership. On the one hand, the need of the children's community for a variety of leaders, on the other hand, the personal characteristics of the child: his inclinations, motivation, character, need for self-affirmation. In case of coincidence, the child's leadership position is formed, an effective leader appears. If there is a mismatch, a formal leader appears, or the leadership system is destroyed.

If you ask children: “Who is the leader in your class?”, then very often they choose a child who is always interested in others, strives to participate and lead in everything, however, he may not have special talents in the field of study. From this we can conclude that leadership qualities in children do not always go hand in hand with diligence. A smart teacher will understand this, but a not very smart one can classify the leader's child as hooligans and brawlers. In addition, independence, so inherent in a child leader, very often seems to the teacher a challenge on the part of the student and does not add mutual understanding.

A child leader can be characterized by the following main features:

.Belonging to a group: the leader is a member of the group, he is "inside" and not "above" the group.

.The position that the child occupies in the classroom: the leader enjoys authority, he has a high status.

.Norms and value orientations leader and group coincide, the leader most fully reflects and expresses the interests of the group.

.The ability of a leader to influence a group: to influence the behavior and consciousness of group members.

.The source of the nomination of a leader in a group is the system of personal relationships in which the leader is manifested.

What qualities does a child have as a leader? The generalized result of the search for an answer to this question lies in the following formulation: leadership should be considered as a combination of outstanding personality traits, physiological, psychological (emotional), mental (intellectual), personal (business) that provide leaders with the opportunity to advance, take a leading position and retain power precisely due to these traits. However, a child can become a leader in the class, surpassing others in at least one quality. And since it is this quality that turns out to be necessary in this situation, the child who possesses it becomes a leader.

E.I. Tikhomirova characterizes the leader child in terms of the mobility of the leadership position and singles out a child with a stable leadership position and a child with a variable leadership position. How to recognize such children?

The stable leadership position of the child does not experience any special environmental influences. The main sign of such a position is external observable activity, initiative, the student's ability to make decisions promptly and independently.

Variable (situational, unstable) leadership position is dependent on the situation. Such a child is more often revealed with external approval (praise, encouragement), he needs the support of the environment, he is less able to counteract circumstances than the previous type. Organization external environment by adults in this case takes on special significance. A leader with an unstable position often critically evaluates his capabilities, which in some situations manifests itself in his low self-esteem. If a leader child with a stable position can call himself the “master of circumstances”, then a leader child with an unstable position is more dependent on these circumstances, sometimes being their “victim”.

The considered types of leaders are distinguished by personal initiative in making a decision to stand at the head of others. These are children who are able to take the initiative without outside help. It is characteristic that in elementary school infrequently there is a personal initiative of children and their independent decision to act. There are several reasons for this. First, elementary school students are very strongly oriented to the opinion of the teacher. Secondly, the anticipatory initiative of teachers, the fear of negative assessment from others, the inability to realize what was planned extinguish personal initiative. The problem of suppression by adults of the initiative of the student, its constant adjustment, rejection is especially acute not only in elementary school, but also in the senior level. The solution to this problem is determined by two interdependent processes: increasing the professionalism of the teacher and developing the leadership abilities of the students themselves.

The activity of junior schoolchildren is characterized by the following criteria for their leadership position:

constantly active, independent, personal initiative;

constantly active, independent, personally - non-initiative;

constantly active, dependent, personally - non-initiative;

situationally active, independent, personal initiative;

situationally active, dependent, non-initiative;

situationally active, delegated (non-independent, non-initiative).

Thus, student leaders self-actualize in quite a variety of ways. This is due to the characteristics of the personality of the child himself, the functioning educational environment created in the classroom, in society (its structure, the organized process of interaction between the subjects of the environment, including adults); attitudes of the teacher, family, other external circumstances, group preparedness for the implementation of leadership initiatives, the demand for leadership as a phenomenon and the leader as its spokesman, and traditions.

In the student team, various leadership roles can be distinguished: leaders-organizers (business leaders), leaders are generators of emotional mood (emotional), leaders are initiators, craftsmen leaders, erudite leaders. What criteria characterize these roles?

Business leaders play a major role in solving the tasks assigned to the class, in the implementation of labor and educational activities. The role of emotional leaders is associated with activities related mainly to the field of interpersonal communication in the classroom. Business leaders are aware of the interpersonal relationships of more classmates than emotional leaders. This is due to the desire of business leaders to know the vast majority of their classmates well, which allows them to build their relationships accordingly. Emotional leaders often do not feel the need to manage a class and therefore do not need knowledge of interpersonal relationships.

Leaders-initiators stand out in activities at the stage of putting forward ideas, in the search for new areas of activity for groups of children. A skilled leader is the most trained member of the team in a particular type of activity. Students who successfully operate in all areas of classroom life are promoted to the role of absolute class leaders.

Absolute leaders and business leaders have the greatest impact on the team, as they are able to determine the status of their peers. The psychological climate in the classroom, the well-being of students, as well as accepted moral values.

Class teachers should remember that the leader is put forward by activity. Therefore, through a special organization of educational or extracurricular activities, it is possible to provide favorable opportunities for the success of students who have a positive impact on classmates.
In the process of development of the classroom team, there may be a change of leaders depending on the activity that most fully reveals their potential. Thus, different children can be in the role of leader. How to find the real leadership inclinations? Even in superficial observation of the child, the following features of activity and the psyche stand out:

the child leader does not act with tantrums and orders, but knows how to attract peers to this or that activity, having correctly substantiated the need, explaining the rules, he seems to be doing nothing special, but somehow stands out among others, attracting him to himself;

not afraid of conflicts, responsibility;

It has special style thinking, inclined to plan, calculate various options;

independent, does not wait for adults to decide something for him, can organize the game himself, clean the classroom, and other activities;

as a rule, small leaders are excellent observers: they show interest in the peculiarities of behavior and human relations early;

in a children's team, the child leader often takes on the functions of a "judge", a mediator in resolving various conflicts.

