Everyday life of the kindergarten: how to conduct a dialogue with the educator
Misunderstanding - not uncommon in relationshipsparent and educator. The difference in views, outlook, pedagogical approach can serve as a serious stumbling block. How correctly to talk with educators? Psychologists say that aggression, as well as modest silence, are not the best options.
Avoid violent and unreasonable criticism. You may be unhappy with the teacher's response to the behavior of your own child, but think about whether you are fully aware of the situation or know it only from the words of the baby? In any case, a conversation with a teacher is necessary. Do not start it with indignation or claims, ask questions and try to hear the answers. Even if you are sure that the tutor has made mistakes - point to them in the correct form. With an outburst of irritation, you may solve the current problem - but with subsequent conflicts everything will be more difficult. The teacher is the person with whom the child spends the whole day while you are at work: a warm relationship in this case is important to you.
Listen to the position of the teacher. Kindergarten - a miniature version of the society in which the child needs to adapt. Following the regime, mastering the skills of self-service, meeting the requirements of the teacher - those conditions that the baby will have to comply with. The teacher can ask you to correct the behavior of the crumbs - do not ignore the wish. So you establish a productive contact with the teacher and facilitate the child's stage of getting used to the kindergarten.
Be consistent, control emotions. If you are not satisfied with the methods of the educator - meet with him personally and state the claims on the merits, laconically and without personal attacks. Only if such an appeal did not lead to anything - please contact the head of the department, and then - to the higher authorities. Do not start a dialogue immediately with "heavy artillery": this will only provide you with a scandalous reputation.
