The further development of our education and upbringing largely depends on the teacher, his focus, ability in the new economic and political conditions to organize a variety of activities for students, educate them inquisitive, moral, convinced patriots, hardworking people.
To become a master of his craft, it is not enough for a teacher to have only theoretical knowledge, he must take into account the individual and age characteristics of his students, select methods, tools and technologies that would allow him to work effectively both with the entire team and with individual groups of students, and individually with each student.
The pedagogical process is diverse, it contains not only standard situations, but also those that are not provided for by pedagogical theory, which requires the teacher, on the one hand, to possess standardized skills and abilities (that is, pedagogical equipment), on the other hand, creativity, acting skills and self-regulation.
Need creativity is also due to the requirement to introduce advanced pedagogical and Information Technology into the educational process, which brings pedagogical activity closer to production. In fact, a school, lyceum, gymnasium, college and university - this is the pedagogical production. Therefore, it is not surprising that in the last few decades, such words as technique, technology, action, development, and others have appeared in scientific and pedagogical terminology, the interpretation of which is an urgent problem of modern pedagogy and private methods. Hence the conclusion follows: we cannot evaluate a teacher only as a conductor of knowledge or a simple methodologist, today he should also be evaluated as a teacher-technologist.
"Technique" (from Greek - the art of craft) - a set of elements of methods and means that ensure the effectiveness of any work, including pedagogical.
Pedagogical technique includes such elements as the ability to self-regulate, including facial expressions (control of facial muscles), gestures (control of hands), pantomime (actions without speech), which allow the teacher to control their emotions in the process of communicating with students, their parents and colleagues.
As A.S. Makarenko emphasized, “... a person who does not know facial expressions, who does not know how to give his face the right expression, who does not control his mood, cannot be a good educator. The teacher should be able to walk, joke, rejoice and be upset. The educator must be able to behave in such a way that each of his actions is educative. He must know what he wants or does not want at a certain moment. If the teacher does not know this, whom can he educate?
"Technology" (from the Greek technos - art, craft, logos - science) is the science of professional art. In this sense, the word technology includes a set of methods, techniques, means, including pedagogical equipment, with the help of which the teacher carries out purposeful activities, forming certain knowledge, skills, and personal qualities.
Technique and technology are interrelated concepts, while technology is a process project, a certain procedure, and technology is one of the means to achieve the goal in this process.
The concept of "technology" is very closely related to the concept of "methodology". At the same time, the technology is associated with more specific issues, for example: the technology of conducting a certain stage of the lesson, the technology of explaining new material, etc., that is, it requires detailing. The methodology is connected with broader issues, for example: the methodology for preparing a conversation, debate, excursion, etc.
Pedagogical technique is also an important component of pedagogical skills, and, in turn, includes many interrelated elements: acting, culture and speech technique, oratory, communication process management skills.
Pedagogical activity, due to its creative nature, is very similar to theatrical activity, which means it requires dramaturgy and directing. It is no coincidence that the term “theatrical pedagogy” exists, because often a lesson or educational event resembles a performance, where the teacher is at the same time a screenwriter, director and main actor, and his students are co-performers. It depends on the teacher-director how they "play" their roles. In addition, the teacher and the theater director are also brought together by the goal - emotional impact, the tool of which is the content and means used in the process of teaching and educating students, on the one hand, during the performance, on the other. A teacher, like an actor, should also have many creative features: inspiration, emotionality, the ability to transform, etc.
The pedagogical process, like dramaturgy, requires planning taking into account the characteristics of the people who participate in it and their influence on each other, which helps the teacher to anticipate the results of his influence on students in advance and even plan in advance various situations that require students (pupils) to manifestations of some personal qualities, knowledge and experience.
A lesson, an educational event will be effective only if the teacher is able to plan them correctly, on the basis of relevant principles, constantly updating the “scenario”, means and forms of work. Only under this condition, training and education will lead to the development of the personality of the student, pupil.
Pedagogical activity aimed at educating each individual also helps the teacher to form interpersonal relationships, in the system of which he includes his students.
The acting skill of a teacher in its structure includes the same elements as the skill of a theater actor. In this regard, the teachings of the famous theater director K.S. Stanislavsky are very useful, according to which, in our opinion, every teacher should move well, master his facial expressions and gestures, breathe correctly, have a rich imagination, be able to communicate with different people, etc. .P. One of the main tips of the great director is to try to turn every duty into an initiative - this will help the teacher get rid of unnecessary conflicts with students, stress, resentment and trouble.
Sometimes insignificant, at first glance, rudeness can cause mutual dissatisfaction and resentment among the teacher and his pupils. Often the teacher’s indignation is useless, because the students do not understand him, the teacher’s emotions “do not reach” their consciousness, which makes him even more nervous. In such cases, the teacher should be able to “defuse” the situation with a joke, an offer to think about this situation at home or find a more suitable moment to discuss it.
The advice of another well-known playwright E. Vakhtangov is also useful: in order to establish relations between the director and the actor, respectively - the teacher and the students - it is necessary to start the lesson from the most interesting. Most best action- joint action. The famous foreign scientist Gordon Craig said: "... the key to explaining human behavior is modesty and improvisation."
The first meeting of a teacher with his students will be remembered for a long time if the teacher has the ability to keep calm, speak beautifully, quickly approach them, as well as strong confidence in himself and his actions.
An important role in the development of acting skills of a teacher is played by psychological processes: memory, attention, imagination, etc.
Memory is the ability to perceive, store and reproduce this or that information from the outside. This complex process is the basis of the psychotechnics of both the actor and the teacher. Imagine that the teacher does not remember what he read, saw or heard at all - in this case he will not be able to perform his main functions - to educate and educate the younger generation.
Attention is also one of the constituent elements of psychotechnics, since any action of a teacher (as well as an actor) requires careful attention to the actions and behavior of students. An inattentive teacher will not be able to effectively conduct a lesson, interview students, or organize any event. Attention itself directs the work of the brain to some object - real or ideal, then makes a person think about this object and perform certain actions.
Imagination is the creation of a new image or idea based on previously received information (through hearing, sight, smell and touch). Many examples can be given when, while reading a book, we imagine certain characters from this book, as if we “enter” the era when they lived. Similarly, the artist often depicts landscapes and scenes never before seen by him. Therefore, it is very important for the teacher to have a well-developed imagination - this will help him to foresee the results of his influence on students, changes in their behavior.
Thus, mental processes are a tool, a means of expressing the teacher's attitude to various pedagogical situations and form the psychophysical basis of theater pedagogy.
The well-known teacher A.S. Makarenko wrote: “Most organizational mistakes in working with children occur due to rudeness in communication. You need to talk to them in such a way that from communication with you they feel your culture, your patience, your personality. This is how we should learn to talk to them.”
That is, in the process of training and education, it is necessary to pay special attention to the means of communication, especially speech. The culture of speech of children must be taught from infancy, developing it in the future. The teacher, on the other hand, must be fluent in the culture of speech in order to be a model for children in the process of his activity, since it is through speech that communication with them is carried out.