E.A. Arkin insisted that the problem of leadership should be recognized as one of the main ones in the study of the children's team. Children leaders sometimes set the tone of life to a greater extent than the teaching staff. The authority of such children and the power of their influence on their peers often exceed the influence of adults.

Leadership in primary school age has its own age characteristics. Pupils of primary school age are focused on the opinion of the teacher and accept the role of leader without hesitation if the opinion is expressed by the teacher. The collective opinion in relation to the leader among elementary school students is more erroneous than among adolescents and young men. At the same time, the role of the leader in the activities of younger students in most cases is accepted by the whole group, which expresses their inability to realistically assess their capabilities. Younger students are focused on action, on activity, but inadequate self-esteem often becomes the cause of their own failures in fulfilling the role of a leader. In addition, at primary school age, the importance of being prepared to play the role of a leader, the acquired ability to be an organizer of activities, is of great importance. All of the above convinces of the need for a teacher (and / or any adult) to pay serious attention to the child, create conditions for him to show his own activity and form his leadership qualities.

Choose your own path or follow the paths laid out? Invent something new or imitate others? Lead or be led? The choice of paths in a given situation is determined by the leadership qualities of a person. If we want to cultivate these qualities in a child, then we need to start as early as possible.

The younger student is included in a new team for him, in which he will live and develop. And the collective presupposes the ability to take into account its interests, the ability to subordinate personal desires to common aspirations, mutual exactingness, mutual assistance, collective responsibility, and a high level of organization.

The process of entry of a growing person into the social space is complex and contradictory. On the one hand, the requirements of society for what a person should be like in the modern socio-cultural economic situation, on the other hand, what he is with his own advantages and disadvantages; on the one hand - an active desire to be socially in demand, useful, on the other hand, that needs develop and form in social activities. That is why it is so important to activate the mechanisms of personal development, allowing to make it more effective, ensuring the success of the individual in social activities. Primary education lays the foundation for all further learning and personal development. The peculiarity of education and training at this level is that they are carried out, as a rule, by one teacher. The social success of children in the future, educational, personal, professional activity. It is necessary to pay attention to the fact that the implementation of these approaches should be carried out when all members of the team perform joint activities, which means that the development of leadership qualities of younger students should take place in collective activities.

Studies of the formation of a schoolchild leader Tikhomirova E.I. show that there are different ways to implement this process. One of them is conditionally called educational. This is the way when purposeful informational training of schoolchildren takes place in ways of mastering the role of a leader, the essence of the concept of "leader" is revealed. In this case, the child receives information by acquiring knowledge about how to play the role of a leader. For this, it is recommended to use trainings, hours of interesting communication on the topics “Leaders. Who are they?”, “Get acquainted - it's me”, “Look at ourselves from the outside”, “I am a leader”, etc., workshops on the study of children's individuality, the child's ability to self-actualize as a leader. After all, you can successfully lead if you know the content of the work, the rules for its organization and methods of evaluation, and your individual characteristics.

The second way of becoming a leader's child is called activity-practical. In this case, the student himself is directly included in the performance of the role of leader, acquiring practical experience mastering this role. Sometimes this path is called the trial and error path. The third way is conventionally called integrated. It combines special theoretical training and practical activities. There is another way that can be defined as the way of copying the model, when the child of the leader is formed on the basis of imitation of the model.

Becoming a child leader includes:

development of the child's installation in a leading position;

activity modeling training;

Implementation of actual and potential abilities and needs.

Various technologies are used for this. The first type of technology is the task of drawing a "leader's portrait": "draw" the leader with colors, prose, songs, gestures, etc. The implementation of such an activity turns it into an interesting creative work, forms an idea of ​​leadership in children. The second type of technologies provides for targeted training of children in modeling their activities. For example, the pedagogical technology "Field of Miracles", where an imaginary "field" is sown with "seeds - deeds" that children independently plan to carry out, determining what needs to be done to make these imaginary seeds, i.e. real things, "sprouted". So children get the opportunity to individually master all the components of independent activity. One of the interesting pedagogical technologies involves giving the child the role of leader. The child begins to strive to largely correspond to this role, experiencing emotional satisfaction with the successful fulfillment of the role. Successful development of any role, including the role of leader, is most successful in the game. This is one of the socio-psychological and pedagogical functions of the game. A whole series of games of various types has been developed, giving the opportunity to choose and play the role of a leader. This is explained by the general attitude towards role assignment, the presence of role models, “significant others”. Thus, in order to develop the leadership potential of a child, it is necessary to create conditions that require the manifestation of children's activity.

The role of success in personal development is enormous. NOT. Shchurkova believes that “the experience of success comes when you manage to overcome yourself, your inability, ignorance, inexperience. The personality of the child seems to grow in success, while failure makes him shrink, curl up, close up from the awareness of his secondary importance. Yu.E. Lukyanov writes: “Success inspires a child, helps him develop initiative, self-confidence, and subsequently ensures the formation of a fighter in his character who believes in himself.”

Thus, the secret of educating leadership qualities lies in the success of children, their sense of their growth and movement forward. Teachers and parents should find every opportunity to praise the child, support him - this is the first condition for ensuring success. Children like to be in the role of a winner. But, faced with difficulties and failures, they may experience negative emotions of disappointment and fear, so it is necessary to have a conversation with the children on the topic “Today is a loser, tomorrow is a winner” and lead to the conclusion: “It is impossible to win without risking losing!”, “A negative result too result". You can tell the children about several famous people who did not immediately become famous, but first experienced the bitterness of disappointment.

