Conflicts are the main category of manage. Every day we’re solving problems and sometimes just trying to avoid them. The main thing, that all of us perceive conflict like a negative phenomenon. There are some cases when conflict can get some good wind for the organization, like object’s and organization politic changing. To solve the conflict we use some of our known solution strategies. But sometimes they just can get the things worthier that they are. Teachers clash with conflict the same as members of other occupation. But they need to be respectable in school where they working. Everyday they contact with other teachers, pupils and children’s parents. In all that contacts they are expecting judges, jealousy, and competition. The purpose of our work was - to find the main reasons why the conflicts arise between colleagues, between teachers and principal and with pupils. Also analyze conflicts solution strategies and how pedagogue can aim their knowledge’s about problems solution of course if they had them. Did they take part in conflicts solution teaching programs and it was very important to us to know if that study was productive. The main hypothesis was formed on the background of performed research, that essential conflicts solution is limited by conflicts solution strategies ignoranc.

Jaunas žmogus augdamas susiduria su įrairiausiomis bendravimo problemomis, kurios trukdo sėkmingai socializacijai. Bendravimo meno vaikai mokosi šeimoje, tačiau mokykla- antroji vaiko bendruomenė po šeimos, kurioje jis socializuojasi, įgauna tam tikrų elgesio, bendravimo su bendraamžiais ir vyresniaisiais įgūdžių. Siekti šiltų pedagogo ir mokinio tarpasmeninių santykių vis sunkiau net ir tobulėjančiose ugdymo institucijose. Mokykloje, kaip ir kitose įstaigose, kur telkiasi įvairaus amžiaus, patirties, požiūrių žmonės, neapsieinama be konfliktų. Pedagoginiai konfliktai tarp mokinių ir mokytojų dažniausia prasideda tuomet, kai mokiniai ”įžengia“ į paauglystę. Pedagogini��� konfliktų atsiradimo priežastys yra labai įvairios. Tačiau, norint išsamiai sužinoti, kokie veiksniai įtakoja konfliktus klasėje, buvo pasirinktas kokybinis tyrimas. Jį atlikus paaiškėjo, kad konfliktai vyko dėl netinkamo paauglių elgesio, bei mokinių ir mokytojų antipatijos vienas kitam. Be to paaugliai mokykloje pasigenda jaunų specialist�����, kurie geriau supranta mokinius ir įžvelgia paauglių individualybę. Išryškėjo ir tai, kad konfliktų klasėje nesprendė tie pedagogai, kurie dalyvavo konflikte. Į pagalbą jie pasitelkė socialinį pedagogą arba administraciją. Konfliktų valdymą apsunkina ne tik mokytojų nemokėjimas valdyti konfliktus, bet ir tai, kad ugdymo įstaigoje, kurioje atliktas tyrimas, kol kas nėra ilgalaikių konfliktų prevencijos priemonių. / A growing young person meets different communication problems, which interfere in his/her socialization. Children learn communicative skills in the families, but school is the child’s second community after the family where they socialize, get some behaviour , communication with their friends and adults skills. It is becoming more and more difficult to seek for good relationship between children and teachers and children between children even in the developing educational institutions. In school as in any other institutions, where one can meet people with different age, experience, attitude, it is impossible to avoid conflicts. The most common time for pedagogical conflicts between teachers and school children is when they become teenagers. The reasons of the pedagogical conflicts are very different. But to understand that situation better and what actions make influence on the conflicts in the classroom a quantity research was chosen. When it was performed it became clear that the conflicts were because the teenagers misbehaved and because teachers and children didn’t like each other. Besides there are very few young teachers at school who understand young people better and see their individual personality more. It became evident that the teachers who had a conflict didn’t take part in solving them. They asked social educationalist or school administration to help them. The management of conflicts becomes more difficult because the teachers can’t manage the... [to full text]