Unlike representatives of other professions, the teacher must speak as the main means of influencing the personality of students, transferring their knowledge to them, as well as life experience. In this regard, the speech of the teacher must meet certain requirements:
Speech should be meaningful, emotional, lively, logical ...
The sound is smooth, uniform, pleasant to the ear and meets the requirements of acoustics;
Speech must perform communicative, interactive and perceptual functions simultaneously;
It should serve as a means of direct and feedback;
The speech should contain proverbs, sayings, generalizations and phraseological expressions;
Speech should help the teacher in problem situations, activate students, and not suppress them;
It is important to take into account psycholinguistic patterns in speech transmission and reception of opinions.
Among the many features of the teacher's speech, eloquence occupies an important place. It is easier for an eloquent teacher to find a common language with students, their parents and colleagues, it is easier to influence their consciousness and feelings. This is especially important for a primary school teacher, because younger students are 6-10 year old children, and in communicating with them, the teacher often needs to use such words as well done, smart, very good and others.
In the process of work, the teacher must use the literary language, its pronunciation must meet the standards of phonetics and diction, as well as the requirements of listening, reading and speaking.
The importance of speech abilities for a teacher is very high, since he must be able to accurately express his thoughts and intentions through speech and with the help of facial expressions, gestures, pantomime.
In the process of classes, the teacher's speech should be directed at students, should contribute to the development of their interest in the topic of the lesson, the issues discussed and the visual aids used - only then the meaning of the educational material will be available to students.
The speech of the teacher should activate the mental activity of students, their attention. To do this, the teacher must be able to ask a question, skillfully lead students to the desired answer, draw their attention to certain elements with the help of such words: look here, pay attention to this, think about others. All this helps to make the lessons interesting, rich and improves the performance of students.
The teacher's speech should be accurate, figurative, vivid, emotional, without stylistic and phonetic errors. Slow, too quiet speech quickly tires children and puts them to sleep. Some teachers speak quickly, others slowly, it is best to speak at an average pace so that students have time to perceive information. Loud and shouting speech spoils the students' mood, and incorrect pronunciation makes it difficult to understand what the teacher is talking about.
Frequently repeated expressions, words, gestures annoy students and distract them.
In addition to the above, for the successful work of a teacher, oratory is of great importance: at mass events (evenings, meetings, competitions, conferences, seminars), he must be able to speak to a large audience. To do this, he needs to have well-placed diction, gestures and facial expressions, the ability to control the audience, convince it, use the most different means(technical, visual) for effective impact on listeners.
Pedagogical communication is the interaction of participants in the pedagogical process. Its success depends on the ability of partners to work together, help each other, and coordinate their actions. That is, the success of communication depends on the skill of the teacher.
The teacher's mastery of communication management includes the following components:
Proper performance of communication functions;
The right choice of style and position of communication;
Prevention or timely elimination of the conflict;
Teaching your students how to communicate properly.
Pedagogical technique, being a complex structure of education, plays an important role in pedagogical activity. To improve his skills, the teacher must constantly work on himself, developing his technique, his style of communication. A school psychologist should help him in this, but he himself should master psycho-training, various business games, role-playing situations, and study the experience of leading teachers.
In pedagogical science, there are several approaches to understanding the components pedagogical excellence. Some scientists believe that this is a fusion of intuition and knowledge, a truly scientific, authoritative leadership capable of overcoming pedagogical difficulties, and the gift to feel the state of a child's soul, a subtle and careful touch on the child's personality, whose inner world is tender and fragile, wisdom and creative audacity, the ability to to scientific analysis, fantasy, imagination. Pedagogical skill includes, along with pedagogical knowledge, intuition, and skills in the field of pedagogical technology, allowing the educator to achieve great results with less energy. Mastery of the teacher in this approach involves a constant desire to go beyond the achieved. Pedagogical mastery consists of special knowledge, as well as skills and habits, in which perfect mastery of the basic techniques of a particular type of activity is realized. Whatever particular tasks the teacher solves, he is always the organizer, mentor and master of pedagogical influence. Proceeding from this, four relatively independent parts can be distinguished in the skill of the teacher: the skill of the organizer of the collective and individual activities of children; mastery of persuasion; the mastery of transferring knowledge and shaping the experience of activity and, finally, the mastery of pedagogical technique. In real pedagogical activity, these types of skills are closely related, intertwined and mutually reinforce each other. More progressive is the understanding of pedagogical skill as a system from the standpoint of a personal-activity approach. N. N. Tarasevich, considering pedagogical skills as a set of personality traits that provides high level self-organization of professional activity, among the most important is the humanistic orientation of the teacher's personality, his professional knowledge, pedagogical abilities and pedagogical technique. All these four elements in the system of pedagogical excellence are interrelated, they are characterized by self-development, and not just growth under the influence of external conditions. The basis of self-development of pedagogical skills is the fusion of knowledge and orientation of the individual; an important condition for its success - ability; a means that gives integrity, connectedness of direction and effectiveness - skills in the field of pedagogical technology. Despite certain differences in the considered approaches, they emphasize that the structure of pedagogical skills as a whole expresses the personality and activity of the teacher.The concept of pedagogical technology
Pedagogical technique- this is the ability to use one's own psychophysical apparatus as an instrument of educational influence. This is the possession of a set of techniques that give the teacher the opportunity to more deeply, brighter, more talentedly discover his position and achieve success in educational work. The concept of "pedagogical technique" contains two groups of its constituent parts. The first group is associated with the teacher's ability to control his behavior: the technique of mastering his body (facial expressions, pantomimics); managing emotions, mood to relieve unnecessary mental stress, awakening creative well-being; mastering the skill of social perception (the technique of controlling attention, imagination); speech technique (control of breathing, diction, volume, rate of speech). The second group is associated with the ability to influence the individual and the team: the technique of organizing contact, managing pedagogical communication; suggestion technique, etc.
The components of the first and second groups of pedagogical technique are aimed either at organizing the inner well-being of the teacher, or at the ability to adequately manifest this well-being externally. Therefore, following the theatrical pedagogy, we will conditionally divide pedagogical technique into external and internal, according to the purpose of its use.
Internal technique- the creation of an inner experience of the personality, the psychological setting of the teacher for future activities through the influence on the mind, will and feelings.
External technique- the embodiment of the inner experience of the teacher in his bodily nature: facial expressions, voice, speech, movements, plasticity. Consider how a teacher can learn to lead himself, what internal and external techniques help him in this.
Inner Technique of the Teacher
The well-being of a teacher is not a personal matter, since his disposition is reflected in his students, and in his colleagues, and in the parents of schoolchildren. Each word of the teacher not only carries information, but also conveys an attitude towards it. Evaluation of the student for the answer is also a manifestation of how the teacher perceives his work, which influences relations in the class, creates a certain atmosphere in learning.