Children need to be taught to set goals. Being a leader for yourself is sometimes harder than being a leader for others. When a child sets any goals for himself, he is forced to show the qualities of a leader, to cultivate purposefulness, perseverance, and perseverance. Therefore, it is important to teach a child to set a goal, even the most insignificant one, such as solving a difficult problem, and to achieve a result without fail. Similar to the instructions given in the movie "Magicians" on how to pass through a wall: "See the goal, believe in yourself and ignore the obstacles."

Important basic components of leadership development are:

Education of a free personality (high level of self-awareness, citizenship, self-esteem, self-discipline).

Education of a humane personality (mercy, kindness, tolerance, goodwill, willingness to help).

Education of a spiritual personality (the need for knowledge and self-knowledge in the beauty of communication).

Education of a creative personality (development of abilities, knowledge, skills, intellect).

Education of a practical person (knowledge of the basics of the economy, diligence, housekeeping, knowledge of languages, physical training, good manners).

The process of fostering activity and training leaders should be built on the basis of cooperation, mutual respect, trust of adults and children. Only then is the foundation of social initiative and the need to work with and for the person laid. There is a certain set of principles that should be followed by a teacher-organizer, a leader from the position of a humanistic approach (V.P. Bederkhanova):

From the very beginning and throughout, the teacher demonstrates to the children his complete trust in them.

It helps children in the formation and clarification of the goals and objectives facing groups and each child individually.

It comes from the fact that children have intrinsic motivation.

It acts for children as a source of diverse experience, which you can always turn to for help when faced with difficulties in solving a particular problem.

It is important that he act in such a role for each child.

He develops the ability to feel the emotional mood of the group and accept it.

He tries to be an active participant in group interaction.

He openly expresses his feelings in the group.

He strives to achieve empathy, which allows him to understand the feelings and experiences of everyone.

To facilitate the formation of a leadership position, he himself demonstrates leadership behavior: a variety of leadership styles, personality traits of a leader, respect for the rights and freedoms of others, delegation of authority, etc.

If we want the school to prepare children for life in a democratic legal state, then it must be based on democratic values ​​and respect for human rights. Only on the basis of this, trusting, relaxed relationships between children and adults arise, an atmosphere of joy and creativity is born. Self-government of schoolchildren acquires an important role in such education. From the first grade, students can be divided into "asterisks" and each should have its own commander, who is responsible for a small team. Thus, leadership qualities are gradually formed in younger students. Participation in the life of the team prepares children to fulfill the duties assigned to each of us by society in solving socially significant problems, helps in life self-determination. One of the functions of children's self-government is preparation for future life in a society in which it is important for a person to be able not only to obey, but also to manage. So, student self-government is an independent educational technology.

The participation of teachers, students and parents in the management of an educational institution can help the school change, become more democratic, corresponding to modern realities.
Through the leaders, the managerial mechanism is implemented, thus, the leaders occupy the main positions in the bodies of student self-government.
Many students have hidden leadership potentials, but for a number of reasons do not reveal them. The consequence of this is a decrease in interest in other people, the lack of skills of interaction, cooperation and partnership.
In this regard, there is a need to develop and implement a training system that would provide training for activists. The most important are the activities aimed at identifying and developing leadership qualities in children, here collective creative activities have great potential. The activities carried out jointly with the parents of the students are very valuable. They unite both children and their parents. It is in such a relaxed atmosphere that activists-leaders are revealed. Thus, the main idea of ​​all forms of pedagogical activity is the creation of conditions for the development of the active position of the child, the actualization of the role of the leader, the formation of the leadership experience of children in jointly organized socially significant activities.

2. Experimental work to identify leadership qualities in younger students in the conditions of a modern elementary school

2.1 Methodology for organizing and conducting experimental work

In elementary school, a study is being conducted on the problem of leadership in primary school age. Experimental - experimental research is carried out in 4 classes, the occupancy of classes is 4 "A" - 21 students, 4 "B" - 23 students. 4 "A" class is experimental and works according to the system of developing education N.V. Zankov. Next, a description of the state of work of teachers of these classes will be given. Starting to work with children, even at the behavioral level, differences between students in the classes are noticed. Students of the 4th "A" class were more confident, more organized, more sociable, actively expressed their own opinion. I am conducting a test to identify leadership qualities among students “I am a leader”, during which the guys themselves will try to assess their ability to lead a squad behind them, to become an organizer and inspirer of life in a team.

Instructions for the test: “If you fully agree with the above statement, then put the number “4” in the box with the corresponding number; if you rather agree than disagree - the number "3"; if it is difficult to say - "2"; rather disagree than agree - "1"; completely disagree - "0".

If the sum in the column is less than 10, then the quality is poorly developed, and it is necessary to work on its improvement, if more than 10, then this quality is moderately or strongly developed (but before making a conclusion about whether the child is a leader, you need to pay attention to the scores, given in the answers to questions 8, 15, 22, 27, 29, 34, 36, 41. If more than 1 point was given to each of them, the child was insincere in self-esteem). Having processed the test results, I find that in the 4 "A" class there are 4 leaders who have results above the average in almost all indicators.

Stepanov Alexey

A Ability to identify one's leadership qualities Strongly developed B Communication skills Strongly developed C Problem solving skills Strongly developed D Influence on others Medium developed D Having a creative approach Average developed E Knowledge of the rules of organizational work Most developed F Organizational skills Strongly developed Ability to work with a group Strongly developed

Ivannikova Sveta

A Ability to identify one's leadership qualities Medium developed B Communication skills Strongly developed Problem solving skills Medium developed D Influence on others Most developed D Having a creative approach Medium developed E Knowledge of the rules of organizational work Strongly developed Organizational skills Medium developed Ability to work with a group Strongly developed

Sotnikov Vadim

A Ability to identify one's leadership qualities Average developed B Communication skills Most developed Q Problem solving skills Average developed G Influence on others Strongly developed D Having a creative approach Average developed E Knowledge of the rules of organizational work Strongly developed Organizational skills Medium developed Ability to work with a group Strongly developed

