Avlasenkova Angelina

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Work of a 3rd grade student

Municipal educational institution "Usvyatskaya Secondary School"

Avlasenkova Angelina

Composition

Modern School Leader

“Believe that you will succeed,”

and you will achieve it"

Dale Carnegie.

Who is a 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's 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 and manage his behavior. To become a Leader, you need to learn independence and perseverance. These qualities will help you overcome difficulties.

Pasha Gostishchev studies at our school. He is an 11th grade student. I know him. Pasha is a kind man, he is never evil. He doesn’t offend the younger ones and even plays with us kids. I often see Pasha during performances at various events. He is very active, smart, and always does everything better than everyone else. There are always a lot of girls, boys, and his friends around him. The guys are drawn to Pasha because they want to be like him.

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

Work of a 4-A class student

Municipal educational institution "Usvyatskaya Secondary School"

Avlasenkova Angelina.

Composition

Modern Leader at School.

Leader - going ahead

leading people.

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

Sometimes I mentally say to myself: “This needs to be done, see it through to the end,” “Stop watching cartoons, we need to get down to business,” “Get up!” I help myself with the words “I can do this”, “I can handle this”. This is how I learn to mobilize myself to do the right thing and not be distracted by unimportant things. I understand that the work of self-education is a long process, but necessary.

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

In our family, the leader is mother! She always tells me what is better and what is more correct. I like it.

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

A modern Leader must act with dignity, according to his conscience. He must respect himself and the people who surround 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 “Leader of the Year” competition

Masha

I live without vegetating.

The days are passing quickly,

I repeat like a prayer

The lightness of Pushkin's line.

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

1.Kirill

Of course you are, no doubt about it.

I will give the most honest answer.

Attractive, beautiful,

Noble, fair.

Charming, slim,

And she’s smart, she’s smart!

At least you go around the whole school,

And you won’t find anything more worthy!

Angelina

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

Lisa

Good-natured and cheerful,

And always coming to help.

You help us with advice,

And the warmth in the soul is real.

Julia

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

3. Philip

Enchanted, bewitched,

Fascinated by elegance.

The whole class, hand in hand,

We follow you with a spell.

Alina

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

Seryozha

As a leader, you are temperamental.

The novelty of ideas captivated us.

And she surrounded us with care.

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

5. Energetic and agile,

She has achieved many successes in dancing.

Musical, pretty,

Werner

My light, mirror, tell me,

Tell me the whole truth.

Am I smarter than everyone else in the world?

Everyone is more active, more fun?

6. Defeated everyone with determination,

She amazed everyone with her love for life.

Instilled creativity in us,

uniting us all together...

My light, mirror, tell me,

Tell me the whole truth.

Are we smarter than everyone else in the world?

Everyone is more active, more fun?

All together

you, of course, no doubt

The whole world has been darkened for us,

And you dance and you sing,

You don’t let me live in peace!

Developing leadership qualities in younger schoolchildren in a modern primary school

1. Psychological and pedagogical aspects of leadership as a category of personality of a junior school 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 will pay attention to them, adults strive to achieve success and recognition at work. Every day on TV screens people are encouraged to be socially active, acquire leadership traits, and develop organizational skills. But achieving the authority of others is not so easy, and even more difficult is maintaining the image and status of a leader. Among different types giftedness, in lately social or leadership talent is increasingly being distinguished. Such children are already early childhood demonstrate their leadership abilities, which are manifested in “commanding” children, choosing games and setting their own rules. Most children in a group or class want to communicate and be friends with them. So who is a leader? What do many people dream of becoming?

The ancients also asked the question of the reason for the power of an individual over his own kind. The topic of leadership has attracted the attention of scientists for many centuries. Confucius, Aristotle, Plato, Machiavelli, Montesquieu, M. Weber, Z. Freud and many others tried to penetrate into the secret of this phenomenon. Plato and Aristotle thought not only about how and why a person takes power into his 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 must strive for justice and serve the state honestly. Aristotle especially emphasized that participation in politics for a leader is the highest form of manifestation of human dignity. It is noteworthy that ancient thinkers, first of all, spoke not about “technology”, but about “normative aspects” in the performance of leadership roles: about what someone who seeks to gain power should know.

In contrast to this 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 are completely permissible tools when it comes to maintaining power and their use pushes aside questions of justice and duty. These ideas made Machiavelli a household name for manipulative leaders.

Beginning in the mid-19th century, philosophers, sociologists, and social psychologists, more than Machiavelli, focused their attention on how leaders emerge in and interact with groups. Thus, will was recognized as one of the most influential psychological mechanisms on which the leader’s influence on his followers is based. Nietzsche was one of the first to declare the will to power driving force history. He saw in the will to power a creative instinct, which manifests itself primarily in leaders who not only insatiably strive for the manifestation of power and its use, 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. Le Bon, G. Tarde, S. Siegele, W. Wundt, each in their own way, but generally in a similar way, interpreted the nature of political leadership - as an irrational phenomenon that unites leaders and followers. G. Le Bon, 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 - a rational-volitional and at the same time an irrational-instinctive phenomenon. At the same time, the second aspect prevails over the first, reducing the leading function of the leader to the 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 tool of influence to this model - the imitation of followers by their leader.

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

Essential for the interpretation of leadership is the consideration of the leader’s power as a social, and not just an individual, phenomenon. G. Mosca's work “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 of the sociological interpretation is the identification of the situation as a factor determining the behavior of the leader.

Researchers of the mid-second half of the 20th century. brought a lot of new things into the interpretation of leadership. Today, not a single leadership researcher can ignore the works of such famous political psychologists as G. Lasswell, who began developing this problem back in the 30s, and A. and J. George, who created the biography of W. Wilson (1956). Research by K. Schumacher on the personality of K. Adenauer (1965), work by B. Glad on the personality of the American politician C.E. Hughes, works of J.M. Burns, R. Tucker, K. Monroe, F. Greenstein, M. Hermann and many other modern leadership specialists are distinguished by the diversity of their methodology, which, however, is dominated by various options psychoanalysis and psychobiography.

In recent decades, a powerful stimulus for leadership research has been the development of management theories. 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 within 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 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 is present in management theories 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 about its nature and functions.

A leader is a member of the group, whom it recognizes the right to make responsible decisions in situations that are significant to it, i.e. the most authoritative person who actually 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 and is able to lead other people. The abilities of a leader, like many others, can be clearly and weakly expressed. The leader is not appointed, he is nominated himself thanks to his personal qualities.

Sociologists argue that in every group of people a bright leader inevitably arises who influences the rest of the group. At the same time, a person who has proven 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 observe a group of people solving some issue. Whoever is listened to most when discussing a problem, who is most quickly agreed upon - this is the leader of the group.

The leader makes decisions, leads the entire team, feels the mood of those around him, participates in resolving conflicts, and bears great responsibility for his actions. Many psychologists identify such a characteristic characteristic of leaders as being highly busy and participating 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 responsibilities, for example, the class leader notes absentees. The position of a formal leader can often be thankless, but useful for future life. Ability to find common language simultaneously with the team and superior people - one of the main qualities of a formal leader. An informal leader is a person whom the team follows regardless of what “position” he holds and what he does. Such a leader has the support and respect of his group.