The teacher must be able to maintain efficiency, master situations to ensure success in activities and maintain their health. To do this, it is important to work on developing such a synthesis of qualities and personality traits that will make it possible to confidently, without unnecessary emotional stress, carry out their professional activities:
pedagogical optimism;
self-confidence as a teacher, lack of fear of children;
ability to control oneself, lack of emotional stress;
the presence of strong-willed qualities (purposefulness, self-control, determination).
The teacher must be able to play, and not only externally. A benevolent facial expression is required not only in order to tune in to the major, but also in order to awaken the centers of positive emotions and create a good mood. With such a game, the methods of behavior are fixed and the character gradually changes. A teacher with a sincere, welcoming smile becomes cheerful himself. If the bad mood does not recede, you should force yourself to smile, hold your smile for a few minutes and think about something pleasant. Bad mood will start to blur. You will calm down, and your inherent optimism can return to you. If we do not show emotions outwardly, this does not exclude their negative effect. On the basis of constant negative reactions, various diseases develop. For their prevention, not only containment, avoidance of situations that cause negative states are needed, but also discharge from negative emotions by creating foci of protective excitation, which can be music, communication with nature, occupational therapy, reading books (bibliotherapy), humor. A reasonable passion for sports will help here, which gives “muscular joy”. Influencing the emotional sphere is a complex process, and the teacher is not always able to achieve balance, trying to awaken positive reactions. To regulate well-being, one should turn to both the intellectual (development of sanogenic thinking) and the volitional spheres.
What are the ways of volitional influence? This is, first of all, an appeal to one's own sense of duty in connection with the realization social role professions, values. Mechanism of influence: containment of one's own actions that do not coincide with beliefs, the most important task; awakening of activity in the direction of achieving the chosen goal of life and activity. The teacher's formula: "I need to do this, because my mission is ..." This method of self-regulation is very difficult, since it is associated with the development of aspirations in general, attitudes, but it is also reliable, since the formed beliefs do not allow the teacher to move away from the goal. In critical situations, such a teacher will always be able to say to himself, restraining his temper: “I can’t afford ...”
Another way of volitional influence on well-being is indirect. It consists in controlling one's own physical condition. We change the depth of emotional experiences by influencing their external manifestation. Each of us can control muscle tension, the pace of movements, speech, breathing, and their change automatically affects the mental state.
In addition, it is very important to use self-hypnosis as a complex system of self-regulation that "activates" the emotions, will and consciousness of a person. It is achieved with the help of autogenic training, which consists in performing special exercises aimed at forming in a person the habits of conscious influence on various functions of the body - self-hypnosis.
Thus, you can manage your mental state. To do this, the teacher has the opportunity to use a certain arsenal of means for the development of internal technology.
External technique of the teacher
An important prerequisite for the creative process is the harmonious unity of the internal content of the activity and its external manifestation. The teacher should learn to adequately and emotionally expressively express his inner state, thoughts and feelings.
The elements of the teacher's external technique are verbal (linguistic) and non-verbal means. It is through them that the teacher shows his intentions, it is them that the students “read” and understand.
Non-verbal communication
Let's use the scheme of O. Kuznetsova. This scheme indicates a wide palette of means for a person to express his attitude, and the teacher should work to expand and improve the repertoire of influence by non-verbal means. Of course, not all of them are equivalent, nevertheless, each of them is "read" by the pupils, reinforcing or neutralizing the impression of the teacher's words.
The teacher should be very attentive to external technique. Let's take a look at some of its elements. We mean the external features and ways of expressing one's "I".
The appearance of the teacher should be aesthetically expressive.
Careless attitude to one's appearance is unacceptable, but excessive attention to it is also unpleasant. The main requirement for a teacher's clothing is modesty and elegance. The ornate hairstyle, the unusual style of the dress and the frequent changes in hair color distract the attention of the students.
And the hairstyle, and clothes, and jewelry should always be subordinated to the solution of the pedagogical problem - effective interaction for the sake of shaping the personality of the pupil. And in jewelry, and in cosmetics - in everything the teacher must adhere to a sense of proportion and understand the situation. Aesthetic expressiveness is expressed in the friendliness, goodwill of the face, in composure, restraint of movements, in a stingy, justified gesture, in posture and gait. Antics, fussiness, artificiality of gestures, lethargy are unacceptable for the teacher. In movements, gestures, and glances, children should feel restrained strength, complete self-confidence and a benevolent attitude.
Pantomime- these are expressive movements of the whole body or a separate part of it, the plasticity of the body. It helps to highlight the main thing in appearance, draws an image.
Not a single, even the most ideal, figure can make a person beautiful if he lacks the ability to hold on, smartness, composure. The beautiful, expressive posture of the educator conveys inner dignity. Straight gait, composure testify to the teacher's confidence in his abilities, at the same time, stoop, head down, lethargy of hands - about the inner weakness of a person, his self-doubt.
The teacher should develop the correct way to stand in front of the students in the lesson (feet 12-15 cm wide, one leg slightly forward). All movements and postures should be marked with sophistication and simplicity. The aesthetics of the posture does not imply bad habits: swaying back, trampling, holding on to the back of a chair, twisting a foreign object in your hands, scratching your head, rubbing your nose, holding your ear.
You should pay attention to the gait, because it also carries information about the state of a person, his health, mood.
The gesture of the teacher should be organic and restrained, without sharp wide strokes and sharp corners. The advantage is given to round and mean gestures. You should also pay attention to such tips: about 90% of gestures should be made above the waist, since gestures made with hands below the waist often have the meaning of uncertainty, failure. Elbows should not be kept closer than 3 cm from the body. A smaller distance will symbolize worthlessness and weakness of authority.
There are descriptive and psychological gestures. Descriptive gestures (showing size, shape, speed) illustrate the train of thought. They are rarely needed, but often used. Significantly more important are the psychological gestures that express a feeling.
Basic requirements for gestures: ease, restraint, expediency. It should be borne in mind that gestures, like other movements of the body, most often outstrip the course of the expressed thought, and do not follow it.
elaboration correct posture sports, special tricks help: imagine yourself standing on tiptoe, standing near the wall, etc. The teacher's self-control is very important here, the ability to look at oneself from the outside, whether the fifth level of mobilization has been reached (tucked up stomach, pleasantly tense back, active look).
In order for communication to be active, you must have open posture: stand facing the class, do not cross your arms, reduce the distance, which creates the effect of trust. Moving forward and backward through the class is recommended, not side to side. A step forward enhances the significance of the message, helps to focus the attention of the audience. Stepping back, the speaker, as it were, gives the listeners the opportunity to rest.
facial expressions- expressive movements of the muscles of the face. Often facial expressions and glances affect students more than words. Children "read" from the teacher's face, guessing his attitude, mood, so the face should not only express, but also hide certain feelings: one should not carry the burden of household chores and troubles to the class. It is necessary to show by face and gestures that which concerns de la, helps to fulfill educational and educational tasks.
A wide range of feelings is expressed by a smile, which testifies to the spiritual health and moral strength of the individual. Important expressors of feelings are eyebrows, eyes. Raised eyebrows indicate surprise, shifted - concentration, motionless - peace, indifference, in motion - enthusiasm. Consider the description of facial reactions (Scheme 2).