Khramtsova Diana

A Ability to identify one's leadership qualities Medium developed B Communication skills Strongly developed Ability to solve problems Medium developed G Influence on others Most developed D Having a creative approach Medium developed E Knowledge of the rules of organizational work Medium developed J Organizational skills Strongly developed Ability to work with a group Strongly developed

In the 4 "B" class, I identified 2 leaders with the corresponding indicators:

Gobozov Dmitry

A Ability to identify one's leadership qualities Medium developed B Communication skills Strongly developed Q Problem solving skills Most developed G Influence on others Medium developed D Having a creative approach Medium developed E Knowledge of the rules of organizational work Medium developed J Organizational skills Strongly developed Ability to work with a group Strongly developed

Zhigulina Maria

A Ability to identify one's leadership qualities Strongly developed BCommunicative qualities Strongly developedQProblem solving skillsMedium developedIInfluence on othersMost developedDCreative approachMedium developedEKnowledge of the rules of organizational workMedium developedJOrganizational skillsMedium developedAbility to work with a group Strongly developed

To confirm the data obtained about the groups of leaders, I conduct a psychological game “Start!” to identify leadership positions in the class (see Appendix 1). This game gives a clear idea of ​​the presence and system of microgroups in the team, confirmed the leadership system identified during testing. General comparative analysis development and formation of leadership qualities in children of two classes is presented by us in the form of the following diagram:

Indicator 10 - average level of quality development

The indicator is less than 10 - a weak level of development of quality

A score greater than 10 indicates a high level of quality development.

Based on the results of the study, it can be concluded that the leadership qualities of students in grade 4 "A" are better formed in all respects.

2.2 Studying the state of work of primary school teachers

"A" class is experimental, the teacher works according to the system of developing education N.V. Zankov. In his work, the teacher widely uses activity, group, problem-based teaching methods. Particularly interesting and effective is the project method used by the teacher in working with children. Students have sufficiently mastered the methodology of this pedagogical technology and independently prepare creative projects on literature and the world around them with great interest. As a rule, the teacher provides guidance to children, advises on emerging issues. The project method undoubtedly increases children's self-esteem, creates an internal feeling of success and contributes to the development of the child's leadership qualities, contributes to the formation of the ability to independently and responsibly plan their own activities.

Speaking about educational work in the classroom, one can note the developed children's self-government: there are elective positions in the team (headman, minister of knowledge, minister of cleanliness, etc.). Children are responsible for their duties in these positions, show initiative. The theme of class hours provides for the development of leadership qualities - sociability, activity, etc. Topics of class hours “Organize yourself: why do you need it and where to start?”, “Speech to the public: against everyone or together with everyone?”, “Adult world : what do I know about him and what does he know about me?”, “The world of peers: problems are personal, but solutions are common?”, “I am a citizen: what does this mean?”. The tasks of educational work are:

creating conditions for a more complete acquaintance of children with each other, self-knowledge, self-acceptance and self-respect, knowledge and acceptance of other people (classmates), respect for them;

development of the ability to cooperate in a team. Continued development of self-respect and respect for others;

development of purposefulness, focus on achieving success.

The teacher of the 4th "B" class works according to the program of the traditional education system. She does not use the method of projects, to a lesser extent she uses game, activity, practice-oriented forms of education. Children's self-government in the group is formed, but less productive. I would like to note the organization by the teacher of KTD (collective creative affairs) "New Year's mosaic", "Doctors of Nature", which contribute to the development of activity, initiative, communication and organizational skills.

Thus, there is a clear relationship between the methods and forms of work of primary school teachers and the development of children's leadership qualities.

2.3 Summarizing the results of the study

Summarizing the results of the study, it can be noted that the hypothesis put forward by me was fully confirmed. The education of leadership qualities in younger students in the conditions of a modern school is more successful if:

elementary school teachers provide psychological and pedagogical support for the leadership qualities of children, their self-esteem, positive "I-concept", create an internal feeling of success in the child;

They use such forms of work as: educational trainings on the development of leadership qualities in younger students (goal-setting training, leadership training, communicative flexibility training, creativity training, confident behavior training), organize children to conduct CTD (collective creative activities) together with classmates, introduce the method projects;

The leading forms and methods of teaching / learning are activity, group, game, role-playing, practice-oriented, problematic, reflective;

teachers develop children's self-government in the classroom.

This hypothesis is fully confirmed by the results of a study of the level of development of leadership qualities in children: communication skills, the presence of a creative approach, the ability to determine their leadership qualities, the ability to solve problems, etc. Students of the 4th "A" class have a high and average level of formation of leadership qualities. There are 4 active positive leaders in the class. Students of the 4th "B" class have a high level of formation of such qualities as the ability to work with a group, the presence of a creative approach, the ability to determine leadership qualities, although the indicators for these qualities are lower than the corresponding indicators in the 4th "A" class. The remaining indicators have a level of development of average and below average. There are 2 active positive leaders in the class.

For successful development and the formation of leadership qualities of children, the teacher of the 4th "B" class needs to be corrected educational work in the direction of developing self-government in the classroom, conduct training sessions with children aimed at developing communication, initiative, creative activity, goal-setting, more widely use activity, group, game, role-playing, practice-oriented, problem-based forms and methods of training and education.

Conclusion

schoolboy leadership parenting junior

In the children's community, leadership, while maintaining its essence, has a number of features related to:

The peculiarity of the development of the child at a particular age level;

Teaching as the predominant activity of the student;

Leadership situation (formal/informal, temporary/permanent);

A predetermined relationship with teachers.

The transfer of the socialization factor from the family to primary school leads to the fact that from a certain age, peers begin to play a decisive role in the life of schoolchildren. Children with a high status in teams have a special influence on classmates (teammates, etc.). Therefore, when forming leadership positions in children, it is very important to determine and track their system of informal values ​​and norms.

