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,
pedagogical technique helps the teacher:
Firstly,
to express himself deeper and brighter in pedagogical activity, to reveal in interaction with children all the best, professionally significant in his personality;
free the time and energy of the teacher for creative work,
allow in the process of pedagogical interaction not to be distracted from communication with children in search of the right word or explanation of unsuccessful intonation.
allow 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,
lead to an increase in teacher satisfaction with their professional activities.
have a developing impact on personality traits (inAn important feature of pedagogical techniques lies in the fact that they all have a pronounced individual-personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher; depends on the age, gender, temperament, character of the teacher, state of health, anatomical and physiological characteristics).
Mastering the methods of self-regulation of mental activity leads to the development of emotional balance as a character trait.
Self-observation makes it possible to successfully correct the selection of expressive means.
Thirdly,
to fully reveal the moral and aesthetic positions of the teacher, reflecting the level of general and professional culture, the potential of his personality.
It is customary to include two groups of components in the concept of "pedagogical technique".
The first group of components associated with the ability of the teacher to manage their behavior:
possession of one's body (facial expressions, pantomimics);
management of emotions, mood (removal of excessive mental stress, creation of creative well-being);
social - perceptual abilities (attention, observation, imagination);
speech technique (breathing, voice setting, diction, speech rate).
didactic, organizational, constructive, communication skills;
technological methods of presenting requirements, managing pedagogical communication, etc.
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 visual contact.
Pantomimeis 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 pose does not toleratebad 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.
Emotional state management 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.
Speech technique.The process of perception and understanding of the teacher's speech by children is closely related to the complex process of educational listening, which, according to scientists, accounts for approximately 80% of the total study time. Therefore, the process of correct perception of educational material by children depends on the perfection of the teacher's speech.
No matter how interesting and informative the speech is, it will not be perceived by the audience if the speaker pronounces it in an inarticulate, hoarse, weak, inexpressive voice.
In pedagogical activity it is extremely important:
speak expressively and simply, giving a lecture, report, reciting poetry and prose;
own intonation and voice power, thinking through every phrase, sentence, emphasizing meaningful words and expressions competently using them in various situations.
Breathing ensures the vital activity of the organism, the physiological function. At the same time, it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phono - sound).
V Everyday life When our speech is predominantly dialogical, breathing does not cause difficulties.
The difference between phonation breathing and physiological breathing is that inhalation and exhalation of normal breathing are carried out through the nose, they are short and equal in time.
Normal physiological breathing is not enough for speech. Speech and reading require more air, its economical use and its timely renewal.
There are special exercises aimed at developing breathing. The purpose of breathing exercises is not to develop the ability to inhale the maximum amount of air, but to train in the ability to rationally use a normal supply of air. Since sounds are created during exhalation, its organization is the basis for setting the breath, which should be complete, calm and imperceptible.
Diction- this is the distinctness and correctness of pronunciation, efficient sounds, which are ensured by the correct functioning of the organs of speech. The articulatory apparatus should work actively, without unnecessary tension. All sounds and their combinations must be pronounced clearly, easily and freely at any pace.
Everything diction disorders of speech and voice are divided into:
organic (speech therapists are engaged in their correction);
inorganic (they can be corrected through exercise);
associated with lethargy of the articulatory apparatus (lips, tongue, jaw);
fuzzy pronunciation of consonants ("porridge in the mouth").
Thus, summing up all of the above, we can conclude that pedagogical technology, which is a complex of skills, abilities and knowledge that allows the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.
And in conclusion, we quote the words of A.S. Makarenko "The skill of an educator is not some kind of special art ... but it is a specialty that must be taught, how a doctor should be taught his skill, how a musician should be taught."
Lecture number 4.
^
What do human gestures and facial expressions say?
"I thought"
A person who is in thought is absent from reality, he does not hear and does not see what is happening around, because he is in the world of his own thoughts and fantasies. It should be noted: when a person thinks or fantasizes, do not waste important arguments in vain, he still will not perceive them, will not hear them.
It must be remembered that a person who is in thought has the most active area of the brain, so he tries to focus our attention on it, as if warning: "Do not interfere - I think."