Parts and elements of the face Mimic signs of emotional states
anger contempt suffering fear surprise joy Positions of the mouth open closed open closed Lips corners down corners up Eyes open or squinted narrowed wide open squinted or open The brightness of the eyes shine dull shine is not pronounced shine The position of the eyebrows are shifted to the bridge of the nose raised up The corners of the eyebrows The outer corners are raised up the inner corners lifted up Forehead vertical wrinkles on the forehead and bridge of the nose horizontal wrinkles on the forehead Mobility of the face dynamic frozen dynamic
Scheme 2. Description of mimic signs of emotional states
The most expressive features on a person's face are the eyes. “Empty eyes are a mirror of an empty soul” (K.S. Stanislavsky). The teacher should carefully study the possibilities of his face, develop the ability to use an expressive look, avoid excessive dynamism of the muscles of the face and eyes (“shifting eyes”), as well as lifeless static (“stone face”). The teacher's gaze should be turned to the children, creating eye contact. Eye contact (visual contact) - the gaze of the interlocutors, fixed on each other, which means that the partner is interested and focused on what he is talking about.
Visual contact performs such an important function in relationships with children as emotional nutrition. An open, natural, benevolent look directly into the eyes of a child is important not only for establishing interaction, but also for satisfying his emotional needs. The look conveys our feelings to the children. The child is most attentive when we look directly into his eyes, and most of all remembers exactly what is said at such moments. Psychologists have noticed that more often, unfortunately, adults look children straight in the eyes in those moments when they teach, reproach, scold. This provokes the appearance of anxiety, self-doubt, inhibits personal development. Remember: visual contact with students should be constant. And most of all, it is needed so that students feel a benevolent attitude, support, love.
Strive to keep an eye on all students. Visual contact is a technique that must be consciously developed. Interpersonal space (distance of communication) - the distance between those who communicate, characterizing the interaction. A distance of up to 45 cm is considered to be intimate, 45 cm - 1 m 20 cm - personal, 1 m 20 cm - 4 m - social, 4 - 7 m - public. A greater distance does not make it possible to clearly perceive facial expressions, an even greater distance (12 m) - gestures and body movements. This leads to barriers to communication. Changing the distance is a method of attracting attention during the lesson. Reducing the distance increases the impact.
During communication, it is important to take into account the location of the interlocutors. If rivals communicate, they sit opposite each other; if this is an ordinary conversation, and especially a casual one - obliquely at the table, if friends are nearby.
We have considered only some of the means of non-verbal communication that enable the teacher to effectively solve pedagogical problems. Due to inattention to the possession of these means, students develop indifference in relation to the teacher, his knowledge.
How exactly to achieve external expressiveness? We see the following paths:
learn to differentiate and adequately interpret the non-verbal behavior of other people, develop the ability to “read a face”, understand body language, time, space in communication;
seek to expand personal range various means through training exercises (development of posture, gait, facial expressions, visual contact, organization of space) and self-control of external technique;
to ensure that the use of external technology occurs organically with internal experience, as a logical continuation of the pedagogical task, thoughts and feelings of the teacher.
Verbal (language) communication
Most often, communication between people is associated with speech, which becomes an instrument of influence. And since each person knows that not only he, but also other people are capable of thinking, wanting, imagining, feeling, then with the help of influences he induces (or expects to induce) his partner to think, want, imagine, remember, feel, be attentive.
When a person acts with a word, then not only the meaning of what is spoken, but also the focus of speech on certain abilities and properties of the partner's psyche becomes an instrument.
The ability to navigate the intonation diversity and dissonance of human speech is extremely valuable for a teacher, since the lion's share of his work is connected with the impact of the word. The word, addressed to the consciousness of the student, affects his activity, his behavior.
The interest of the teacher in the verbal actions (influences) performed by others and by himself is manifested in the fact that he begins to attach special importance not so much to what was said, but to how it was said. He feels something here. important secrets. After all, every day we communicate with people whose speech constantly contains some pleasant or, conversely, unpleasant shades for most of their interlocutors. Some people's manner of speaking is charming, while others are for some reason boring and monotonous, so that the most, it would seem, Nice words in their mouths do not produce the desired effect.
For the theatrical theory of actions, P. M. Ershov singled out typological groups of methods of verbal influence: on attention, on thinking, on memory, on emotions, on imagination, on will.
Knowledge of these "pure" methods of verbal influences makes it possible to understand very complex, polyphonic verbal appeals. In order to consciously navigate in all the variety of ways of verbal influences, there is a classification of the typology of simple verbal actions (initial, basic, supporting):
Influence on the partner's attention Call Influence on the partner's emotions (feelings) Encourage Reproach Influence on the partner's imagination Prevent Surprise Influence on the partner's memory Recognize Approve Influence on the partner's thinking Get off Explain Influence on the partner's will Order Ask
V Everyday life the use of one or another method of verbal influence is often associated not so much with the lexical and grammatical content of a verbal appeal to a partner, but with the individuality of a person, with his usual style of behavior.
Individual conversation with a student
Conversation as a form of educational work in the national school is very common. But from the point of view of methodology, it is not sufficiently understood. Each teacher spent more than one hundred conversations with his pupils. But which of the teachers will say exhaustively enough: how these conversations should be conducted, what rules should be observed, what words should be pronounced? Finally, which of the conversations can be considered successful, productive? It is very difficult to answer these questions fully. But teachers come into contact with children constantly, often - without preparation, often - in a state of excitement, resentment, irritation. What teacher has not experienced a feeling of regret, even guilt, after a verbal confrontation with a student precisely because he chose the wrong tone of conversation, words, place or time? And as a result, for a long time, if not forever, he spoiled the relationship with the pupil ...
An educational conversation with a student is not a simple procedure in the highest degree. After all, it is necessary to take into account the infinite variety of children, their life experience, no matter how small it may be, take into account internal problems and protections invisible to the prying eye, traditions and attitudes inherited from parents, forms of behavioral reactions due to the type of nervous system and motor skills.
There is general rules, which teachers should keep in mind, and private rules - algorithms that it is advisable to take into account the class teacher who is talking with the child.
“General rules” are quite definite principles of the technique of interaction between a teacher and a pupil, forming a psychological, moral background against which any conversation takes place. The core of this background is the personality of the teacher, his authority in the eyes of the pupil, the pedagogical position.
The principles of people's behavior in interpersonal contacts, formulated by D. Carnegie, are the ABC of the behavior of a sane cultured person. These are vital ethical standards that a socially developed citizen must possess. modern society. And where is this to be taught, if not in school?
Principles of interaction between the teacher and the pupil
A person should be genuinely interested in other people.
Understand what your interlocutor wants.
Show respect for the opinion of your interlocutor.
Sincerely try to look at things from the point of view of your interlocutor.
Be sympathetic to the thoughts and desires of children.
Let your interlocutor do most of the talking.
