Social life is a big anthill where everyone plays their assigned role. Life outside of society does not exist, so it is important to know and understand not only social laws, but also to understand one’s own role in the community.

According to statistics of visits to psychologists, more than 70% of people are dissatisfied with their relationships with others. Discomfort arises due to ignorance of oneself, one’s innate qualities, or self-development in the wrong direction.

Each person comes to earth with a list of inherent characteristics. In the process of growing up, layers of the environment are “overlaid” (method of education, values, etc.), according to which the child occupies one or another position in society. This is how socialization occurs - the most important element of the harmonious development of the individual.

And the conditions of the social environment where a child lives and is raised shape his social role in childhood and in the future.

Often parents protect their children from participating in various communities - they do not send them to kindergarten or limit communication with peers. The reasons are clear:

• Reducing the incidence rate, since children are the best carriers of infections;
• The possibility of cozy home education with a mother, nanny or grandmother who will feed you, read a fairy tale, and look after you.

This approach has its place, but it is destructive. There are fewer advantages than negative consequences. The benefits of growing up among peers are much greater:

1. The children's team broadens their horizons. The baby sees different forms of behavior of other children, learns new information, and compares himself with others.
2. Personal boundaries are formed when a child learns to separate his freedom from the interests of others.
3. Training in norms and rules of behavior and etiquette.
4. Problem solving and search training.
5. Developing the skill to defend one’s interests or agree with other children.
6. Speech development and.
7. Developing different approaches to different children, instilling tolerance.
8. Development of collective spirit.

None of the above points can be fully formed outside of the team. No loving mother or grandmother can teach a child to defend his interests if another takes away a toy. Stories, pictures and videos will not teach. Only practice and real life situations through trial and error of the child himself will allow him to acquire significant social skills.

The children's group is the place where the child learns to interact with others. This is the path to a comfortable life in the future.

In groups (at school, kindergarten or on the playground), by observing a little, you can see how children adapt in play or other activities. This happens on its own: a child is accepted or not accepted into the game, someone behaves defiantly, a third child sits on the sidelines and minds his own business. This picture is the result of natural interaction, which is obtained automatically in every team. Why? Because in a matter of seconds the kids get used to it and the performance begins, where each child plays their role.

The preschool team is not so indicative, and roles may change periodically. But school and teenage children show the role of the child clearly.

What these roles are and how they differ we will tell you in this article. At the end, we offer recommendations on how parents can find an approach to children of different roles in order to correct shortcomings and highlight strengths.

Leaders

There are formal and informal.

Formal leader - appointed by a teacher or other adult (coach) as the bearer of a certain function. For example, the class leader. His goal is to organize other children.

Formal leadership is not based on the necessary qualities of the child - organizational skills, persuasion, responsibility, authority for others, etc.

This is a disservice to an adult in relation to a child. Often peers do not fulfill the requests and instructions of the headman, they mock and suppress. This negatively affects self-esteem and the desire to be in this team in general.

Informal - a child who is loved by the majority, accepts his opinion as the ultimate truth, and obeys.

They listen to this and wait for advice. The reasons for leadership can be different: knowledge of jokes, the most handsome in the class, the most sociable and popular with the opposite sex.

Leaders may differ in the opinion of the staff and teachers. Adults rarely understand why poor students are adored for their ability to make people laugh.

One child can combine formal and informal leadership, but this rarely happens.

Favorites

Adults like such children for their obedience, gentleness, and diligence. They meet them halfway, make concessions, and treat them more leniently than others.

The teacher's favorite is respected in the younger children's group, which may decrease in the older ones.

In elementary school, children are drawn to their favorites because of the imaginary prospect of becoming closer to the teacher, of being “loved” by him. The kids are convinced: if a pet is loved, it means there is a reason and it is good. With age, the illusion disappears; a loved one can turn into a rejected one. Adolescence is a time of contrasts. If in 1st grade children wanted to please the teacher and be good, then in 8th grade they want to be accepted by their peers. And if you are accepted and the teacher doesn’t like you, even better. Therefore, teenagers stop loving their favorites; his “closeness” to the teacher is regarded as a treacherous position.