For a person who is thoughtful, distracted from the conversation, the following gestures are characteristic: hands at the forehead in various positions, a person can rub his temples, scratch his head. Gestures of this kind have another purpose: in this way a person tries to increase the efficiency of the brain, adjusts his “thinking apparatus” to solve a difficult problem.
Hence all sorts of stroking and scratching.
In addition to gestures, a thoughtful person gives out a pose. Remember Auguste Rodin's The Thinker: he sits with his cheek resting on his hand. If your interlocutor is characterized by such a pose, most likely he has been distracted from your conversation and is thinking about something of his own. In order to be sure of your assumptions, pay attention to his look. For a person who is far, far away - in his dreams and fantasies, the so-called "look into nowhere" is characteristic: absent, not focused.
By the posture of a thinking person, one can approximately determine what he is thinking about. If a person relies on right hand or rubs the right temple, which means that the left hemisphere of the brain is involved in his thoughts (according to the law of cross-distribution of zones of influence of the brain), which is responsible for the logical, analytical abilities of a person. Consequently, at the moment a person is occupied with analysis, he is occupied with questions that require detailed calculations. A person's gaze in this case can be focused, focused on one point. If a person relies on left hand, which means that the right hemisphere of the brain is involved, which is responsible for the sensual side of human nature. A person most likely philosophizes, fantasizes, his thoughts are devoid of clarity, concreteness and do not require analysis. The gaze is not focused on one point, but, on the contrary, blurry, directed to nowhere.
If you notice similar signs in your interlocutor, then it is possible that he is not listening to you, but is immersed in his own thoughts. To make sure that he perceives the information, you can ask him a question. If there is no answer, know that your interlocutor is in deep thought. One must either wait until he wakes up from his thoughts, or influence him: say something loudly or touch him.
How to recognize gestures from a category "I'm interested"
It is important to understand whether you are interesting to the interlocutor. Often, verbal signs of interest are imaginary, and only with the help of non-verbal communication can you understand how much you are interested in the interlocutor. Verbally, the interlocutor can show interest by asking questions, clarifying details, asking to repeat. But this, alas, is not a 100% indicator of interest. Questions can only mean unwillingness to offend you, formal politeness, but not interest.
An interested person, as a rule, is rather stingy with gestures. A person can be so focused on the interlocutor or interesting information that he tries not to make noise so as not to miss the thread of the conversation. It is not for nothing that in the classroom or audience, where schoolchildren or students are interested in what the teacher is talking about, there is perfect silence.
But there are other non-verbal ways to determine the interest of the interlocutor. A person who is interested in what is happening strives with all his being to get closer to the source of information. You can notice the tilt of the body towards the speaker: the listener tends to be closer to him.
It happens that a person is so carried away by what is happening that he simply ceases to control his body. He may forget to close his mouth or open his eyes wide - these are mimic signs that indicate that a person is surprised, amazed, is in the most interested state.
If you did not manage to find any of the listed “symptoms” of interest in your interlocutor, you should urgently change tactics - change the topic of the conversation, increase the emotionality of the presentation, otherwise your message will be insignificant for your interlocutor and will not bring the results you need.
How to recognize gestures from a category "I respect you"
Respect is one of those aspects of human relationships that must be pursued throughout life. It can be difficult to determine whether a person's respect is true or false. Do they give you a hand with a desire to greet you or because of the established tradition?
There are not so many gestures denoting respect. In order to determine how they treat you, pay attention to how the person greets you.
The handshake is a very ancient tradition, which used to have not only a ritual meaning - to greet a newcomer, but also meant that people came to meet each other without bad intentions, without weapons. Now this ritual has acquired other meanings.
The person who treats you with respect offers his hand first or at the same time as you. He
does not immediately try to remove his hand: a respectful handshake should be long.
The arm should be extended, in no case bent at the elbow. Thus, the person should not give you inconvenience, should not make you reach out. On the contrary, he tries to create the most comfortable conditions for you.
The following can be considered a gesture of respect: a man gives a woman a hand at the exit from public transport. It can also be formal, just meaning that a person is familiar with the rules of good manners. If this is a gesture of true respect, then the person offering the hand should look at you and try to catch your hand.