Ask the interlocutor questions, thereby ensuring that the pupil himself evaluates his own act or behavior.
Let your interlocutor believe that this idea belongs to him.
Express your children's approval more often about their smallest success and celebrate each of their successes. Be sincere in your assessment
Give your children a good reputation that they will try to live up to.
Let the people save their prestige.
Appeal to nobler motives.
Dramatize your ideas, touch a nerve, present them effectively.
From the very beginning of the conversation, keep a friendly tone.
The only way to win an argument is to avoid it.
Make the other person say "yes".
If you are wrong, admit it quickly and decisively.
Start the conversation with praise and sincere recognition of the dignity of the interlocutor.
If you want people to like you, smile. A smile costs nothing, but gives a lot. It lasts a moment, but sometimes it remains in memory forever.
A person's name is the sweetest and most important sound for him in any language.
Let's remember: at different age stages, the problems of children are different, and therefore the conversation should be carried out in a differentiated way. The school has three main age groups: elementary school students, teenagers, boys and girls. The peculiarity of their behavior is associated with leading basic psychosocial needs, with dominants that determine motivation, the structure of internal problems and, consequently, ways to eliminate them (forms of self-help).
It is impossible to understand the behavior of a child, much less to change it, if we do not know the nature of his needs and do not satisfy them. The need is like thirst, like hunger: until it is satisfied, the child will not behave correctly, socially acceptable.
The structure of human needs is as follows:
younger age - the need for security, safety;
teenage - the need for recognition, respect, a certain social status among peers;
adolescence - the need for the meanings of life (i.e. life goals, values, ideals for which it is worth living);
adult - the need for self-realization, self-fulfillment.
Knowledge of the leading needs gives the teacher a methodological key to building individual interaction with the pupil, including the methodology of individual conversation.
Conversation with a junior student
The younger student lives in a relationship of predominantly emotional, until the end of unconscious experiences. If the relationship is rich, varied, filled positive emotions, then the child develops fully: he is cheerful, active, open, kind, gentle. If the relationship is defective and he feels the alienation of others: he is scolded, dissatisfied with him, he is not caressed, and the child, like a flower without moisture and solar heat, dries, fades, shrinks. It grows resentment, pain, which sooner or later turn into malice, aggression, at first glance - unmotivated.
It is useless to give numerous advice - the baby will not remember them. One thing is necessary: to slowly, patiently change the child's attitude towards himself - to raise his self-esteem, instill a sense of strength, increase self-confidence and at the same time - teach the necessary, constructive way of behavior. The instrument of "influence" in this case is suggestion. Exercises (training) with further ongoing support. An approximate algorithm of actions is as follows:
Identify the problems of the child, his hidden mental defenses. Irresponsibility, imbalance of the nervous system. It will be necessary to study the conditions of upbringing in the family, stereotypes of behavior, and the state of health as carefully as possible.
Identify an obstacle (most often it is associated with low self-esteem) and begin to correct your self-attitude, inspire the necessary behavior model.
Organize a change in the attitude of others. The schoolboy had comrades, the guys took him to their team.
Support constructive behavior: praise at the right time, fix peers' attention on success, no matter how small. Involve parents, comrades in the house, porch, yard (with the help of a social pedagogue) in the process of correction.
Give individual assignments that are feasible for the child and that meet his abilities, interests, inclinations (this is a good training in constructive behavior). “Organize success” in a difficult task for a child. Especially in education. Educational success in primary school is 99% of success in education!
For "insurance" involve in a circle, section, club, where success and skill are fixed.
In adolescence, the stage of family development has been passed, the field of social self-affirmation is expanding, family values, forms of self-affirmation are being reassessed. New ways of behavior have to be mastered "on the go", in victories and defeats. A teenager is an experimenter involuntarily. Bruises and bumps (including mental ones) are permanent, and although they are not visible, they are very painful. Teenagers often feel worthless, helpless, and alone.
Peers become the reference group, the standard of self-identification - a merciless and cruel world, different from the family, with its love and support from parents. Here recognition must be won by yourself. We need will, knowledge, physical strength, but they are not enough. Watch teenagers at play, how fiercely they argue, scream, blame each other. They compete all the time, testing each other "for strength". Development is difficult, painful. In a teenager, subjectivity is born, a “I-concept”, self-consciousness is formed. This means that there are own assessments, norms, criteria, standards and samples.
Development passes into the stage of self-development, education - into the process of self-education. And this is normal, these changes need to be supported and stimulated. At this age, it is especially unacceptable to humiliate, insult, undermine the self-esteem of a teenager: self-esteem matures in him, which can be called conscience, honor, spirituality, which is the core of the personality, its morality, social value. This is the general pattern of development of a teenager, which indicates the tactics of the behavior of the educator.
The beginning of a conversation with a teenager should immediately remove the semantic barrier, establish trust. In no case should there be threats, accusations. Your facial expression, tone, first phrases should dispel fear, tension. Let the student understand that your attitude towards him has not changed for the worse. The first words might be: “I understand you, you defended your dignity in front of your friends”, “You did the right thing, that you didn’t get scared, didn’t keep silent, began to act ...”, “I had a similar case ...”
The words may be different, but behind them should always be your faith in the good intentions of the student: "I know you wanted justice..."
Try to have the teenager tell you about the event. In the course of the story, ask clarifying questions so that the student names his true actions: “hit”, “took without asking (stole)”, “answered rudely, disrespectfully”, “the lesson was disrupted”, etc. To achieve such a story - to convey what happened in honest and direct words - this means that the student has assessed himself, punished himself, admitted his guilt. This is self-education. Ask: how does the student evaluate his own behavior? You go further - seek an honest, objective assessment - the most important meaning and purpose of the conversation.
Then retell the events. Speak calmly, dispassionately, calling a spade a spade: “started a fight”, “teared off the lesson”, “insulted the teacher”, etc. Then give your assessment of what happened. Up to the enumeration of the articles of the Criminal Code, under which the misconduct of the student falls, if he were an adult.
Compare two marks, the student's and yours, which will help to finally find out the essence of the matter. In this part of the conversation, the student must admit his guilt. If he is not to blame and the teacher is wrong, admit your guilt, otherwise the conversation does not make sense, or even negatively affect upbringing, your relationship with the child. Perhaps the most important stage of the conversation is the search for socially acceptable behavior patterns with the student. At this stage, there is a training in introspection, the search for optimal behavior. And although this is a joint action, it is important that the teenager makes the decision himself. And the teacher will have to praise him for his wisdom and sanity, to give a behavioral attitude for the future.
As a result of the conversation - emphasize the mind, adulthood, teenager, express confidence that next time he will not make a mistake, because he will continue to think before doing anything.
Say the key phrase: “I believe that in the future you will not allow this and that such a conversation will no longer be needed. Let's forget about him." Everything. Your relationship is not destroyed, you gave the pupil the opportunity to maintain his image, high self-esteem, self-esteem. And this is the path to creative, constructive behavior, lifestyle.