The pet's feelings are initially positive. He can take advantage of his exceptional position as a teacher. Over time this leads to when " he was good, but now his peers hate him for it" The child may become withdrawn, irritable, and distrustful. It is important for parents to notice changes in mood in time, because isolation can develop into autism. Start early so that your child does not grow up to be a lonely social phobic.

Majority

There are children in it who do not stand out from the rest in any way in the good sense of the word. They are natural, spontaneous and intuitive. They are not appointed formal leaders, do not have the qualities of favorites and other roles. They act and think according to their age - a 7-year-old boy prefers to play football rather than study, and a 15-year-old girl prefers fashion magazines than the role of head girl.

The majority are not gray masses, but ordinary children with their own individual characteristics.

At the same time, their features do not distinguish them from their peers. For example:

1. The Role of the Majority: 10-year-old Katya is studying drawing at art school. She is very passionate and plans to become a famous artist. A close circle of friends is aware of the hobby.
2. Leader: 12-year-old Vova plays chess. Mediocre, but everyone around him knows that he will become a great chess player.

Losers

This role is played by children with low self-esteem.

Due to certain circumstances, the children's team perceives the student as a collector of problems and difficulties.

The image is not formed immediately, but through the systematic negative attitude of adults. The teacher may ridicule abilities, criticize skills or lack of skills. Listening to criticism, the team begins to treat the child accordingly. Any attempts to improve the situation, prove yourself or show your best side go unnoticed or are criticized. Losers are shunned, they are not “allowed” into their company. Peers often bully the loser for fun, mock him and poke their noses at his ineptitude.

In addition to the attitude of teachers towards a child, the role of an underdog can shape social status. For example, a child’s appearance is “budget”, and the rest of the children are from the “major” category. The inability to show your inner qualities and open up due to lack of self-confidence will allow your peers to play the role of a loser. And children will definitely come up with additional reasons.

The adult life of losers can go according to two scenarios:

1. Despite everyone and everything, he will achieve success.
2. He will confirm his role and go down.

"White Crows"

This role in the team is played by children whose interests or manifestations are different from others.

White crows may have an unusual appearance (for example, overweight or excessively thin, piercings, pink hair), speak unusually (breathy, squeaky or deep), act aloof, or have strange hobbies.

Such children are not outcasts. They have friends, admirers and are respected in the team. In some cases they cause ridicule, but this is the exception. This is the type of children who do not leave anyone indifferent - either they are interested and drawn to them, or they do not understand and laugh. The attitude of peers does not particularly affect the self-esteem of a black sheep, since their dissimilarity is an integral part of the personality and a reason for pride.

White crows grow into unique talented people, celebrities or masters of their craft.

Sneaters

This role is inherent in children with low self-esteem. They are not confident in their strengths and abilities, they do not have talents and successes.

Sixes need a patron and protector, next to whom they feel strength and significance. This value appears through serving the patron and fulfilling his will.

Most often they are hooligans who also need “followers” ​​to demonstrate their power and carry out assignments.

People don’t become sneakers on their own; it’s always “mutually beneficial cooperation” with a bully or slob. In cooperation, Sixes behave impudently, they can intimidate other children, humiliate them, and assert themselves. Without a bully ally, the six become a cowardly social unit.

In adult life, such a person often continues to play the role of a six, when he constantly “sticks” to someone stronger, receiving protection.

Hooligans

These are children who are feared in the group. They do not have leadership qualities, they are not accepted or loved. Often do not have high intellectual abilities, achievements or hobbies. School performance is below average and there are no self-development goals.

Wanting to somehow express themselves, they rowdy, intimidate and behave defiantly. Such children are shunned, disrespected, and feared.

Bullies can act spontaneously, emotionally and short-sightedly. Their actions are destructive and aimed at self-affirmation at the expense of others' fear of them.

Hooligans do not have true, loyal friends, since you can expect anything even towards a friend. In most cases, bullies grow up to be... But there are happy exceptions when a child finds himself in an environment of other values ​​and adopts them.

How to determine a child’s role in a team and help him

Determining the role of a child in a team is simple.

1. Parents know the characteristics of their child and observe his behavior among friends, for example.
2. A child of primary school age talks about what is happening in the team.
3. The family can learn about the behavior style of the teacher, coach, or peers.