General leadership in a 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, to “cry into their vest.” WITH the business leader (the hands of the group) works well, he can organize, establish the necessary relationships, and ensure success. TO Everyone turns to the information leader (the brain of the group) with questions, because he is erudite, can explain and assist in finding the 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 is 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 instills in those around him a sense of obedience and unaccountable fear; he is considered the strongest.

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

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

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

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

. "Idol". He attracts, attracts, positively infects the environment, he is loved, idolized, idealized.

. "Outcast."

. "Scapegoat".

The last two types are essentially examples of an anti-leader, an object of aggressive tendencies through which group emotions develop. Often a group unites to fight them, but as soon as he disappears, it begins to disintegrate, since 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 energy, knowledge of the matter in which the group is engaged. At the same time, some qualities are necessary for the leader of a team, others for the captain of a football team, and others for the leader of the country. Frank Cardell did not set out to define the qualities needed to create leadership. In his work he proposes eighteen so-called "disconnectors". These are character traits and habits that “disconnect” us from leadership:

low self-esteem and lack of self-respect;

excessive tendency to deception, excuses, justifications;

internal pictures in the mind that keep us in place;

unwillingness to forgive and let go;

not using your imagination enough;

neglect of one's creative potential;

the need to always be right;

weak communication skills: inability to listen and speak;

inability to come to terms with one's fears;

lack of clear goals;

lack of commitment;

fear of risk;

inability to accept 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 achieve his goals and objectives.

Each person can develop and improve their leadership potential, management and organizational abilities in order to gain recognition and respect among peers, colleagues, and parents.

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

“Leadership begins when we begin.” This quote from F. Cardell, a famous American psychologist, confirms the position that the concepts of “leadership” and “team” are closely interrelated with each other. A child enters into collective relationships for the first time in a group kindergarten, it is during this period of preschool childhood that the child’s leadership qualities begin to emerge. A 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 the leader. The rest of the children accept him as a leader, and a relationship is gradually built in the group in which the dependence of the followers on the leader, who is the child leader, is established. Often, educators scold such children of leaders for “independent activities,” although it is only necessary to direct the energy of such a child in the right direction.

Primary school age is a special self-valued period in which important personality qualities develop, allowing children to step into teenage life and further:

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

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

internal action plan - planning;

orientation towards peers and the group as a whole.

Let's take a closer look at the last quality. Big changes are happening in the younger school age in children's relationships with each other. During this period, they develop collective connections, public opinion, demands on each other, and mutual assessment begin to form. On this basis, their personality direction begins to be determined, a rather intensive assimilation of the moral demands made not only by teachers, but also by their comrades occurs, and new moral feelings and needs appear. General educational activity creates a general educational determination among schoolchildren.

In this regard, children of primary school age develop a social orientation of personality, an interest in the affairs of other children, in the affairs of the class. At first, the social orientation of a junior schoolchild is expressed only in the child’s desire to be in the company of his peers, in the desire to do everything together, to do what others are doing. This explains the conspicuous imitation of younger schoolchildren (as soon as one raises his hand, others follow him, the laughter of one can cause the laughter of the whole class, if one comes up with some example, then everyone tries to come up with the same one).

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 diverse leaders, on the other, the child's personal characteristics: his inclinations, motivation, character, need for self-affirmation. If there is a coincidence, the child’s leadership position is formed and an effective leader appears. If there is a discrepancy, 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 in everything and lead, 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 so smart one may classify the leader’s child as a hooligan and rowdy. In addition, the independence so inherent in a child leader very often seems to the teacher to be a challenge on the part of the student and does not add to mutual understanding.

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

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

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

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

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

.The source of the promotion of a leader in a group is the system of personal relationships in which the leader manifests himself.

What qualities does a child leader have? The generalized result of the search for an answer to this question is contained in the following formulation: leadership should be considered as a set 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. due to the presence of these features. However, a child can become a leader in the class, surpassing others in at least one quality. And since it is precisely this quality that turns out to be necessary in this situation, a child who possesses it becomes a leader.

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

A child’s stable leadership position is not subject to special environmental influences. The main sign of such a position is external observable activity, initiative, and the student’s ability to make decisions quickly and independently.

A variable (situational, unstable) leadership position depends on the situation. Such a child more often opens up with external approval (praise, encouragement), he needs the support of the environment, and is less able to resist circumstances than the previous type. The organization of the 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 child leader with a stable position can call himself the “master of circumstances,” then a child leader with an unstable position is more dependent on these circumstances, sometimes being their “victim.”

The types of leaders considered are distinguished by personal initiative in making the decision to lead others. These are children who are able to take the initiative without outside help. It is characteristic that in primary school children’s personal initiative and their independent decision to act are rarely encountered. There are several reasons for this. Firstly, elementary school students are very focused on the opinion of the teacher. Secondly, the proactive initiative of teachers, the fear of negative evaluation from others, and the inability to implement plans dampen personal initiative. The problem of adults suppressing a student’s initiative, constantly correcting it, and rejecting it is especially acute not only in elementary school, but also in senior education. The solution to this problem is determined by two interdependent processes: increasing the professionalism of teachers and developing the leadership abilities of schoolchildren themselves.

The activities of junior schoolchildren are characterized by the following criteria for their leadership position:

constantly active, independent, personal and initiative;

constantly active, independent, personally uninitiative;

constantly active, dependent, personally uninitiative;

situationally active, independent, personal initiative;

situationally active, dependent, non-initiative;

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

Thus, schoolchildren leaders self-actualize in quite a variety of ways. This is due to the personality characteristics of the child himself, the functioning educational environment created in the classroom, in society (its structure, the organized process of interaction between environmental subjects, 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 a student team, various leadership roles can be distinguished: leaders-organizers (business), leaders-generators emotional mood(emotional), initiating leaders, skillful leaders, erudite leaders. What criteria characterize these roles?

Business leaders play a major role in solving problems assigned to the class, in implementing labor, educational activities. The role of emotional leaders involves activities that are primarily interpersonal in the classroom. Business leaders are aware of interpersonal relationships more classmates than emotional leaders. This is due to the desire of business leaders to know well the vast majority of their classmates, which allows them to build their relationships according to this knowledge. Emotional leaders often do not feel the need to manage the classroom and therefore do not need knowledge of interpersonal relationships.

Initiating leaders stand out in their activities at the stage of putting forward ideas, in searching 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 perform successfully in all areas cool life, are nominated for the role of absolute class leaders.