Conversation with a young student
The leading need of adolescence is in the meaning of life. The young man is looking for the highest values of being: goals, ideals, standards of existence. How to live? For what? What to be? These are the questions to which, consciously or unconsciously, a young person is looking for answers. Before his own "I" and before people, he must make his choice.
It’s good to have conversations “about life” with young men on a hike, around a campfire, about a smart movie or book. They may seem abstract and unnecessary to adults, but young people need them like air.
What are the rules for building a conversation with an adult student?
the main objective- lead the interlocutor to a sincere review of the goals and values for which the action was performed. Evidence of sincerity: experience, remorse, words of apology. As always, start the conversation with a recognition of dignity, an expression of trust: “I know that you were looking for justice, the truth ...”, “I believe that you tried to act honestly ...”, “I thank you that you frankly expressed what you think ...”, “Perhaps I If I were in your place, I would have acted the same way ... "
It is very important to hear from the student the words: “Yes”, “Yes, it’s true”, “Yes, I wanted the best”. These are already points of contact that help to remove a defensive reaction.
Use such a technique as an appeal to the opinions of others.
Involve people who are significant to the young man - parents, friends, lawyers - to the conversation.
In a conversation with an adult student, try to build a dialogue in a logical, reasoned way, call things by their proper names: meanness - meanness, theft - theft. Try to get the young man to directly and unequivocally evaluate his act. Honest confession and repentance is a step towards correction. If a young person deviates from an honest self-assessment, then the teacher himself must directly and unambiguously give a moral and social characterization of the act. This does not mean that punishment must follow after that. On the contrary, after such a tense and difficult conversation, an appeal to the mind of the pupil is necessary: “Think at your leisure ...”
Sometimes one emotional argument is enough. It depends on the length of the conversation and the number of words.
It is very important how you end the conversation. The most important thing is to give the young man the opportunity to "save face", the image among friends, parents and in his own eyes. It is impossible for a student to feel “beaten”. Enlightenment, purification, the triumph of overcoming oneself - this is the state that your interlocutor should feel. Following the precepts of D. Carnegie, the teacher should do everything in his power to ensure that the young pupil is happy to do what you offer him, what you agreed to do together.
Achieving the expressiveness of pedagogical technique is only one of the steps to pedagogical mastery. Technique without understanding the tasks of pedagogical action, without understanding the motives of the students' activities, the true essence of the results of interaction will remain an empty form, an empty unprofessional action. And mastering its techniques can be carried out in the context of improving the general pedagogical culture of the teacher.
Literature
Ershova A.P. Verbal influences in the teacher's work: teachers about the mastery of communication with the class / A. Ershova, V. Bukatov. - M.: Chistye Prudy, 2007. - 32 p. - (Library "First of September", series "Classroom management and education of schoolchildren". Issue 1).
Zyazyun I.A., Kramuschenko L.V., Krivonos I.F., Mirpshnik E.P., Semichenkp V.A., Tarasevich N.N. Pedagogical technique of the teacher // School technologies. - 2005. - No. 6. - P. 15 of the class teacher. - 2007. - No. 8. - P. 68–76
Back in the 20s of the XX century. the concept of “pedagogical technique” arose, and since then it has been studied by many teachers and psychologists (V.A. Kan-Kalik, Yu.I. Turchaninova, A.A. Krupenin, I.M. Krokhina, N.D. Nikandrov, A. A. Leontiev, L. I. Ruvinsky, A. V. Mudrik, S. S. Kondratiev, etc.).
What is pedagogical technology
Pedagogical technique is included in pedagogical technology as its instrumental side. Those. in any pedagogical process, including those of a technological nature, there is always a pedagogical technique. The educator, influencing the pupils, seeks to convey to them his ideas, thoughts, feelings. And the channels of communication, the transmission of their intentions and, if necessary, orders, requirements for pupils, are the word, speech, expressive gesture, facial expressions.
Pedagogical technique is a set of skills that allows the educator to clearly express himself and successfully influence the pupils, to achieve an effective result. This is the ability to speak correctly and expressively (the general culture of speech, its emotional characteristics, expressiveness, intonation, impressiveness, semantic accents); the ability to use facial expressions and pantomime (expressive movements of the face and body) - with a gesture, look, posture to convey to others an assessment, attitude to something; the ability to manage one's mental state - feelings, mood, affects, stress; the ability to see yourself from the outside. Psychologists call this social perception; it is also included in pedagogical technique. This also includes the ability to reincarnate, the ability to play, neurolinguistic programming (NLP).
Depending on the extent to which the educator owns the means and channels of interaction, one can also talk about pedagogical skill. A good mastery of the pedagogical technique by the educator is a condition necessary for his effective work. Noting the role of pedagogical technology in the work of the educator, A.S. Makarenko said that a good teacher knows how to talk to a child, owns facial expressions, can restrain his mood, knows how to “organize, walk, joke, be cheerful, angry”, every movement of the teacher educates. In pedagogical universities, it is imperative to teach both the production of the voice, and the pose, and the possession of one's face. "All these are questions of educational technology."
Her role
What is the role of pedagogical technology in pedagogical technology?
As already mentioned, pedagogical technology includes goal-setting, diagnostics, and the educational process. In striving to achieve the goal, good results are achieved by the educator who is fluent in various methods of pedagogical technology, uses humor, is sympathetic and at the same time persistent in communicating with students, reveals resourcefulness and the ability to improvise. All these are methods of pedagogical technology that are used in pedagogical technology.
Lecture 4. Pedagogical technique, its components.
1. Pedagogical technique.
2. Components of pedagogical technique.
3. Knowledge and skills necessary to master pedagogical technique.
Basic concepts: pedagogical technique, mime, pantomime, speech technique, teacher's image.
1. Pedagogical technique is a set of skills that allow the teacher to see, hear and feel their students. An outstanding teacher A.S. Makarenko wrote: “The educator must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement educates him.”
Yu.P. Azarov claimed that, Firstly , developed pedagogical technique helps the teacher to express himself deeper and brighter in pedagogical activity, to reveal in interaction with students all the best, professionally significant in his personality. A perfect pedagogical technique frees up the teacher's time and energy for creative work, allows in the process of pedagogical interaction not to be distracted from communicating with children in search of the right word or explanation of unsuccessful intonation.
Mastering pedagogical technique, allowing you to quickly and accurately find the right word, intonation, look, gesture, as well as maintaining calmness and the ability to think clearly, analyze in the most acute and unexpected pedagogical situations, leads to an increase in teacher satisfaction with their professional activities.
Secondly , pedagogical technique has a developing impact on the qualities of the individual. An important feature of pedagogical techniques is that they all have a pronounced individual-personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher. Individual pedagogical technique significantly depends on the age, gender, temperament, character of the teacher, health status, anatomical and physiological characteristics.
So, work on expressiveness, purity, literacy disciplines thinking. Mastering the methods of self-regulation of mental activity leads to the development of emotional balance as a character trait, etc. In addition, in real pedagogical interaction, all the teacher's skills in the field of pedagogical technology are manifested simultaneously. And self-observation makes it possible to successfully adjust the selection means of expression.