Regardless of the role of the child, the task of parents is to raise a harmonious personality. To eliminate negative consequences in the future and help the student take a different position, active measures should be taken:

Leader

Leadership is great, but it is important that it does not become an end in itself. You need to back up your position with actions. Help your child develop in interesting areas: sports, intellectual activity, hobbies, etc. Leadership must be earned.

Favorite

Help your child make friends in class and become accepted in the team. This will protect him from the negativity of his peers in the future. Invite classmates to visit, organize hikes or do joint activities. And ask teachers not to single out your child from others. This demonstrates the needlessness of trying and making efforts, because you already like him.

Child from the majority

This is a holistic role, but it is important for parents not to miss the child's talents and interests. Being a positive child is great, but you can have an unusual hobby and discover your talent.

Jonah

If a child is perceived as an outcast, work should be done to increase self-esteem and. in everyday life, even for small things. Enroll in a sports section or theater club, where the student can open up. This will give him confidence and he will be able to fight back against offenders. Talk about qualities or achievements that he could be proud of, encourage him to achieve.

"White crow"

You can admire an unusual child, but you should think about how his/her quirkiness affects his/her social life.

Sometimes a child's strange interests or appearance are intimidating, leading to loneliness.

Help your child find like-minded people, gather groups of children at your place, organize holidays. Invite different children so that he learns to interact not only with those like him, but with everyone.

Sneaters

It is worth paying special attention to the motivation for such behavior. Children who are deprived of the affection and protection of their family become sixes. Therefore, they are looking for those who would compensate for the shortage.

Spend more time with your child, take an interest in his affairs and help. Love even when he least deserves it.

Be sure to ask for your child's advice or point of view so that he or she feels valued. Children need to know that they are needed and important at home.

Hooligan

In this way, the baby is trying to somehow attract attention to himself and feel his importance and power. Explain that it is better to do the right thing and get the attention of others than to do something bad. Celebrate good deeds and praise. Don't react in the usual way to bullying: if you usually react to misbehavior by raising your tone, now restrain yourself and don't overstep your bounds. Voice your dissatisfaction in a dry tone once and punish.

TATYANA BELOKONSKAYA, especially for the site

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People, we remember school, some with nostalgia, some with a smile, and some of us still shudder in horror, remembering our school years.

Just like our parents once did, we now send our children to school. We want them to learn to be successful, kind, reasonable, the best.

Our children go to school, study, get grades. We worry about them, worry about them, guide them, try to support them. But let's figure out what awaits the child at school. Think back to your childhood. Do you think a lot has changed since then? Not in the school hierarchy system.

Arriving at school, your child finds himself in a rigid system of social relations in the classroom. In elementary school it hardly shows up at all. Almost all first-graders are largely influenced by their parents.

However, already in elementary school, the class is divided into two categories: those who work for status and those who work for the diary. The status is assessed by the leader and classmates, the diary is assessed by the student himself and his parents. Whose grade is more significant for the student, he chooses that side.

As you probably remember from childhood, the sharp structuring of the hierarchy begins in the puberty period (ten to twelve years). This is especially evident in classes that do not retain their composition from elementary school, but are reassembled.

At first, everyone looks closely at each other, and after “grinding in”, the final composition of the groups is formed, roles are formed for almost the entire remaining time of the class’s existence. The level of the school hierarchy reaches its peak value in the sixth to ninth grades.

Your child’s place in the school hierarchy depends on how confident he is, his self-esteem, independence from the opinions of others, his character, and many other factors.

The range of school roles in the school hierarchy is small. Here they are:

Social roles of boys:

Alpha.

The main role of Alpha is to organize the class, maintain a unified structure and control this mass. For example, if Alpha wants to leave lessons, the class leaves with him. Or Alpha wants to be loudly indignant at the actions of the teacher - the whole class is even louder indignant after him. Not a single more or less serious decision should be made without the knowledge and consent of Alpha. And, naturally, the persecution of the local Omega is organized by him.

Second Alpha

Quite a rare occurrence. Represents another student in the class with leadership qualities. The peaceful coexistence of two alphas is possible because the alternative Alpha does not participate in the ranking fight in any way; he already has somewhere to spend his potential.