An important condition for the implementation of any leadership program is the pedagogical stimulation of leadership, the creation pedagogical conditions to form it:

Ensuring a variety of activities in which the child is included: in any activity, its leader is put forward and such an organization of the life of a temporary children's team allows almost every child to realize his leadership potential.

The creation of self-government, which can serve as a source of various activities, a factor that helps the development of the team and the individual in the team.

Creation of conditions for learning in various forms as the main activity (may be a source for the emergence of leaders); Therefore, this requires the formation of cognitive interest.

The formation of a team, since a developed team has tremendous educational power, has the ability to see a personality in each child, allows it to open up.

The personality of the teacher-organizer. By his behavior he can influence the dynamics of leadership in the team.

All ups and downs are due to leadership. The more we try to do in life, the more often and more confidently we will come to the conclusion that everything depends on leadership. Any effort we make that requires the involvement of others will either live or die depending on our leadership. And moving towards the achievement the highest levels Don't forget to take other people with you so that they can become the leaders of tomorrow.

Literature

1.Averin V.A. Psychology of children and adolescents: Proc. allowance. - St. Petersburg: Publishing House of Mikhailov V.A., 2008. -127 p.

2.Abramova, G.S. Age-related psychology. - M.: Academic Project; Yekaterinburg: Business book, 2000. - s.s. 476-493.

.Alifanov, S.A. The main directions of leadership analysis. // Questions of psychology. - 1991. - No. 3. - s.s. 90-98.

.Anderson, D.J. Make your child a leader / Advice from an American psychologist /. // Family and school. - 1994. - No. 2. s.s. 13-15.

.Andreeva, G.M. Social Psychology. - 5th ed., Rev. and additional - M.: Aspect Press, 2006. - 363 p.

.Developmental and pedagogical psychology. Under. Ed. Prof. Petrovsky, A.V., Academy, 2001. - S.S. 121-130.

.Vulfov, B. Childish leader - who is he? Let's think together. // Education of schoolchildren. - 1991. - No. 1. s.s. 32-34.

.Emelyanova, M. Raising a Child Leader. // Education of schoolchildren. - 2006. - No. 5. s.s. 23-25.

.Zubanova, L.B. The essence of leadership and the possibility of forming its potential. // Pedagogical science and education. - 2007. - No. 2. - s.s. 53-57.

.Kretov, B.I. Typology of leadership // Sots-humanistic knowledge. - 2000. - No. 3. - s.s. 73-78.

.Kuzyakin, A.P. What is a leader and leadership? // Education. 2000. - No. 4. s.s. 89-99.

.Kurochkina, M.I. business game in developing the qualities of a leader. //Almamater. - 2001. - No. 8. s.s. 18-11.

.Lubovsky, D. Development of motives for interpersonal relationships in adolescents. // Education of schoolchildren. - 1997. - No. 2. - s.s. 43-46.

.Mavrina, I.V. Development of interaction between adolescents and peers in the context of the educational process. // Psychological science and education. - 2005. - No. 2. s.s. 94-100.

.Makova, L.P. Education of tolerance in the educational process of the school as a way to overcome interpersonal conflicts teenagers. // Issues of humanistic sciences. - 2008. - No. 1. - s.s. 209-212.

.Nemov, R.S. Psychology. - M.: Enlightenment, 1998. - s.s. 83-113.

.General psychology: Course of lectures for the first stage teacher education/ Comp. Rogov, E.I. - M.: Humanit. Ed. center VLADOS, 1998. - p. 129-160.

.Petrovsky, A.V. Personality. Activity. Collective. - M.: Academy, 2002. - 225 p.

.Psychological characteristics of leadership. // Petrovsky, A.V., Yaroshevsky, M.G. - Theoretical psychology. - 2001. - s.s. 267-281.

.Tikhomirova E.I. Self-realization of schoolchildren in a team: Proc. allowance for students. higher education. institutions / E.I. Tikhomirova.-M.: Publishing Center "Academy", 2005. - 144 p.

21.Fadeeva E.I. How to become a leader? // Management of a preschool educational institution, 2012, No. 7, p. 19.

22.Kharlamov, I.F. Pedagogy. -7th ed. - Minsk: Universitetskoe, 2002. - 560 p.

23.Yudina, N. Program "Towards": education of communicative culture in students. // School psychologist. Application to lane. sept. - 2007. - No. 12. s.s. 18-32.

24.Yakobson P.M. Emotional life of a schoolchild // Yakobson P.M. Psychology of motivation. - M. - Voronezh, 2007.-130 p.

Each person has their own prototypes for inheritance, idols or just people whose biographies motivate them to act. In world history, there is more than one example of biographies of famous people, after reading which you are inspired by absolutely any actions. Often these are people who lived centuries ago, but there are also our contemporaries. For some, these are athletes, for others - politicians, for others - successful entrepreneurs. But they all have one thing in common - they are leaders. And even today, when the world is changing rapidly, sometimes several centuries after the death of such figures, their ideas continue to be relevant and contribute to the rallying of people. Isn't that the job of a true leader?

political leaders

Professional politicians, skillful statesmen gave history the greatest number of famous leaders. The reason for this is the specificity of the area where such people quite often decided the fate of the world, and their names were constantly heard. In addition, success in politics requires charisma, fortitude and, as a rule, excellent oratory skills.

Winston Spencer Leonard Churchill(1874-1965) - British statesman, political and military leader, Prime Minister of Great Britain in 1940-1945 and 1951-1955. Journalist, writer, scientist. Laureate Nobel Prize on literature. Greatest Briton in history, according to a 2002 Air Force poll.