Thirdly , in the process of mastering pedagogical technique, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.
All of the above emphasizes that pedagogical technique is the most important tool of the teacher.
2. In concept "pedagogical technique" It is customary to include two groups of components.
The first group of components is associated with the ability of the teacher to control their behavior:
Possession of one's body (facial expressions, pantomimics);
Management of emotions, mood (removal of excessive mental stress, creation of creative well-being);
Socially - perceptual abilities (attention, observation, imagination);
The second group of components of pedagogical technology is associated with the ability to influence the individual and the team, and reveals the technological side of the process of education and training:
Didactic, organizational, constructive, communication skills;
Technological methods of presenting requirements, managing pedagogical communication, etc.
facial expressions- this is the art of expressing one's thoughts, feelings, moods, states with the movement of the muscles of the face. Often, facial expressions and gazes have a stronger effect on students than words. Gestures and facial expressions, increasing the emotional significance of information, contribute to its better assimilation.
Listeners "read" the face of the teacher, guessing his attitude, mood, so it should not only express, but also hide feelings. The most expressive on a person's face are the eyes - the mirror of the soul. The teacher should carefully study the possibilities of his face, the ability to use an expressive look. The teacher's gaze should be turned to the children, creating eye contact.
Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image.
The teacher needs to develop a manner to properly stand in front of the students in the classroom. All movements and postures should attract listeners with their elegance and simplicity. The aesthetics of the posture does not tolerate bad habits: shifting from foot to foot, leaning on the back of a chair, turning foreign objects in the hands, scratching the head, etc.
The gesture of the teacher should be organic and restrained, without sharp wide strokes and open corners.
For communication to be active, you should have an open posture, do not cross your arms, turn to face the audience, reduce the distance, which creates an effect of trust. It is recommended to move forward and backward through the class, not to the sides. Stepping forward reinforces the meaning of the message, helping to focus the attention of the audience. Stepping back, the speaker, as it were, gives the listeners a rest.
Managing the emotional state involves mastering the ways of self-regulation, which include: fostering goodwill and optimism; control of one's behavior (regulation of muscle tension, tempo of movements, speech, breathing); self-hypnosis, etc.
3. Pedagogical technique is considered as a set of skills that allow the teacher to see, hear and feel their students.
Pedagogical technique includes the ability to manage oneself and interact in the process of solving pedagogical problems. The basis of pedagogical technique is professional knowledge.
The combination of skills and knowledge of the teacher, their relationship contributes to the harmonic unity of the internal content of the teacher's activity and its external expression. The skill of a teacher is in the synthesis of spiritual culture and pedagogically expedient external expressiveness. A.S. Makarenko said: “The pupil perceives your soul and your thoughts not because he knows what is in your soul, but because he sees you, listens to you.”
The foundation for the development of professional skills of a teacher is professional knowledge.
Professional knowledge is addressed, on the one hand, to the discipline he teaches, on the other hand, to students. The content of professional knowledge is knowledge of the subject, its methodology, as well as pedagogy and psychology. An important feature of professional pedagogical knowledge is its complexity and integration. First of all, it is the teacher's ability to synthesize the studied sciences. The core of the synthesis is the solution of pedagogical problems, the analysis of pedagogical situations that necessitate comprehension psychological essence phenomena, the choice of methods based on the laws of personality formation. The solution of each pedagogical task actualizes the entire system of pedagogical knowledge of the teacher, which manifests itself as a whole. In addition to complexity, generalization, the professional knowledge of a teacher is characterized by such an important feature as individual style work.
On the basis of professional knowledge, pedagogical consciousness is formed - the principles and rules that determine the actions and deeds of the teacher.
The following professional knowledge can be distinguished:
Knowledge of your subject;
Knowledge of psychological and pedagogical disciplines;
Knowledge of teaching and learning methods;
Knowledge of the merits and demerits of one's personality and activity.
As a complete system teacher's image characterized by stable links that exist between the elements and unite, reinforce the structure.
The formation of the teacher's image is provided not by a separate component, but by their system, interconnection and interdependence of various elements. Important and appearance teacher, and his inner state.
The image of a teacher is an emotionally colored stereotype of the perception of the image of a teacher in the minds of pupils, colleagues, the social environment, and in the mass consciousness. When forming the teacher's image, real qualities are closely intertwined with those attributed to him by others.
In Uzbekistan, the concept of "image" became the subject of public attention and scientific analysis only at the end of the 20th century.
The concept of a teacher's image is closely related to such a concept as authority. The authority of the teacher is, first of all, a means of educational influence on the student. An authoritative person is, as it were, advanced in success. A person who is recognized as authoritative is also credited with competence in other areas. There is a kind of irradiation of authority. The authority of the teacher is a complex phenomenon that qualitatively characterizes the system of relations with the teacher.
The relationship of students to an authoritative teacher is positively emotionally colored and saturated. And the higher this authority, the more important for the pupils of science, the basics of which are taught by the teacher, the more fair his demands, remarks seem, the more weighty his every word.
Questions.
What is the essence of pedagogical technology?
What components are included in the concept of "pedagogical technique"?
What is facial expressions and pantomime?
what is the essence of the teacher's image?
What should a teacher look like?
how to gain credibility with students?
Lecture 5-6. Pedagogical communication: styles and functions.
1. Communication as a mechanism for people to interact
2. Functions and structure pedagogical communication
3. The structure of communication.
4. Styles of communication.
Basic concepts: communication, interaction, pedagogical communication, communication styles, communication-distance, communication-intimidation, communication-flirting, communication functions.
1. Without communication, neither an individual nor human society as a whole can exist. Communication for a person is his habitat. Without communication, it is impossible to form a person's personality, his upbringing, intellectual development, adaptation to life. Communication is necessary for people both in the process of joint work, and to maintain interpersonal relationships, recreation, emotional relief, intellectual and artistic creativity.
The ability to communicate is both a natural quality of every person, given by nature, and a difficult art, involving constant improvement.
Communication is a process of interaction between individuals and social groups, in which there is an exchange of activities, information, experience, skills and results of activities. Speech culture and communication efficiency / Ed. L. K. Prudkina, E. N. Shiryaeva. - M., 1996. S. 125
In the process of communication:
Social experience is transmitted and assimilated;
There is a change in the structure and essence of interacting subjects;
A diversity of human identities is formed;
There is a socialization of the individual.
Communication exists not only by virtue of social necessity, but also by the personal necessity of individuals for each other. In communication, an individual receives not only rational information, forms ways of mental activity, but also, through imitation and borrowing, empathy and identification, assimilates human emotions, moods, and behaviors.
As a result of communication, necessary organization and the unity of actions of individuals included in the group, rational, emotional and volitional interaction of individuals is carried out, a commonality of feelings, thoughts and views is formed, mutual understanding and coordination of actions that characterize collective activity are achieved.