In the presence of the second Alpha, Omega lives more calmly, since he is the only one who can come to his defense. But since there is still no time to constantly protect him, the presence of such a defender in the class does not remove the status of a victim from an outcast.

Betas

There are one or two of them in the class. Alpha's only friends. These are people whom he trusts and whose opinions he listens to. They can be from ordinary families of average income, or from families of intellectuals. Beth is either not as good at speaking as Alpha, or lacks charisma, so they cannot directly control the class. But they control through Alpha.

Scales

The majority, as a rule, are half a class. They follow on the heels of Alpha, fulfilling his whims and ingratiating themselves if they are guilty of something. Sometimes they receive resources (sometimes material, but more often moral), which are conquered by Alpha and his retinue. Compared to Gammas, Alphas and Betas receive more, Epsilons receive nothing, and Omegas even give away.

Epsilons

These are what are commonly called “gray mass”. In terms of quantity - the remaining male component of the class minus Omega. People don’t go to school to feel “cool,” but because they have to.

Omega

The central person in the entire hierarchical system. An absolutely necessary component for any close team. As you know, when there is a common enemy, the team unites to mercilessly fight it. The class, in which there is a pronounced Omega, is friendly, cheerful and seemingly healthy.

If a victim leaves the class for some reason (or becomes stress-resistant), a replacement is usually found from among the Gammas, or the class is divided into several groups, between which intergroup processes begin.

Social roles of girls:

Girls in the class also form hierarchies that at first practically do not intersect with the hierarchies of boys. Crossing occurs only at 13-15 years - the period of puberty.

There are usually several girl leaders, and from the very beginning two or three almost non-contacting interest groups are formed. Until the age of thirteen, girls are not interested in Alphas or boys in general. In rare cases of intersection of groups, girl leaders have authority over boy leaders.

Due to such heterogeneity of the female part of the class, an outcast girl who is bullied by everyone does not arise often. In general, the hierarchical structure of girls is much less stable than that of boys, and over the years of study it can change quite a lot.

Alpha.

Basically, they are either girls with a reputation as the first beauty and, on top of everything else, a bitchy character, or excellent students with high self-esteem. In the first case, Alpha is the trendsetter in the class.

The main feature of Alphas is that they become teachers' favorite students. The teacher may not listen to the Alpha boy, but he will definitely listen to the opinion of the Alpha girl.

The Alpha Girl has an exclusive, undeniable and non-negotiable right to the Alpha Boy. Compared to the Alpha boy, her position is not nearly as strong in the class, because the female team is never and nowhere a cohesive structure in which everyone is “for each other.”

The absence of an Omega girl can make the leadership position generally purely symbolic, especially when there is more than one group of girls. If there is more than one Alpha girl in the class, then there will be a permanent war between them.

Betas

As a rule, two or three Alpha girlfriends. Alpha needs them to spread gossip and provide small services, for example, escorting them to the toilet, providing an apartment, etc. if necessary. But they are not real friends, as in the relationship between Alpha and Beta boys. And they are not much different from Gamma girls.

The reason is female nature, according to which girls can only completely trust guys, and they always have rivalry with other girls.

Note that Alpha girls prefer to take more plain-looking people as friends. This is due to the fact that not every Alpha will like the fact that her girlfriend is fighting off the guys, so she looks for more homely friends in order to look more advantageous in front of the boys against their background.

Scales

They are in a more advantageous position than Gamma boys, due to the fact that Alpha still respects them and practically does not take out his anger on them.

Epsilon- it's the same gray mass.

Omega girls are chosen according to the same patterns, but more attention is paid to appearance - often these are the ugliest, stupid or poorly dressed, or unable to take care of their appearance.

The most common type of bullying of an unwanted girl is completely ignoring her, but this is practiced in more highly cultured classes, in elite lyceums, etc. In less cultural ones, bullying is not fundamentally different from the male version.

An ideal example of possible bullying in relation to an Omega girl is shown in the Soviet film “Scarecrow”.

Please note that the teacher almost never takes the side of the victim of bullying and generally tries to hide the very fact of hazing in the class as much as possible. This happens for a very simple reason: any recorded fact of bullying a child is a stain on the reputation of both an individual teacher and the entire teaching staff of the school, with mandatory sanctions.