W. Churchill is a man of extraordinary energy and erudition. He worked in many ministries, had a direct influence on the development of military plans during the two world wars. Reading his Second world war”, one never ceases to be amazed at the detail with which the author describes the diplomatic vicissitudes of the late 30s, and on the next page he gives a complete technical description magnetic mine. As a leader, Churchill took an active part in everything and was interested in everything that directly or indirectly related to government. He was an excellent speaker - his speeches on the radio during the war years (for example, the famous "It was their best time”) gathered huge audiences, instilling optimism and pride in Britain. Many of the speeches of the British politician remain a model of oratory, and certain phrases have become winged.

« Success cannot be guaranteed, it can only be earned.»

Franklin Delano Roosevelt(1882-1945) - American statesman and politician, 32nd President of the United States, the only president in the history of the country who was elected to the highest public office 4 times in a row. The author of the economic program " New Deal”, which helped the United States out of the Great Depression, as well as one of the successive inspirers of the idea of ​​​​creating the UN.

F. Roosevelt is an example of a leader capable of hard time unite the most different people in order to achieve a common goal. chained to wheelchair due to his illness, this politician managed to assemble a team of many specialists and achieved support in Congress for reforms aimed at improving the economy. The Roosevelt administration gave asylum to many Jewish refugees from Germany after the Nazis came to power there. Possessing extraordinary courage, purposefulness and strong character, this figure had a huge influence on international politics in the 30s - the first half of the 40s. XX century.

« Happiness lies in the joy of achieving a goal and the thrill of creative effort.»

Nelson Rolilahla Mandela(1918-2013) - 8th president and the first black president of South Africa, a well-known fighter for human rights and against apartheid. He was convicted for his activities and spent 27 years in prison, from 1962 to 1990. Nobel Peace Prize Laureate in 1993, honorary member of more than 50 international universities.

N. Mandela is a great example of transactional leadership. Having devoted his life to the idea of ​​achieving equal rights for the black population of South Africa with whites, he advocated peaceful transformations, but did not hesitate to prove his case by carrying out acts of sabotage by the armed wing of the African National Congress (ANC). After winning the presidential election in 1994, N. Mandela appointed his main political opponent from the National Party, F. de Klerk, as first deputy, wanting to complete the settlement process that began in the 90s. Today, this politician is one of the most authoritative fighters against HIV-AIDS.

« If you have a dream, nothing will stop you from making it come true as long as you don't give up.»

Margaret Hilda Thatcher(1925-2013) - Prime Minister of Great Britain in 1979-1990. The only woman to hold this position, as well as the first female prime minister of a European state. The author of tough economic measures to improve the economy, called "that-cherism". Received the nickname "Iron Lady" for the tenacity with which she pursued her policy and for her constant criticism of the Soviet leadership.

The leadership style of M. Thatcher, which best characterizes her leadership qualities, was close to authoritarian. She is a typical business woman: reasonable, logical, cold to emotions, but at the same time having a feminine look at the problem. The decisiveness with which the Falklands War was waged betrays in her a confident politician, and the letters that she herself signed for the family of each deceased - a mother. The conflict with the IRA, human casualties, attempts on the lives of the prime minister and her husband, difficult relations with the USSR - this is an incomplete list of what M. Thatcher had to face. How she coped with these challenges, history will judge. Only one fact is interesting - the iron lady was indifferent to feminism, trying all her life to show that there is no discrimination, and in order to achieve something it is enough to be better than everyone else.

« If you want something to be said, ask a man about it; if you want something done, ask a woman»

Examples of business leaders

Business, unlike politics, this is an area where the word "success" is used in relation to famous people much more often. Everyone wants to be successful, which is part of the reason for the popularity of books written by famous businessmen. Leaders in the economic field are often bold innovators, risk-takers and optimists who can captivate with their idea.

John Davison Rockefeller(1839-1937) - American businessman, philanthropist, the first dollar billionaire in the history of mankind. Founder of Standard Oil, the University of Chicago, the Rockefeller Institute for Medical Research, and the Rockefeller Foundation, who was involved in philanthropy, donating huge sums to fight disease and education.

J. Rockefeller was a competent manager. In the early days of his oil company, he refused to pay wages in cash, rewarding employees with shares in the company. This made them interested in the success of the business, because the profit of each directly depended on the income of the company. About the next stage of his career - the takeover of other companies - there are a lot of not very pleasant rumors. But turning to the facts, one can judge J. Rockefeller as a religious leader - from childhood he transferred 10% of his income to the Baptist church, donated to the development of medicine and Christian communities, and in his interviews he repeatedly emphasized that he cares about the welfare of his compatriots.

« "Your well-being depends on your own decisions"»

Henry Ford(1863-1947) American inventor, industrialist, owner and founder of the Ford Motor Company. He was the first to use an industrial assembly line for the production of cars, thanks to which Ford cars were for some time the most affordable on the market. He wrote the book "My Life, My Achievements", which became the basis for such a political and economic phenomenon as "Fordism".

Mr. Ford, without a doubt, was one of those people who had the greatest influence on the industrial development of the world in the twentieth century. O. Huxley in his anti-utopia “Oh wonderful new world» The beginning of the consumer society is associated with the name of Ford, whom the world of the future considers a god. G. Ford's managerial decisions were in many ways revolutionary (an increase in wages by almost 2 times made it possible to gather the best specialists), which was dissonant with the authoritarian style of leadership, which manifested itself in the desire to make all decisions on his own and fully control the work process, confrontation with trade unions, as well as anti-Semitic outlook. As a result, the company was on the verge of bankruptcy by the end of the industrialist's life.

« Time doesn't like being wasted»

« Everything can be done better than before»

Sergey Mikhailovich Brin(b. 1973) is an American entrepreneur and computer scientist, information technologies and economy. Developer and co-founder of the Google search engine and Google Inc. A native of the USSR, he now occupies 21st place in the list of the richest people on the planet.