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

Class teachers must remember that a leader is promoted 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 provide positive influence on classmates.
In the process of developing a class team, a change of leaders may occur depending on the activity that most fully reveals their potential. Thus, different children can play the role of leader. How to recognize real leadership abilities? Even in superficial observation of a child, the following features of activity and psyche stand out:

a child leader does not act with hysterics and orders, but knows how to attract peers to this or that activity, competently justifying the need, explaining the rules, it is as if he is not doing anything special, but somehow stands out among others, attracting him to himself;

not afraid of conflicts, responsibility;

has a special style of thinking, tends to plan, calculate various options;

is independent, does not wait for adults to decide something for him, can organize games, cleaning the classroom, and other activities;

As a rule, little leaders are excellent observers: their interest in the peculiarities of behavior and human relationships manifests itself 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 when studying children's teams. Children leaders sometimes set the tone of life to a greater extent than teaching staff. The authority of such children and the power of their influence on their peers often exceeds the influence of adults.

Leadership at primary school age has its own age characteristics. Students 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 regarding the leader among elementary school students is more erroneous than among adolescents and young men. At the same time, in most cases, younger schoolchildren assume the role of leader in activities as a whole group, which expresses their inability to realistically assess their capabilities. Younger schoolchildren are action-oriented, active, but inadequate self-esteem often becomes the reason for their own failures in fulfilling the role of leader. In addition, at primary school age, preparedness to fulfill the role of a leader and the acquired ability to be an organizer of activities are of great importance. All of the above convinces of the need for the teacher (and/or any adult) to pay serious attention to the child, create conditions for him to demonstrate his own activity and develop his leadership qualities.

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

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

The process of a growing person entering social space is complex and contradictory. On the one hand, society’s requirements for what a person should be in the modern socio-cultural economic situation, on the other hand, what he is with his advantages and disadvantages; on the one hand, there is an active desire to be socially in demand and useful, on the other hand, that needs develop and are formed in social activities. That is why it is so important to activate the mechanisms of personal development, making 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 activities. 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, and therefore the development of leadership qualities of junior schoolchildren should take place in collective activities.

Research into the development of a school student leader Tikhomirova E.I. show that there are different ways to implement this process. One of them is conventionally called educational. This is the way when purposeful information training of schoolchildren in ways of mastering the role of a leader occurs, the essence of the concept of “leader” is revealed. In this case, the child receives information by acquiring knowledge about ways to fulfill the role of a leader. To do this, it is recommended to use trainings and hours of interesting communication on the topics “Leaders. Who are they?”, “Meet me - this is me”, “Let’s take a look at ourselves from the outside”, “I am a leader”, etc., workshops on studying children's individuality, the child’s ability to self-actualize in the role of a leader. After all, you can lead yourself successfully if you know the content of the work, the rules of its organization and methods of evaluation, your individual characteristics.

The second way for a child to become a leader is called activity-practical. In this case, the student himself is directly involved in fulfilling the role of a leader, gaining practical experience in mastering this role. Sometimes this path is called trial and error. The third path is conventionally called integrated. It combines special theoretical training and practical activities. There is another path that can be defined as the path of copying a model, when, based on imitation of the model, the child becomes a leader.

Becoming a child leader includes:

developing the child’s attitude towards a leading position;

training in activity modeling;

Realization of current and potential abilities and needs.

Various technologies are used for this. The first type of technology is the task of drawing a “leadership portrait”: “draw” the leader with paints, prose, songs, gestures, etc. Carrying out such activities makes them interesting creative work, forms children’s idea of ​​leadership. The second type of technology involves purposefully teaching children to model their activities. For example, the educational technology “Field of Miracles”, where an imaginary “field” is sown with “seeds - activities” that children independently plan to carry out, determining what needs to be done so that these imaginary seeds, i.e. real things have sprouted. This way, 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 when successfully fulfilling the role. Successful mastery of any role, including the role of a leader, occurs most successfully in the game. This is one of the social, psychological and pedagogical functions of the game. A whole series of games of various types have 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 a child’s leadership potential, 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 are able to overcome yourself, your inability, ignorance, and inexperience. The child’s personality seems to grow in success, while failure makes him shrink, curl up, withdraw from the awareness of his unimportance. Yu.E. Lukyanov writes: “Success inspires a child, helps him develop initiative and self-confidence, and subsequently ensures the formation of a fighter’s character who believes in his own strength.”

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

It is necessary to teach your child to set goals for himself. Being a leader for yourself is sometimes more difficult 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 dedication, 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 be sure to achieve results. Similar to the instructions on how to walk through a wall given in the movie “The Magicians”: “See the goal, believe in yourself and do not notice the obstacles.”

Important basic components of developing leadership qualities 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).

Upbringing creative personality(development of abilities, knowledge, abilities, skills, intelligence).

Education of a practical personality (knowledge of the basics of economics, hard work, thriftiness, knowledge of languages, physical training, good manners).

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

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

It helps children in forming and clarifying the goals and objectives facing groups and each child individually.

He assumes that children are intrinsically motivated.

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

It is important that he plays this role for every child.

He develops the ability to sense 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, allowing him to understand everyone's feelings and experiences.

To facilitate the formation of a leadership position, he himself demonstrates leadership behavior: various leadership styles, leader personality traits, 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 state governed by the rule of law, then it must be based on democratic values ​​and respect for human rights. Only on this basis do trusting, relaxed relationships arise between children and adults, and an atmosphere of joy and creativity is born. Self-government of schoolchildren plays an important role in such education. From the first grade, students can be divided into “stars” and each must have its own commander who is responsible for small team. This is how leadership qualities are gradually formed in younger schoolchildren. Participation in the life of the team prepares children to fulfill the responsibilities assigned to each of us by society in solving socially significant problems, and helps in self-determination in life. 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.

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

2. Experimental work to identify leadership qualities in younger schoolchildren in a modern primary 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. The experimental study is carried out in 4 classes, the class size is 4 “A” - 21 students, 4 “B” - 23 students. 4 “A” class is experimental and works according to the N.V. developmental education system. Zankova. Next, a description of the state of work of teachers in these classes will be given. When starting to work with children, even at the behavioral level, differences are noticed between students in classes. Students of class 4 “A” were more confident, more organized, more sociable, and actively expressed own opinion. I am conducting a test to identify leadership qualities among students “I am a leader”, during which the children themselves will try to assess their ability to lead a group, become an organizer and inspirer of life in a team.

Instructions for the test: “If you completely agree with the above statement, then put the number “4” in the box with the corresponding number; if you rather agree than disagree - number “3”; if it’s hard 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 you need to work on improving it; if it is 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 when answering questions 8, 15, 22, 27, 29, 34, 36, 41. If each of them received more than 1 point, the child was insincere in his self-esteem). Having processed the test results, I find that in class 4 “A” there are 4 leaders who have results in almost all indicators above the average level.