In addition, the deterioration of the reputation of the educational institution will lead to an outflow of the most useful clientele for the school, which will push children out of nowhere, and they may simply sue for money. Therefore, the teacher will most likely respond to any complaints from a problem child or his parents using the template “the problem is with you.”

Further fate. life.

Beta boys, of course, are the ones who do best in life. Guys who know how to gain trust where necessary and skim off all the cream at the right moment, becoming Alpha in the adult understanding of this term.

The school leaders themselves, who do not have real penetrating power and inner core, are used as a tool, as a source of charisma. Most state leaders perform precisely this function.

If Alpha was on the side of the hooligans, then the matter usually ends with imprisonment for a long time in places not so remote, death from a knife in one of the fights, or death from a drug overdose or accident.

As for Alpha girls, most often they marry successfully (to the same Alpha or Beta boys).

If an Alpha girl marries a Beta guy, then she can advance her spouse up the career ladder thanks to her charisma and charm, and ultimately the ex-Beta becomes an Alpha and achieves wealth and fame.

Gamma boys remain Gammas throughout their adult lives. With female Gammas, too, in principle, everything is clear: after school, they, as a rule, marry early to similar Gamma guys.

Epsilons settle in completely different ways, but more often in a nice, quiet place.

It's the hardest thing with ex-Omegas. After school they have to relearn how to communicate with people. Of course, they are used to the fact that no one loves them, and they will be punished for the slightest mistake. If in a few years Omega can overcome these complexes within himself, then things will become easier.

Some ex-Omegas can be found well settled in this life, which can be explained by the ability to survive stressful situations developed over difficult years. Some Omega boys, thanks to youthful hardening and innate abilities or pathologies (for which they were not loved in childhood), achieve such success that Alphas and Betas could not even dream of.

If you notice that your child has taken the place of “Omega” in the rigid system of the school hierarchy, then this is a serious reason to sound the alarm! He cannot cope with this problem on his own; he can only count on your help and support. As a last resort, be prepared if you need to change schools. In any case, consult an experienced psychologist.

The concept of a social role in sociology was first introduced by R. Linton, although already in F. Nietzsche this term appears in a completely sociological sense: “Concern for maintaining existence imposes on the majority of male Europeans a strictly defined role, as they say, a career.” From a sociological point of view, any organization of society or group presupposes the presence of a set of distinct roles. In particular, P. Berger believes that “society is a network of social roles.” In modern conditions, the term “social role” is actively used by both social psychology and sociology, since it focuses attention on the universal, universal requirements for the behavior of a person in a certain social position. We believe that the study of the social roles of schoolchildren in pedagogy and psychology will improve the effectiveness of their educational activities.

A social role is a model of human behavior, objectively determined by the social position of an individual in the system of social, public and personal relations. A social role is not something externally associated with social status, but an expression in action of the agent's social position. A social role is the behavior that is expected of a person occupying a certain status.

Throughout his life, a person is engaged in mastering new roles, as his age, position in the family (son, husband, father, grandfather), professional status, interpersonal relationships, etc. change. Mastering it can be simple and easy, or it can be accompanied by significant difficulties. In the ideal version of mastering a role, the technical aspect corresponds to the semantic one, that is, a person easily, without difficulties, assimilates a new role, mastering its content, and at the same time has a positive attitude towards it. But more complex and contradictory options for mastering the role may arise. For example, a subject is unable, for some reason, to technically master a role due to ignorance of the rules or insufficient training. Then he performs his role poorly, causing negative sanctions towards himself from others, especially those who cope quite successfully with similar functions.

The second problem may be rejection of the role even when its technical content is easily mastered by the individual. Here the individual can demonstrate some disdain in relation to one or another social function that he is currently performing, as if thereby showing that he and his social role are not the same thing. Thus, the behavior of a teenager in school during a lesson can sometimes be called provocative when a young person demonstrates his individuality, independence, originality, and originality. He is more than just a schoolboy, a student of a certain class, he is, first of all, a person.

Of great interest are the studies of the teams of R.M. Belbin, who has been involved in experimental team building and observation for more than 10 years. The result of the experiments was the introduction of the concept of team roles and the identification of 8 (later 9) behavioral characteristics, in addition to the existing functional roles.