In general, leading a modest lifestyle and not being a public figure, S. Brin is known as one of the world's most respected specialists in the field of search technologies and IT. He currently manages special projects at Google Inc. S. Brin advocates the protection of the right to public access to information, freedom and openness on the Internet. He gained particular popularity among the Internet community after he spoke out against radical anti-piracy programs initiated by the US government.

« Whether rich or not, I am happy because I enjoy what I do. And this is actually the main wealth»

Stephen Paul Jobs(1955-2011) - American entrepreneur, developer and co-founder of Apple, NeXT and the animation company Pixar. Led software development for iMac, iTunes, iPod, iPhone and iPad. According to many journalists, Jobs is the "father of the digital revolution."

Today, the name of Steve Jobs is as successful a marketing sign as a bitten apple. Biographies of the founder of Apple are sold in millions of copies, thanks to which the company's products also benefit. This, to some extent, is the whole of Jobs: the success of his company and products is the merit not only of quality, but also of a set of actions planned to the smallest detail in marketing, sales, and support service. Many criticized him for his authoritarian management style, aggressive actions towards competitors, the desire for total control of products even after they were sold to the buyer. But is it not because of this that Applemania has become a real cultural trend of the early twenty-first century?

« Innovation separates the leader from the follower»

Leadership in culture

Without going into a philosophical debate about the influence of mass culture on the civilizational development of mankind, we note the fact that it is the leaders in this area who most often become the object of adoration and inheritance, understandable and simple, the same as an ordinary member of society. The reason for this is the very mass nature of the concept of pop culture and its accessibility.

Andy Warhole(1928-1987) - American artist, producer, designer, writer, collector, magazine publisher, film director, cult figure in the history of the pop art movement and contemporary art generally. Warhol is the world's second-best-selling artist after Pablo Picasso.

The influence of E. Warhol with his works as a hymn to the era of mass consumption had a huge impact on the development of culture in the 60s. and remain so to this day. Many fashion designers and designers consider his services to the fashion world simply titanic. Such concepts as a bohemian lifestyle and outrageous are firmly associated with the name of the artist. Undoubtedly, even today, Warhol's work does not lose its popularity and remains very expensive, and many cultural figures continue to inherit his style.

« The most beautiful thing in Tokyo is McDonald's. The most beautiful thing in Stockholm is McDonald's. The most beautiful thing in Florence is McDonald's. There is nothing beautiful in Beijing and Moscow yet»

John Winston Lennon (1940-1980) – British rock musician, singer, poet, composer, artist, writer. One of the founders and member of The Beatles. Political activist, preached the ideas of equality and brotherhood of people, peace, freedom. According to a BBC study, he is ranked 8th in the ranking of the greatest Britons of all time.

J. Lennon was one of the most famous spiritual leaders and inspirers for the hippie youth movement, an active preacher of the peaceful resolution of any conflicts existing in the world. A large number of young musicians admired his talent and activities. Lennon was awarded the Order of the British Empire for his contribution to world culture and social activities. Creativity of the group, as well as Solo career had a huge impact on the development of the culture of the twentieth century, and songs rightly occupy places in the list the best works ever written.

« Life is what happens to you while you are busy making other plans.»

Michael Joseph Jackson(1958-2009) American entertainer, songwriter, dancer, composer, choreographer, philanthropist, entrepreneur. The most successful performer in the history of pop music, winner of 15 Grammy awards and hundreds of others. 25 times listed in the Guinness Book of Records; Around a billion copies of Jackson's albums have been sold worldwide.

M. Jackson is a man who raised the music industry and choreographic performances to a qualitatively new level. The number of admirers of his talent is measured by millions of people from all over the world. Without exaggeration, this person is one of the most significant personalities of pop culture of our time, who, with his life and work, largely determined its development.

« You may have the greatest talent in the world, but if you don't prepare and work according to plan, everything will go to waste.»

sports leaders

Sport is one of the areas of popular culture. To achieve success in this area, you need to have talent, stand out in physical or mental abilities, but there are cases when success was achieved by those who stubbornly went to the goal through exhausting training and complete dedication. This makes the sport idealized, because he knows most of all examples when a boy from the Brazilian slums or from a family of disadvantaged African immigrants reached the top, becoming an idol for millions of the same children all over the world.

Edson Arantis do Nascimento(better known as Pele) (born 1940) - Brazilian football player, businessman, football functionary. Member of four World Cups, 3 of which Brazil won. The best football player of the 20th century according to the FIFA Football Commission, the best sportsman XX century according to the International Olympic Committee. He is one of the 100 most influential people in the world according to Time magazine.

The success story of the football player Pele most accurately fits the title description of the boy from the slums. Many achievements of the Brazilian remain unique to this day; almost all children chasing a ball in the yard know his name. For admirers of his genius, the example of Pele is not only an example of one of the greatest football players, but also a successful businessman, public figure who turned a childhood hobby into a life's work.

« Success is no accident. It is hard work, perseverance, learning, learning, sacrifice and above all, love for what you are doing or learning to do.»

Michael Jeffrey Jordan(born 1963) is a famous American basketball player, shooting guard. One of the best basketball players in the world in this position. Multiple NBA championship winner, two-time champion Olympic Games. Today he owns the Charlotte Bobcats. Especially for M. Jordan, Nike developed the Air Jordan shoe brand, which is now popular all over the world.

According to research published in an article titled "The Jordan Effect" in Fortune magazine, the economic impact of the brand called "Michael Jordan" has been estimated at $8 billion. M. Jordan is a cult figure for basketball, American and world admirers of this game. It was he who played a huge role in the popularization of this sport.

« Boundaries, like fears, are often just illusions.»

Muhammad Ali(Cassius Marcellus Clay) (born 1942) is an American professional heavyweight boxer, one of the most famous and recognizable boxers in the history of world boxing. Sports person of the century according to the BBC, UNICEF Goodwill Ambassador, philanthropist, excellent speaker.

