Svetlana O. Avchinnikova

The article becomes relevant due to the need to build effective interaction with the families of students in accordance with the requirements of fundamental documents in the field of education and the real needs and resources of modern parents. The aim of the article was to identify the reserves of productive psychological and pedagogical interaction. The tenets of the personality-oriented and axiological approaches served as the methodological basis of the study. The empirical base of the study was 3 educational organizations of Smolensk, in which 85 teachers were questioned. The study analyzed Russian and foreign experience in the field of cooperation between an educational organization and parents. It was found that the subject-subject nature of the interaction implies a high degree of parental involvement in the child's education and cooperation with the school in various areas. The initiative and tone of interaction are determined by the context of communication and activity created by the class teacher as a mediator. The most productive forms of interaction in the best pedagogical practice as well as typical problems that reduce the quality of interaction were identified. A rather high level of professional interest of teachers in the problem of interaction between an educational organization and families of students was empirically confirmed. It is stated that the interaction is carried out in different directions with the prevalence of jointly solving problems of spiritual and moral education. The majority of respondents prefer traditional forms of interaction and at the same time actively use mobile communication tools. For the purpose of professional improvement, class teachers are recommended to master creative forms and techniques (based on joint creative activity), which will allow the teacher to go beyond the existing standard procedures and operations, and will help parents deepen their knowledge of themselves as the subject of socio-pedagogical interaction. The theoretical significance of the study is in expanding the vision of the possible application of the key ideas of creative pedagogy. The practical significance is in the improvement of the psychological and pedagogical tools for the interaction of class teachers with the students' families with methodological techniques of creative pedagogy.