Team role is defined as the tendency of people to behave, contribute to work, and interact with others in a certain way. People tend to have from one to three team roles, one of which is usually used by the individual and prevails over the others at the moment. In a team, a person may play more than one role, which made diagnosis and classification difficult.[

A correspondence between the team role and the mental and psychological characteristics of the individual and its constructs was revealed. Questionnaires were developed and tested to determine the propensity for a particular team role.

Based on the research of R. M. Belbin, 8 team roles were identified.

1.Head (Coordinator)

Needed for organizing the process, leadership, distribution of powers, decision-making; Calm, self-confident, has developed self-control; Monitors the team's progress towards group goals; Able to make optimal use of resources; Knows what the team's strengths and weaknesses are; Life guidelines are results, people, values ​​and time.

Motivator (Shaper)

A task-oriented leader is full of energy, highly motivated, and prioritizes winning; Interested in achieving goals and encourages others to do so; Very nervous, sociable, dynamic; “Motivates” the team to achieve results; Does not lose composure in tense situations; Has the drive and courage to overcome obstacles.

Soul of the Team (Mastermind)

Brings cooperation, is gentle, receptive and diplomatic; Prevents potential conflicts; Makes it possible to use the skills of team members with difficult characters, improves mutual understanding between them; Knows how to listen, relieve tension; Life guidelines - people, values, process.

Idea's generator

Brings creativity, original, non-standard; Has an amazing imagination and is able to solve the most difficult problems; Capable of creating a huge number of new ideas; Promotes new ideas and strategies conceptually rather than in detail; Characterized by high mental abilities and introversion;

Supply Man (Resource Researcher)

Extroverted, enthusiastic, sociable; Life guidelines - people, process, procedures, actions, things; Establishes external contacts that may be useful to the team and conducts any subsequent negotiations; Successful in negotiations; Picks up and develops the ideas of others.

Analyst-Strategist

Thinks soberly, is not emotional, prudent, has a high ability for critical thinking; Considers all possibilities; Makes clear decisions without reacting to emotional statements; Capable of evaluating competing proposals like no other; Tends to make decisions slowly due to the need to think through all the details; More busy searching for the truth than achieving results.

Worker Bee(Company Employee)

Conservative, has a developed sense of duty, predictable; Realizes the translation of concepts and plans into practical work actions; Implements systematic and effective implementation of agreed plans; Doing work that no one wants to do.

Controller(Pedant)

Diligent, methodical, conscientious, neurotic; Provides maximum protection to the team from errors related to both performance and omissions; Seeks activities that require a greater degree of attention than usual; Brings work to completion; Provides work on time.4]

In order to understand which of the group of high school students belongs to this or that role, students taking the Unified State Exam in social studies went through the method of R.M. Belbin “Study of team roles”, aimed at identifying the team role that students are ready to take on themselves. But in addition to the role that the student himself takes on, there are roles that the class and the teacher give him. Based on this, this group was asked to evaluate their classmates in the same way, and the teacher - the students.

10 high school students from school No. 58 in the city of Kirov took part in the study. This study was conducted in the 2015-2016 academic year. The results of the study are presented in Table 1.

Table 1

Distribution of team roles for high school students

Based on these data, we can conclude that even in a small group consisting of 10 representatives, its member sometimes plays several social roles in one context. In this regard, dissonance may arise, since the teacher will demand from the student, for example, pedantry, while the class will consider him an exceptional generator of ideas, and the student himself positions himself as a working bee.

Analyzing the results obtained, we can say the following:

1. For high school students numbered 3, 5, 6, 9, the expectations of the teacher, the student himself and classmates converge and they are given the role of “Worker Bee”;
2. High school student number 10, like the teacher, considers himself a “Worker Bee”;
3. The class and teacher expect high school student number 2 to be a “Mastermind”;
4. The class expects seniors 7 and 10 to be the "Leaders" of the group;
5. In the group, according to the teacher and students, there is no “Motivator” and “Analyst”;
6. According to the group, the “Inspirer” could be high school student number 4, and the “Idea Generator” could be high school student number 1;
7. High school students numbered 4 and 8 are ready to take on the role of “Mastermind”.