Since communication is a rather complex and multifaceted process, it is studied by representatives of various sciences - philosophers, sociologists, culturologists, psychologists and linguists. Philosophers study the place of communication in human life and society, the role of communication in human development. Sociologists explore the forms of communication within different social groups and between groups, differences in the types of communication caused by social causes. Psychologists consider it as a form of human activity and behavior, consider individual psychotypical features of communication, as well as the place of communication in the structure of individual consciousness. Culturologists establish relationships between types of cultures and forms of communication. Linguists explore the linguistic and speech nature of social and interpersonal communication.
2. Everyone who chooses the profession of a teacher takes responsibility for those whom he will "teach" and "educate", at the same time being responsible for himself, his professional training, his right to be a Teacher, Teacher, Educator. Worthy fulfillment of professional pedagogical duty requires a person to accept a number of obligations: objectively assess their own capabilities; own common culture intellectual activity (thinking, memory, perception, representation, attention), culture of behavior, communication; respect, know and understand the student, being the organizer of the educational activities of the trainees, acting as a partner and a person who facilitates pedagogical communication.
The essence and features of pedagogical communication are revealed in the works of teachers and psychologists A.A. Bodaleva, A.A. Leontieva, N.V. Kuzmina, V.A. Kan-Kalika, Ya.L. Kolominsky, II.A. Zimney, A.A. Rean and others.
Professional and pedagogical communication, according to D.A. Lobanov, is the interaction of a teacher-educator with his colleagues, students and their parents, with representatives of educational authorities and the public, carried out in the field of his professional activity; it goes beyond the contact "teacher-student" and involves the interaction of the teacher with other subjects of the pedagogical process.
« Pedagogical communication, - notes A.A. Leontiev, professional communication of a teacher with students in the classroom or outside it (in the processes of training and education), which has certain pedagogical functions and is aimed (if it is full and optimal) at creating a favorable psychological climate, as well as another kind of psychological optimization of educational activities and relations between the teacher and students and within the student team.
Pedagogical communication, according to M.V. Bulanova-Toporkova, this is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and students.
Thus, pedagogical communication is a specific company of communication, which has its own characteristics and at the same time obeys the general psychological patterns inherent in communication as a form of human interaction with other people.
In the pedagogical process, communicative, interactive and perceptual functions that carry the main features of human communication.
Communication functions.
Pedagogical communication, according to A.A. Lobanov, performs almost all the main functions of communication that are implemented in a person's daily life, and at the same time, the functions of pedagogical communication have only their inherent distinctive features.
Information function consists in the transfer through communication of certain information of everyday, educational, methodological, search, research and other nature. The implementation of this function contributes to the transformation of accumulated life experience, scientific knowledge, provides the process of introducing the individual to the material and spiritual values of society. In the learning process, the teacher appears to the students as one of the main sources of educational information in a particular field of science, literature, art or practice. Therefore, communication with the teacher contributes to the transformation of relevant information to students.
educational function pedagogical communication occupies a central place in the activities of the teacher, it involves the introduction of the student to the system of spiritual values, the culture of communication with people.
People knowing each other. The teacher needs to know individual qualities; properties of the physical, intellectual, emotional and moral development of each student, motivation for learning and work; attitude towards people and oneself. But students are also not indifferent to who works with them, what constitutes a teacher as a specialist and a person. It is important for them who communicates with them and how. After all, it is through communication and joint activities that the teacher and students get to know each other.
Organization and maintenance of a particular subject activity: educational, industrial, scientific, cognitive, gaming. Interwoven into a particular type of activity, communication acts as a way of organizing it. Through it, the teacher receives information about the effectiveness of the organization of cognitive practical activities of students. Therefore, communication plays a special role in the pedagogical process: even serving some main activity and, as it were, performing a supporting role, it significantly affects the quality of this activity.
Initiation of the initiator of communication to the values of the partner. This process is self-education, i.e. this is the process of self-formation of the initiator of communication, the process of creating one's own "I" through orientation to the values of another person.
The opening of the child to communication - this function of pedagogical communication is distinguished in their works on pedagogical technology by V. Yu. Pityukov and N.E. Shchurkova. It manifests itself in awakening the child’s desire for communication, removing psychological clamps, relieving him of the fear of the unknown, increasing self-esteem and self-confidence, and also convincing another person, in particular the teacher, of a positive attitude towards him.
The implementation of this function is connected with the ability of the teacher to “serve with children, demonstrate their disposition towards them, convince them of their peaceful intentions and noble thoughts.
Thus, in communication, many different functions are realized, each of which is important in the professional activity of a teacher.
3. The interaction of the teacher and students has a certain time frame, limited by the duration of the lesson, a particular event. The structure of pedagogical communication is not limited to direct contacts between the teacher and pupils, but also includes other types of communication.
In psychology, communication is seen as a process that performs three main functions - communicative, interactive and perceptual.
In the structure of pedagogical communication, V.A. Kan-Kalik and N.D. Nikandrov distinguish several stages.
1. Prognostic stage - modeling by the teacher of the upcoming communication with the class, with a different audience in the process of preparing for direct activities with children or adults.
2. Initial period of communication - the organization of direct communication with the class, the audience at the time of the beginning of interaction with them.
3. Communication management in the developing pedagogical process.
4. Analysis of the implemented communication system and modeling
communication systems for upcoming activities.
Human relationships, including those in the educational process, which includes upbringing and education, are built primarily on a subject-subject basis, when both parties communicate on an equal footing as individuals and participants in the communication process. If this condition is met, interpersonal contact is established, as a result of which a dialogue arises, i.e. the greatest susceptibility and openness to the influence of one participant in communication on another.
4.N.V. Kuzmina emphasizes that to stay in professional and pedagogical activity for a long time, for life, the future
the teacher will be able to if, by the beginning of an independent pa-bot, he will have developed communication, organizational skills and learn to take a responsible attitude to the matter. Famous psychologist V.A. Kan-Kalik distinguished the following styles of pedagogical communication:
1. Communication based on high professional attitudes of the teacher , his attitude to pedagogical activity in general. They say about such people: “Children (students) literally follow him around!” Moreover, in higher education, interest in communication is also stimulated by common professional interests, especially in major departments.
2. Communication based on friendship . It implies a commitment to a common cause. The teacher plays the role of a mentor, a senior friend, a participant in joint educational activities.
3. Communication-distance refers to the most common types of pedagogical communication. In this case, in relationships, there is a constant distance in all areas, in training, with reference to authority and professionalism, in education, with reference to life experience and age.
4. Communication-intimidation - a negative form of communication, inhumane, revealing the pedagogical failure of the teacher who resorts to it.
5. Flirting characteristic of young teachers striving for popularity. Such communication provides only false, cheap authority.
Maintaining a favorable emotional atmosphere is closely related to the teacher's sensitivity to the object of influence, with his ability to respond to the state of the group as a whole and each student individually.
Questions.
What is the essence of communication? Pedagogical communication?
What are the functions of pedagogical communication?
Describe the main styles of pedagogical communication?
Communicative, interactive and perceptual functions of communication.
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