Stepanov Alexey

Ability to identify your leadership qualities Developed strongly BC Communication skills Developed strongly Ability to solve problems Developed strongly Influence on others Developed averagely Presence of a creative approach Developed average Knowledge of the rules of organizational work Most developed Organizational abilities Developed strongly Ability to work with a group Developed strongly

Ivannikova Sveta

Ability to identify your leadership qualities Developed averagely Communication skills Developed strongly Ability to solve problems Developed average Influence on others Most developed Presence of a creative approach Developed average Knowledge of the rules of organizational work Developed strongly Organizational abilities Developed average Ability to work with a group Developed strongly

Sotnikov Vadim

Ability to identify your leadership qualities Developed averagely Communication skills Most developed Ability to solve problems Developed average Influence on others Developed strongly Presence of a creative approach Developed average Knowledge of the rules of organizational work Developed strongly Organizational abilities Developed average Ability to work with a group Developed strongly

Khramtsova Diana

Ability to identify your leadership qualities Developed averagely Communicative qualities Developed strongly Ability to solve problems Developed average Influence on others Most developed Presence of a creative approach Developed average Knowledge of the rules of organizational work Developed average Organizational abilities Developed strongly Ability to work with a group Developed strongly

In grade 4 “B” I identified 2 leaders with the corresponding indicators:

Gobozov Dmitry

Ability to identify your leadership qualities Developed averagely Communication skills Developed strongly Ability to solve problems Most developed Influence on others Developed averagely Presence of a creative approach Developed average Knowledge of the rules of organizational work Developed averagely Organizational abilities Developed strongly Ability to work with a group Developed strongly

Zhigulina Maria

Ability to identify your leadership qualities Developed strongly BC Communication skills Developed strongly Ability to solve problems Developed average Influence on others Most developed Presence of a creative approach Developed average Knowledge of the rules of organizational work Developed average Organizational abilities Developed average Ability to work with a group Developed strongly

To confirm the received data about groups of leaders, I conduct a psychological game “Let’s 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 a team, and confirmed the leadership system identified during testing. General comparative analysis The 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

Indicator less than 10 - poor level of quality development

An indicator greater than 10 indicates a high level of quality development.

Based on the results of the study, we can conclude that the leadership qualities of students in grade 4 “A” are better developed in all respects.

2.2 Study of the state of work of teachers primary classes

“A” class is experimental, the teacher works according to N.V.’s system of developmental education. Zankova. In his work, the teacher widely uses activity-based, group, and problem-based teaching methods. The project method used by the teacher in working with children seems especially interesting and effective. Students have sufficiently mastered the methodology of this pedagogical technology and are independently preparing creative projects on literature and the surrounding world with great interest. As a rule, the teacher provides guidance to children and 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, and contributes to the formation of the ability to independently and responsibly plan their own activities.

Speaking about educational work in the classroom, we can note the developed children's self-government: the team has elected positions (headman, minister of knowledge, minister of cleanliness, etc.). Children take responsibility for their duties in these positions and show initiative. Subjects cool hours provides for the development of leadership qualities - communication skills, activity, etc. Class topics “Organize yourself: why is this necessary and where to start?”, “Speaking in front of the public: against everyone or with everyone?”, “The world of adults: what am I?” 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 objectives of educational work are:

creating conditions for children to become more fully acquainted with each other, self-knowledge, self-acceptance and self-respect, knowledge and acceptance of other people (classmates), respect for them;

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

development of determination and focus on achieving success.

The teacher of grade 4 “B” works according to the program of the traditional education system. It does not use the project method and uses game-based, activity-based, and practice-oriented forms of teaching to a lesser extent. Children's self-government in the group is formed, but less productive. I would like to note the organization by the teacher of the CTD (collective creative activities) “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 Summary of research results

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

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

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

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

teachers develop children's cool team children's self-government.

This hypothesis is fully confirmed by the results of a study of the level of development of leadership qualities in children: communication, the presence of a creative approach, the ability to determine one’s leadership qualities, the ability to solve problems, etc. Students of grade 4 “A” have a high and average level of development of leadership qualities. 4 active positive leaders were identified in the class. Students in grade 4 “B” have a high level of development of such qualities as the ability to work with a group, the presence of a creative approach, and the ability to identify leadership qualities, although the indicators for these qualities are lower than the corresponding indicators in grade 4 “A”. The remaining indicators have an average or below average level of development. 2 active positive leaders were identified in the class.

For the successful development and formation of leadership qualities of children, a teacher of grade 4 “B” needs to adjust educational work in the direction of developing self-government in the classroom, conduct educational trainings with children aimed at developing communication, initiative, creative activity, goal setting, and more widely use activity-based, group, game, role-playing, practice-oriented, problem-based forms and methods of teaching and upbringing.

Conclusion

student leadership education junior

In a children's community, leadership, while maintaining its essence, has a number of features associated with:

The uniqueness of a child’s development at a particular age level;

Studying as the predominant activity of the student;

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

Predetermined relationships with teachers.

Transferring 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 lives of schoolchildren. Guys who have a high status in teams have a special influence on their classmates (teammates, etc.). Therefore, when developing leadership positions in children, it is very important to identify and monitor 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 of pedagogical conditions for its formation:

Ensuring the diversity of activities in which the child is involved: every activity has its own leader, and such organization of the life activities of a temporary children's team allows almost every child to realize their leadership potential.

Creation of self-government, which can serve as a source various types activities, a factor helping the development of the team and individual in a team.

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

Formation of a team, since a developed team has enormous educational power, has the ability to see a personality in each child, allowing it to open up.

Personality of the teacher-organizer. Through his behavior he can influence the dynamics of leadership in the team.

All ups and downs happen because of 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 undertake that requires the involvement of other people will live or die depending on our leadership. And as you move toward achieving the highest levels, remember to take others with you to become the leaders of tomorrow.

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In school practice, teachers, parents and psychologists often raise the issue of identifying leaders among students.

The correct answer is that at school, among children, there are no and cannot be leaders. Because leader- this is a person who leads other people towards a common goal for everyone. For schoolchildren no common goal. Everyone has their own goal: to obtain a certificate with the best grades. This goal does not directly depend on other students: everyone will receive your certificate with with your own assessments. Children are just study next to each other rather than moving towards a common goal.

I never did anything alone - maybe only took exams.

This statement by a born leader, Bill Gates, very well illustrates the fact that school is one of the rare places where there is no soil for leadership. There is a lot of work done alone, although there are a lot of people nearby.

Who then is in the school if there are no leaders? There are children who are confused with leaders.

First of all, this aggressive children. Because they are dangerous and cruel, other children are afraid of them and sometimes obey them out of fear. This has nothing to do with leadership, because the leader is obeyed voluntarily out of respect for his merits.

Secondly, leaders are often mistaken for nice children. Other guys want to be friends with them and spend time together. This, again, is not about leadership, but about sympathy.

Sociometry

There is a good method for identifying emotional preferences in a team, including children’s, - sociometry. Students are asked to answer the following questions:

1. If you had to move to another school, which of your current classmates would you take into your new class? Please name five people.
2. Which of your current classmates would you not take into your new class? Give five names.

Analysis of the responses received allows us to identify popular (stars) and unpopular members of the group (neglected, rejected, isolated). Psychologists usually say that sociometric “stars” are leaders identified using a professional tool.