Thus, based on the results of the study, we have developed recommendations to increase the effectiveness of the group’s activities in preparation for the Unified State Exam in a separate subject:

Roles are both the strengths and weaknesses of each person, they exist, like other features, and we must use them, and not complex them. To interact most effectively with other people, you need to imagine your roles and the roles of other team members, you need to be able to adapt to the situation, switch between roles when possible, because a good team player can work productively in a role that is unusual for him.

High school students numbered 3, 5, 6, 9, 10 can be used as co-leaders in electives, because They, according to the group, have organizational skills, practicality, energy, and self-discipline. High school student number 10 can also be used as a leader. But high school students numbered 2, 4 and 8 are best used as inspirers who are able to bear responsibility, create and maintain team spirit. The teacher needs to try to let high school students numbered 1 and 4 prove themselves as generators of ideas, i.e. offer to make information sheets and newspapers on a particular topic of the lesson, more often give the opportunity to answer complex problems. Also, the teacher himself needs to take on the role of a motivator, i.e. a person who gives internal impulse and willingness to fight inertia, inaction, complacency, or self-deception of students, to use various forms of extracurricular activities.

table 2

Results of intermediate Unified State Examinations in the subject “Social Studies”

Based on the above, we can conclude that the competent distribution of social team roles in a group of high school students during training contributes to the effective acquisition of knowledge, and, consequently, success in educational activities.

What benefits does it provide to the child? And what can parents do to make the student feel comfortable in the team?

Quiet: I feel good alone!

Children with a rich inner world and introverts by nature fall into this category. They don't need external confirmation that they are wonderful. They do not seek anyone's company, are independent, do well with written work, but do not like to answer at the board. They are not active in class because they are not interested. Sometimes they lack self-confidence.

Benefit. Quiet people do not need to communicate with the outside world, but they can focus on what is truly interesting.

What is the danger? Closedness and inability to build relationships with people in the future.

What can parents do? Help your child to be brighter, teach him to show his strong traits. It is very important that a quiet person has a friend: then he does not feel lonely and unhappy.

Suck up: closer to the strong

He really wants to be first, but he doesn’t have the strength or character to do so. Therefore, he chooses a different path - to stay in touch with the leaders. The suck-ups are somewhere cowardly: they are afraid that they will be offended, so they behave this way. They can quite sincerely admire the qualities of a bright and charismatic leader. But still, because they value the “warm” place next to him very much, they often act contrary to their own opinion: the calm of the ringleader is more valuable than friendship.

Benefit. There is always protection, you can bask in the glory of those who are “cooler”. In part, all the leader’s achievements are related to his less noticeable friend.

What is the danger? On the one hand, flexibility in relationships with people and the ability to adapt to your interlocutor are useful qualities for communication. But on the other hand, a child in such a situation gets used to not having a personal opinion. This means that he will not be able to prove himself in a situation where leadership qualities are required from him. After all, he was in the shadows all the time, did not take the initiative, but carried out other people’s orders. In addition, there is a risk that a child who has learned the science of fawning since childhood will in the future achieve his goal not through actions, but through flattery and lies. And this is very sad, because in adult life, a suck-up is a typical manipulator.

What can parents do? Teach your son or daughter to take responsibility, show that he is valuable on his own, without a “strong” environment behind him. Often suck-ups grow up in families where parents are too strict: they learn to lie in order to save themselves.

Snitch: I'm the only good one!

A sneak cannot earn respect through deeds. He chooses a different path: to humiliate his classmate and at his expense to rise himself. The reasons for this behavior are usually rooted deep in the family. Parents of sneaks, having not achieved much in life, assert themselves by humiliating the child, and he behaves the same way. Weakness of character also contributes to such behavior.

Benefit. The illusion of self-importance, respect and honor.

What is the danger? The life position “I am good, and everyone around me is bad” is formed. Adult sneaks denigrate everyone around them and won’t say a good word about anyone.

What can parents do? Stop humiliating your child at home, punish only deservedly. Stop telling nasty things about other people in front of children, try to treat yourself and others objectively. Explain to the child that every person has many good traits - and you need to pay attention to them.