One of the most famous boxers of the "golden era of boxing", Muhammad Ali is an example of how a talented person, even having lost everything, continuing to work hard on himself, reaches the top again. His three fights with Joe Frazier are among the best boxing fights of all time and, without a doubt, are known to all fans of this sport. Even after the end of his career, Mohammed Ali remained one of the most recognizable athletes of the twentieth century, many books, newspaper and magazine articles have been written about him, more than a dozen films have been shot.

« Worrying about past mistakes all the time is the worst mistake»

military leaders

Today, thanks to the rapid development of technology, including military technology, there is not much room left in history for a military genius. But even a century ago, the fate of individual states and the world as a whole sometimes depended on generals and military leaders.

Alexander III the Great of Macedon(356-323 BC) - Macedonian king from 336 BC. e. from the Argead dynasty, commander, creator of world power. He studied philosophy, politics, ethics, literature with Aristotle. Already in antiquity, Alexander was entrenched in the glory of one of the greatest commanders in history.

Alexander the Great, whose military and diplomatic skills are unquestioned, was a born leader. No wonder the young ruler won love among his soldiers and respect among enemies at such a young age (he died at 32): he always kept himself simple, rejected luxury and preferred to endure the same inconvenience in numerous campaigns as his troops, did not attack at night, was honest in negotiations. These features are a combined image of the characters of books and films loved by all of us in childhood, heroes idealized in world culture.

« I owe to Philip that I live, and to Aristotle that I live with dignity.»

Napoleon I Bonaparte(1769-1821) - Emperor of France in 1804-1815, great commander and statesman, military theorist, thinker. First allocated artillery in separate genus troops, began to use artillery preparation.

Individual battles won by Napoleon entered military textbooks as examples of the art of warfare. The emperor was far ahead of his contemporaries in his views on the tactics and strategy of war, and government. His very life is a testament to how you can develop a leader in yourself, making it a life task. Not being of high origin, not standing out among his peers in the military school with special talents, Napoleon became one of the few cult personalities in world history thanks to constant self-development, unprecedented diligence and extraordinary thinking.

« Leader is a merchant of hope»

Pavel Stepanovich Nakhimov(1802-1855) - Russian naval commander, admiral. He circumnavigated the world in the team of MP Lazarev. He defeated the Turkish fleet in the Battle of Sinop during the Crimean War. Recipient of many awards and orders.

The leadership qualities and skills of PS Nakhimov were most fully manifested during his leadership of the defense of Sevastopol. He personally traveled around the advanced positions, thanks to which he had the greatest moral influence on the soldiers and sailors, as well as the civilian population mobilized to defend the city. The talent of a leader, multiplied by energy and the ability to find an approach to everyone, made Nakhimov a "father-benefactor" for his subordinates.

« Of the three ways to act on subordinates: rewards, fear and example - the last is the surest»

Reviews, comments and suggestions

The above list of outstanding leaders from various fields is only a small part of the material in this direction. You can express your opinion or write about a person who is an example for you using the form below.

Leaders in a class team - In a class student team there are leaders whose roles are different: business leaders, emotional leaders, etc.

Business leaders play a major role in solving the tasks assigned to the class, in the implementation of labor and educational activities. The role of emotional leaders is associated with activities related mainly to the field of interpersonal communication in the classroom. Students who successfully operate in both areas of classroom life are promoted to the role of absolute class leaders.

Business leaders are aware of the interpersonal relationships of more classmates than emotional leaders. This is due to the desire of business leaders to know the vast majority of their classmates well, which allows them to build their relationships according to this knowledge. Emotional leaders often do not feel the need to manage a class and therefore do not need knowledge of interpersonal relationships.

Negative student relationships more accurately characterize business leaders.

To influence the team, along with the ability to perceive personal relationships, the ability to determine the status of peers is of great importance. In this, the absolute leaders are best oriented, followed by business leaders. At the same time, there are no special differences between different leaders in the sphere of emotional relations. The psychological climate in the classroom, the well-being of students, as well as accepted moral values ​​largely depend on emotional leaders.

Class teachers should remember that the leader is put forward by activity. Therefore, through a special organization of educational or extracurricular activities, it is possible to provide favorable opportunities for the success of students who have the developmental potential to influence classmates. Morally valuable activity, accepted by the class and developing students, puts forward appropriate leaders.

The development of the class team is characterized by a constant change of leaders depending on the activity, which provides each child with the opportunity to be in the role of a leader and acquire skills in organizing other people and self-organization.

Collective educational work. In the joint (collective) educational work of children, the nature of the relationship between students and the teacher changes: students need less help and encouragement from an adult than in conditions of frontal work. Group work of students frees the teacher from most of the organizational, control and evaluation functions, so he can be more attentive to the personal characteristics of students, their relationships.

At the same time, children master those aspects of educational activity (in particular, goal-setting, planning, control, evaluation and accounting of work), which the teacher usually takes on.

The stage of organizing, entering into the joint work of children is impossible without a teacher, however, having begun to act together, the children themselves regulate their relationships in the future and discuss business issues, resolving contentious problems in a free discussion. Turning to a teacher for help is not common, only for such reasons: the requirement for additional information; an appeal to authority, if the student cannot prove the expressed opinion himself, and the partner continues to doubt;

A feature of the joint work of children is also their first concern with a partner. Accounting for the position of other participants in one's own action, the decentralized nature of joint actions, actions for another participant - this is the leading characteristic of the joint work of children.

A feature of the group work of children is the complete equality of all its participants, which has a particularly beneficial effect on the behavior of weak students. They all take part in collective work with great pleasure. At the same time, they are in no small way inferior to strong partners, they make mistakes, but they easily take this risk, if they don’t understand, they ask their partners questions, if they disagree, they object and persist in the dispute.

Educational cooperation with peers should become the same mandatory form of organizing education in elementary school, as well as frontal and individual work of students.