However, leaders are needed to solve group-wide, difficult problems, often associated with competition with other groups. There are no such tasks in the life of a school class. The transition from one school to another, used in sociometry, is a change from one neutral situation to another.

Since leaders solve difficult, risky tasks, they have such qualities as firmness, integrity, will, audacity, and the ability to make unpopular decisions. Therefore, in real situations, the leader will most likely become one of the unpopular, from the point of view of sociometry, members of the group.

Sergeant Volkov in Alexander Bek’s story “Volokolamsk Highway” is described as “eternally gloomy,” “taciturn,” “angry in service and in battle.” An unpleasant person, however, he enjoyed great respect from both his colleagues and the command: he was a leader among the soldiers. He was probably “angry”, “taciturn”, “gloomy” in childhood. Who would want to take someone like that with them to another school? Why do we need a gloomy silent man at the next desk? We will choose someone more cheerful, sociable and positive.

War is a completely different matter. Combat is definitely a difficult task. To defeat a dangerous opponent, you need a leader. The soldiers called Sergeant Volkov "the right person." “Gloomy, “angry”, “taciturn” but “correct.” He was killed at a machine gun, covering the retreat of his comrades. If the soldiers were asked who they would take when moving to another regiment, then Sergeant Volkov would be one of the most popular. Why do we need a cheerful and sociable soldier in battle? To survive, we will choose someone brave, cold-blooded and correct, whose anger inspires confidence in victory.

Thus, sociometry is about the emotional structure of the group, likes and dislikes, but not about leadership and influence.

Situational leader

Stephen Covey. The Leader in Me: How Schools and Parents Around the World Are Helping Children Become Great.

Still, there are leaders in the school, but only in certain situations. For example, in a chemistry lesson, the teacher divided the class into groups and gave them tasks: the one who understands chemistry best will become the leader for his group, that is, he will lead his team to achieve a difficult goal common to all. But with the end of the lesson, the leader-chemist ceases to be a leader. The same thing can happen in gym class, when the most athletic guy can become the leader during a game of basketball.

Personal Leadership

ABOUT personal leadership They say when a person leads only himself to his goal. Many people are not leaders of themselves or others; They do not behave towards any goal, but simply, by occupying themselves, react to external stimuli.

From this point of view, all children in the school can be leaders. Stephen Covey in his book "The Leader in Me" describes the implementation

1.2 Mechanisms for forming the idea of ​​a leader (leader) in the mass consciousness.

2. Sociological research on the influence of the media on the formation of the image of a political leader

2.1. Research program

2.1.1 Methodological section

2.1.2. Methodical section

2.2 Analysis of research results

Applications

1. Theoretical foundations in the leader's understanding

1.1 The concept of leader in sociology

In any group there is a leader, a leader. He may be officially appointed, or he may not hold any official position, but actually lead the team due to his organizational abilities. The leader is appointed officially, from the outside, and the leader is nominated “from below.” A leader not only guides and leads his followers, but also wants to lead them, and followers not only follow the leader, but also want to follow him. Research shows that people always evaluate the knowledge and abilities of a leader significantly higher than the corresponding qualities of other group members. Why does a person become a leader? According to the concept of “traits,” a leader has certain properties, traits, thanks to which he becomes a leader. A leader has the following psychological qualities: self-confidence, a sharp and flexible mind, competence as a thorough knowledge of one’s business, strong will, the ability to understand the peculiarities of people’s psychology, and organizational skills.

The leader of a group can only be that person who is able to lead the group to the resolution of certain group situations, problems, tasks, who carries the most important personality traits for this group, who carries and shares the values ​​that are inherent in the group. The leader is like a mirror of the group, the leader appears in this particular group, what is the group - so is the leader. A person who is a leader in one group will not necessarily become a leader again in another group (the group is different, has different values, different expectations and requirements for the leader).

From the point of view of the scale of the tasks being solved, the following are distinguished:

Everyday type of leadership (in school, student groups, leisure associations, in the family);

Social type of leadership (in production, in the trade union movement, in various societies: sports, creative, etc.);

Political type of leadership (statesmen, public figures).

There is an undoubted connection between the fate of the everyday leader, the social leader and the political leader. The first always has the opportunity to become a leader of a different type.

Leadership presupposes a certain character of the immediate environment. It should be selected on business and professional grounds. Personal loyalty is an important quality in the environment, but not enough in our time. Like-mindedness, mutual understanding, interest in the matter, mutual trust, confidence in the correctness of the choice, moral stability, and conviction also give the right to take a place in the team surrounding the leader. Attractive to those around you are the prestige of the place, career opportunities, recognition within and outside the team, in the spheres of power and management, in society and in the country. But it is important that all this is done with high professional competence. A colleague must have a clear understanding of the general state of affairs in which he is engaged under the leadership of a leader, about his role and responsibilities in the group, and have analytical and creative abilities. The qualities of his associates seem to be concentrated in the leader. Therefore, he should be interested in selecting people who are superior to him in some qualities. The talent for managing people is based on a whole complex of socio-psychological qualities and properties. The trust and love of the masses for their leader plays a big role.

Trust in a leader is recognition of his high merits, merits and powers, recognition of the necessity, correctness and effectiveness of his actions. This is internal agreement with the bearer of authority, readiness to act in accordance with his instructions. After all, forcing people to follow oneself in the absence of means of coercion is possible only on the basis of trust. And trust means that people are in internal harmony and unity with the leader.

The structure of the mechanisms by which leaders influence the masses depends on the properties of followers. The leader is extremely dependent on the team. The group, having an image of a leader - a model, requires from the real leader, on the one hand, compliance with it, and on the other, the leader is required to be able to express the interests of the group. Only if this condition is met, followers not only follow their leader, but also want to follow him.

A skillful analysis of reality depends on the leader. Based on the conclusions obtained as a result of the analysis, a line of behavior is formed - a program of action - and decisions are made. After this, the mobilization of forces and resources begins. The leader seeks the support of the entire group or its overwhelming majority to organize the implementation of decisions made, which includes:

1) selection and placement of performers;

2) communicating decisions to them;

3) clarification and adaptation of decisions in relation to the place of execution;

4) creation of external and internal conditions for execution;

5) coordination of the activities of performers;

6) summing up and analyzing the results.

The first leadership typology was proposed by M. Weber and remains influential to this day. It was based on the classification of the authority of persons exercising power. M. Weber distinguished: 1) traditional leadership, based on faith in the sanctity of traditions; 2) rational - legal, or bureaucratic, leadership based on faith in the legality of the existing order and its “reasonableness”; 3) charismatic leadership, based on faith in the supernatural abilities of the leader, the cult of his personality. It occurs in critical situations. With stabilization social system it is transformed into traditional, or bureaucratic, “routinization of charisma” occurs

The authority of the traditional leader, according to M. Weber, is based on long-standing custom. A person has the “right to leadership” due to his origin - belonging to the elite. This type of leadership is characteristic of a “pre-industrial” society.

Rational-legal, or bureaucratic, leadership, according to Weber, is inherent in “industrial society.” It arises when a leader becomes not due to any special personality traits (although the leader must demonstrate a certain level of competence), but through “legal” bureaucratic procedures. According to Weber, leadership in an “ideal” bureaucracy is impersonal, it acts as an instrument of law, impersonal.

The peculiarity of charismatic leadership, according to Weber, is that traditional and bureaucratic leadership operate in stable social structures and are adapted primarily to solving everyday problems (that's why he calls these two types routine), while charismatic leadership arises at sharp turns in history. A charismatic leader must view his mission as “recognition from above.” This type of leadership is characterized by fantastic devotion of followers to the leader; any doubt about his charismatic qualities is considered as sacrilege. This is Weber’s most important difference from rational-legal and traditional leadership. The latter have more or less objective grounds (law, traditions); charismatic leadership is of a purely personal nature.

In modern Russian literature There are many classifications of leadership. The most interesting is the leadership typology proposed by Professor B.D. Parygin. It is based on three different criteria: firstly, in content; secondly, in style; thirdly, by the nature of the leader’s activities.

a) inspirational leaders who develop and propose a program of behavior;

b) executive leaders, organizers of the implementation of an already defined program;

c) leaders who are both inspirers and organizers.

One of the foundations of the leadership typology is “styles” of leadership.

According to style they are distinguished:

a) Authoritarian. This is a leader who demands monopoly power. He alone determines and formulates goals and ways to achieve them. Communications between group members are kept to a minimum and pass through the leader or under his control. An authoritarian leader tries to increase the activity of subordinates using administrative methods. His main weapon is “iron demands,” the threat of punishment, and a sense of fear. Not all authoritarian leaders are rude, impulsive people, but they are united by coldness and imperiousness. The psychological climate in a group where this leadership style is practiced is characterized by a lack of goodwill and mutual respect between the leader and followers, who turn into passive performers.

b) Democratic. The democratic leadership style, according to most researchers, turns out to be more preferable. Such leaders are usually tactful, respectful, and objective in their interactions with group members. The socio-spatial position of the leader is within the group. Such leaders initiate maximum participation of everyone in the activities of the group, do not concentrate responsibility, but try to distribute it among all group members, and create an atmosphere of cooperation. Information is not monopolized by the leader and is available to team members.

c) “Non-interfering” leader. Such a leader is characterized by the absence of praise, blame, and suggestions. He tries to avoid responsibility by shifting it to his subordinates. The attitude of such a leader is to remain as unnoticed as possible on the sidelines. The leader avoids conflicts with people and withdraws from the analysis of conflict cases, transferring them to his deputies and other people, and tries not to interfere in the course of the group’s activities.

"Development of leadership in the student body"

Introduction………………………………………………………………………………..3

Main part………………………………………………………………5

1. The phenomenon of leadership as a socio-psychological concept.

1.1. The concept of “leadership” in social psychology………………………….5

1.2. Theoretical approaches to understanding leadership in social psychology……………………………………………………………………………….6

2. Practical approaches to identifying and developing leadership in children's teams

2.1. Qualities of a modern leader in Deming’s management model………..11

2.2. Perception of the leader by the group……………………………………………………….12

2.3. Identification of the leader……………………………………………………………13

Conclusion………………………………………………………………………………16

List of sources used………………………………………………………........17

Applications………………………………………………………………………………......18

A group is a powerful force, where “leadership is one of the mechanisms for integrating group activities, when an individual or part of a social group plays the role of a leader, that is, unites and directs the actions of the entire group, which, in turn, expects, accepts and supports his actions”

Interest in leadership dates back to ancient times. The phenomenon of leadership has excited the consciousness of foreign researchers for centuries. At the beginning of the ninetieth century, leadership became the object of close attention. In the 70s, a lot of works appeared on the study of this phenomenon: J. McGregor Burns, B. Kellerman, R. Tucker, J. Page.

The phenomenon of leadership as a group phenomenon is of exceptional significance for modern society. New living conditions associated with the transition to an information society and a new culture acquire improved models of leader behavior in the process of adaptation to external environment.

Leadership, as a group phenomenon, acquires particular relevance in modern relations between people.

In any team or organization, formal and informal relationships, where two types of leaders are distinguished: formal and informal.

A formal leader is a leader who is appointed by higher management and receives certain powers, without taking into account the opinions of subordinates about his worthy candidacy.

The informal leader is nominated from among the people around him, equal or close in status. No matter how much a person strives to become a leader, he will never become one if others do not perceive him as a leader.

Thus, leadership is a socio-psychological phenomenon of a group phenomenon.

The purpose of the work is to study leadership as a group phenomenon.

The object of the study is 12-13 year old students.

The subject of the study is the features of leadership development in the student body.

* Study and analysis of socio-psychological literature on the topic.

* Disclosure of the content of “leadership” as a socio-psychological concept.

* Consideration of methods and selection of the optimal diagnostic study of leadership in the classroom.

* Identification of the characteristics of leadership as a group phenomenon.

* Studying the direction of the group depending on the personality of the leader.

* Development of leadership qualities through psychological training.

Main part

1 The phenomenon of leadership as a socio-psychological concept. 1.1. The concept of “leadership” in social psychology.

Leadership is a natural socio-psychological process in a group, built on the influence of a person’s personal authority on the behavior and views of group members. A leader not only guides and leads his followers, but also wants to lead them, and followers not only follow the leader, but also want to follow him.

Sigmund Freud understood leadership as a twofold psychological process: on the one hand, a group process, on the other, an individual one. These processes are based on the ability to attract feelings of admiration, adoration, etc. People's acceptance of the same personality can make that personality a leader.

A prerequisite for leadership is the possession of power in specific formal or informal organizations of various levels and scales. But in all cases, the leader has social, psychological, and emotional support in society or groups of people who follow him.

Thus, a leader is a person who has a special social role in society: leader, planner, organizer, manager of the activities of a certain number of people, who exhibits a higher level of activity compared to other members of the team.

Trust in a leader is recognition of his personal merits, merits and powers, recognition of the necessity, correctness and effectiveness of his actions. This is internal agreement with the bearer of authority, readiness to act in accordance with his instructions. Trust means that people are in inner agreement and unity with the leader.

The structure of the mechanisms by which leaders influence the masses depends on the properties of followers. The leader is constantly dependent on the team. The group, having an image of a leader (model), requires the real leader to correspond to it, and on the other hand, the leader is required to be able to express the interests of the group. Only if these conditions are met do followers not only follow their leader, but also want to follow him.

In accordance with the characteristics of followers, the leader builds methods of influencing them. These methods are designed to ensure, firstly, the initiation of activity, coordination of the group’s actions and ensuring its external relations and prestige. Secondly, for this it is necessary to regulate interpersonal relationships in the group and provide personal support to group members.

1.2. Theoretical approaches to understanding leadership in social psychology.

Currently, psychologists identify several main theoretical approaches to the origin of leadership. When considering the personal qualities of a leader, there is a trait theory, as well as behavioral and situational approaches.

Trait theory, or “charismatic theory” is considered in the studies of the English psychologist and anthropologist Francis Galton (1822–1911), who tried to explain leadership based on a hereditary factor. A leader, according to this theory, can only be a person who has a certain set of personal qualities or a set of certain psychological traits, charisma, extraordinary properties and abilities.

Various authors have tried to identify these essential traits or characteristics of a leader. Thus, the French sociologist Gabriel Tarde (1843–1904) believed that leaders are characterized by a combination of qualities such as creative talent and nonconformity. From the same positions, the personality of the leader was characterized by Gustav Le Bon (1841–1931), noting in it a different set of traits: firm conviction (“convinced people participate in those hidden forces who rule the world"), fanaticism ("fanatics and hallucinators make history"), obsession with ideas ("ideas, and, consequently, those people who embody and spread them, rule the world"), blind faith, "moving mountains ". Mind and intellect, according to Le Bon, are not the qualities of a leader, since "the thinker sees too clearly the complexity of problems for him to ever have very deep convictions, and too few political goals seem to him worthy of his efforts." In his opinion , only "fanatics with limited mind, but with an energetic character and strong passions can found religions, empires and raise the masses."

In American social psychology, sets of leadership traits were recorded especially carefully, since they were the basis for constructing test systems to identify possible leaders. Hundreds of studies have been conducted in this area, generating a long list of identified leadership traits.

Behavioral approach focused on leadership behavior, where there is a basis for classifying leadership styles or behavioral styles. This has been a major contribution and a useful tool for understanding the complexities of leadership. Influence was now seen as the most significant aspect of leadership. who turned out to be the leader. As a result, two main types of behavior characteristic of various leaders were identified: attentiveness and caring. in relation to members of their group and initiative. Rensis Likert (1967), who came to similar results in a study of leadership behavior, called the first type of behavior employee-centered, and the second type production-centered. Describing both factors, Andrew Halpin notes that caring is an indicator of the extent to which a leader, when interacting with group members, shows friendliness, trust, evoking reciprocal trust, warmth, etc. Genuine caring demonstrates that the leader is aware of the needs of each team member

Although the behavioral approach focused attention on the actual behavior of the leader, its main drawback was its tendency to assume that there is one optimal leadership style. Summarizing the results of studies that used this approach, many researchers came to the conclusion that “there is no one “optimal” leadership style.” It is very likely that the effectiveness of a style depends on the nature of the particular situation, and when the situation changes, so does the corresponding style. Later authors and behavioral scientists recognized that the situational approach to leadership changes depending on the situation at hand.

Situational leadership theory(Stogdill R., Hilton T., Goldier A.)

This theory states that leadership is a product of the situation. In various situations of group life, individual members of the group are identified who are superior to others, at least in some one quality, and the person who possesses it becomes a leader. A leader, better than others, can actualize in a specific situation his inherent trait (the presence of which, in principle, is not denied in other persons). A leader, according to R. Stogdill, is a function of a certain situation, and a person "who is a leader in one situation will not necessarily be a leader in other situations." From this point of view, leadership traits are relative, although supporters of the situational concept still recognize the need for competence, determination, self-confidence, and willingness to take responsibility for solving a particular problem.

The weakness of the situational concept lies in the underestimation of the personal activity of a person striving to take the place of a leader: there is no suitable situation, and he will no longer become a leader.

Hartley E. proposed four “models” that allow us to give a special interpretation of the fact why certain people become leaders and why not only the situation determines their promotion: 1) if you become a leader in one situation, your chances of becoming one in another situation increase; 2) if you have proven yourself as a leader, you have acquired authority, which can contribute to your appointment leadership position and thereby consolidating your leadership; 3) the perception of the group is stereotypical, and if you become a leader in one situation, it perceives you as such in another; 4) the one who strives for this becomes a leader. But, according to Andreeva, the reasoning can hardly be considered convincing enough to overcome the complete relativity of the leader’s traits, as they appear in the situational theory. Nevertheless, the situation theory turned out to be quite popular. It was on its basis that many experimental studies of leadership in the school of group dynamics were carried out.

Importanttheoretical approach to understanding the origins of leadershippresented in the so-calledsystems theory leadership , according to which leadership is viewed as a processorganization of interpersonal relationships in a group, and the leader as the subject of managing this process. In this approach, leadership is interpretedas a function of the group, and should be studied, therefore, from the point of view of goals andtasks of the group, although the personality structure of the leaders should notbe discounted.

The activity approach proposed by M.Ya. Basov, S.L. Rubinshtein, A.N. Leontiev was taken as the basis for studying the problem of leadership in the developed domestic theories of various fields of psychology.

The main achievement of the activity approach is that within its framework a productive direction has been formed - the psychology of action.

Sensory, perceptual, objective, performing, mnemonic, mental, affective and other actions, as well as their structural components: motives, goals, objectives, methods of implementation and conditions of implementation.

The activity approach is a methodological direction of research, which is based on the category of substantive activity. According to the theory of activity, the psychologically complete structure of activity always includes a motivational-guiding, executive and control-evaluative link. The full implementation of an activity presupposes the implementation of all components of its structure.

The principles of the activity approach are reflected in the analysis of the content of the components of the psychological structure of leadership and are the methodological basis for the study of leadership activity. The application of the activity approach to the interpretation of the essence of leadership is justified by a number of provisions:

– specifically human interaction is always carried out together with other people, therefore all human activity is imbued with sociality. Based on theoretical concepts, leadership is considered as a group phenomenon: the leader is unthinkable alone, he is always given as an element of the group structure, and leadership is a system in this structure;

– leadership can be represented as a special type of activity, considering the three main links of its structure: motivational-guiding, executive and control-evaluative;

– It is advisable to build the development of leadership activity from the point of view of activity theory, since without knowledge of the structure of activity it is impossible to build conceptual models for managing its formation and development.

According to R.L. Krichevsky, the study of leadership requires “an approach based on the understanding of a social group as a functional unit included in a broad system of social relations”

The phenomenon of leadership in small groups is considered by domestic psychologists in the context of joint group activities, i.e. It is not just “situations” that are taken into account, but specific tasks in which certain group members can demonstrate their ability to organize a group to solve those problems. The difference between a leader and other group members is manifested in the presence of a higher level of influence. In this context, Umansky L.I. and his employees describe: a leader-organizer who performs the function of group integration; an initiating leader who sets the tone in solving group problems; leader-generator of emotional mood (analogous to the role of an emotional leader); erudite leader (one of the roles of an intellectual leader); leader of emotional attraction (corresponds to the “sociometric star”); leader-master, craftsman (i.e. a specialist in some type of activity). The most famous is developed by R.L. Krichevsky. the concept of value exchange as a mechanism for promoting a leader: a leader is considered the one in whom the qualities that are especially significant for group activities are most fully represented, i.e. are values ​​for the group. Thus, in the course of interaction, the group member who has the most complete set of group values ​​is promoted to a leadership position. That is why, conclude R.L. Krichevsky. and Ryzhak M.M. (1985), he has the greatest influence.

Thus, leadership, on the one hand, is the most studied, and on the other hand, the least understood construct in social psychology, which is a phenomenon of group development.

2 Practical approaches to identifying and developing leadership in children's teams.

2.1. Qualities of a modern leader in Deming's management model.

A well-known specialist of our time in the field of management and strategic management, Deming identified nine essential qualities of a modern leader:

*Understands how his team's work fits into the company's goals.

*Works with upstream and downstream process steps.

*Tries to create an atmosphere for everyone so that work brings joy.

*He is a coach and advisor, but not a judge.

*Uses numbers to understand the motives of his people and himself. Understands variations. Uses statistical calculations to find out which workers are outside the system and require special assistance.

*Works to improve the system in which he and his people work.

*Creates an atmosphere of trust. Understands that creating an atmosphere of trust requires him to take risks.

*Doesn't expect perfection.

*Listens and learns without punishing the one he listens to.

These qualities inherent in a leader are reflected in the method of fairy tale therapy with school students, where it becomes possible to identify as much as possible with the main character - the bearer of a certain quality.

In the Deming model used, where the qualities of a modern leader are such that they are useful for any child, even one who does not strive for leadership (Appendix 1).

2.2. Group perception of the leader.

A leader must be understood as “one of us.”

Accepting the basic norms and values ​​of the group is not enough to become a full-fledged leader. One must be not only like “most of us”, but become “the best of us”, since only by presenting himself as an outstanding person can he serve as an example for the group and symbolize the “leader”. Being “the best” is also necessary in order to carry out effective management and cooperation of the group’s work, then these tasks will either not be completed or will not be completed fully.

However, while a leader should be “the best of us,” he should not be much better. He shouldn't be much smarter either. Firstly, someone who is too smart is not perceived as “one of us.” Secondly, his interests may be far from the problem in the group, he will not be motivated to help the group. Thirdly, communication problems may arise due to large differences in the intellectual sphere. Finally, there is reason to believe that a very intelligent leader will undertake innovations that the group is not ready to accept because they contradict the established group ideology; in this case the leader will not be like “most of us.”

A leader must meet the expectations of followers.

Group members may have a shared, established opinion about how a leader should behave and what functions he should perform. And they will choose and retain only a leader who meets their expectations.

Two functions of a leader - the elimination of individual responsibility and the symbolization of the father, the leader - suggest that the one who is able to satisfy such needs of the individual as the need to rely on someone, to become close to someone, etc. will be chosen as a leader.

Thus, the personality of the chosen leader depends in part on the personality traits of the followers.

2.3. Identifying the leader

Considering the concept of leadership as a group phenomenon, it is necessary to analyze the situation in a real social group - a class group, where leadership acts as one of the elements of group life.

Monitoring psychological and pedagogical support for school students can serve as an effective indicator.

Long-term work to identify leadership is being carried out in one of the city schools in the Tomsk region. The work uses a sociometric method according to the classification proposed by I.G. Balashova in 1999

Sociometric techniques are used to study relationships in small groups. It became widespread in foreign psychology and sociology after the appearance in 1934 of the book by the American psychologist J. Moreno “Who Will Survive?” As defined by Moreno, sociometry deals with the internal structure of social groups, which can be compared to the nuclear nature of an atom or the physiological structure of a cell (Moreno, 1958). This method was created exclusively for the needs of psychological practice and therefore, if used correctly, can provide the most important information necessary for planning correctional and developmental work with the class.

The main goal of sociometric research is to study the informal structure of interpersonal relationships in a small group.

Among the requirements for conducting sociometry, it is necessary to note at least the following:

a) All students should know each other well.

b) When carrying out the technique, mandatory presence is required full composition class. If someone is not present, the study is carried out with him separately.

c) Sociometric research is carried out either by the class teacher or the school psychologist, that is, by the person who has emotional contact with the class.

d) Confidentiality of the information received must be respected.

The research procedure includes 2 stages. The first one is " introductory remarks“When the mood for performing this type of work is created, proper motivation is created.

The second stage represents a practical block, where students perform the task itself. It can be presented either in writing or orally.

The standard instruction is as follows: “Answer two questions: with whom would you like to sit at the same desk, and with whom would you not” (the selected questions can be modified, but without changing the meaning).

Processing of the received data begins with filling out the sociometric matrix (Appendix 2). Positive and negative choices are counted separately.

Methodology I.G. Balashova proposes to distinguish the following types of sociometric status:

*“Leader” (the person who dialed maximum quantity positive elections and not a single negative one).

* “Favorites” - at least 5 positive choices and no more than 1 negative.

*"Preferred" - 3-4 positive choices and no more than 2 negative ones.

*“Tolerant” - 1-2 positive choices and no more than 1 negative.

*“Ambiguous” - almost equal number of positive and negative choices.

*“Unnoticed” - those who received no more than 1 vote.

*“Unloved” - there are more negative choices than positive ones, by at least 2.

“Persecuted” - at least 10 negative choices.

Not every class can have a leader; this is due, first of all, to the fact that the most informative results are in the last grades of primary, as well as in secondary and high school. This indicates that in the first years of education, children’s relationships, as evidenced by developmental psychology, are extremely unstable, and this reduces the accuracy of the obtained sociometric data (Appendix 3).

Thus, when a group of students is formed, 1-2 people stand out who are able to influence the opinions and certain actions of their peers. This work confirms the importance of identifying leadership as a group phenomenon.

Conclusion

Studying the essence of leadership, we can come to the conclusion that this concept is a group phenomenon. The selection of a certain group from the “crowd” occurs through the active work and views of one person who has a certain set of qualities that followers value.

Many researchers have studied this phenomenon for centuries. Until recently, problems related to the concept of leadership were not studied in our country. In this regard, most of the works belong to Western scientists who have examined certain approaches to understanding leadership in the field of social psychology, where there is no universal theory and unified interpretation of the phenomenon of leadership.

The work examined: the content of the concept of “leadership”, theoretical approaches to understanding leadership, the qualities of a modern leader, factors that emphasize leadership as a group phenomenon.

In the practical part, approaches to identifying and developing leadership in a team are identified. A sociometric technique was used to determine the leader in a group through a system of sociometric elections, but the choice of this technique is not always justified.

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Krichevsky R.L. Social psychology of a small group: textbook. Manual - M.: Aspect-Press, 2009 (UMO stamp)

Semechkin N.I. Psychology of small groups: Textbook - Vladivostok: TIDOT FENU, 2004

Andreeva G.M. Social psychology. Textbook. M.: 2003, 187 p.

Fridman L.I., Kulagina I.Yu. “Psychological reference book for teachers” M.: Education 1991

Great Soviet Encyclopedia. - M.: Soviet encyclopedia. 1969-1978.

Psychological tales about leadership for primary schoolchildren / Igor Vachkov. – M.: Chistye Prudy, 2009. – p.4-6

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