Head tilt is a gesture of respect. Notice how the person tilts their head. A respectful bow can be accompanied by the lowering of the eyelids (it came from the ancient tradition of greeting royal persons - they are so majestic and powerful that people did not even dare to look at them, so they lowered their eyelids).
In some Western countries, hugging is a non-verbal way to show affection and respect for a person, even if these people are not in a close relationship. Hugs are allowed after the first meeting, if people have found soul mates in each other. This is, in fact, reducing the distance between people to a minimum. In other words, you let a stranger into your personal zone and invade his personal space. There is direct contact, which means: "I understood you, I accepted you, I treat you with respect." In our country, as a rule, hugs are only acceptable between close friends and relatives.
How to recognize gestures from a category
The effectiveness of the educational process directly depends not only on the teacher's knowledge of the material presented, but also on the ability to present this information. Pedagogical technique is the most important component of the teacher's skill, allowing him to develop and improve in his profession. To understand the whole essence of this concept, it is necessary to consider it in more detail.
What is pedagogical technique
For the first time this term appeared in textbooks on pedagogy and didactics at the beginning of the last century. Since then, many scientists have been and continue to be engaged in his research, who have not come to a consensus on the exact interpretation of this phenomenon. But if we combine all the works of great teachers, we can draw a generalized conclusion.
So, pedagogical technique is a set of tools, techniques and methods that helps the teacher to establish contact with pupils and correctly present the information material. It can be expressed in almost everything that the teacher does: in the way he gives a lecture, how he places the necessary semantic accents, how he attracts the attention of the audience, sets it in a working mood.
Pedagogical technique is to some extent a style of teaching. It is based on certain rules, moral norms that a teacher should be guided by. However, at the same time, this style is individual for each teacher.
Components of pedagogical technique
The first teacher who tried to describe the structure of the concept we are considering was A. S. Makarenko. This man entered the educational literature on didactics as the greatest teacher of his time. Of course, over the years, he had followers, and there were many of them. Now, based on the results of the accumulated experience, the following components of such a concept as pedagogical technology are distinguished:
- Perceptual abilities, expressed in the development of memory, imagination and observation.
- manifested in the ability to establish contact with the audience.
- The appearance of the teacher (grooming, as well as the general style).
- Ability to use verbal (rich vocabulary, technical literacy) and non-verbal (diction, intonation and semantic accents)
- Pedagogical technique also includes the ability to control oneself (to control gait, gestures, facial expressions, posture).
Each of these components plays an important role in the educational process, however, we will separately focus on only two of them: the appearance of the teacher and his ability to use verbal and
The teacher and his appearance
As they say, a person is always greeted by clothes, but escorted by mind. This proverb is true no matter how you look at it. And she plays her part. After all, a teacher is not just a walking encyclopedia. First of all, this is a person who transfers experience and knowledge to his pupils. And in order for the students to perceive the teacher as an authority, he must look solid, commanding respect.
The first thing that reveals the essence of pedagogical technique is clothing. It should be comfortable so as not to hinder the teacher's movements and not interfere with him to perform basic technological operations: move around the classroom, write on the board, etc. In addition, it is advisable for the teacher to choose a wardrobe in a restrained, classic style. Otherwise, students will be distracted by the appearance of the teacher, which will hinder the assimilation of the material.
Other components of the teacher's style should be in harmony with the clothes: hairstyle, makeup, accessories. Perfectly selected details of the image of the teacher will be an excellent example for students, develop their taste, and also cause sympathy and respect for their teacher.
The teacher's control of his speech
Let's return again to our proverb, interpreting that the mind is the second characteristic by which we are judged. And since pedagogical technique is primarily oral skill, it is very important for the teacher to be able to correctly express his thoughts. To do this, the teacher needs:
- be technically literate in the material that he explains to his pupils;
- observe the correct pronunciation of the text;
- present information in the most simple and accessible form;
- decorate your speech with epithets and metaphors;
- have a rich vocabulary and good diction;
- correctly place pauses and semantic stresses.
Particular attention should be paid to the last point. Pauses are necessary in order to attract the attention of the listeners and give them time to comprehend what was said. They are made either after an important statement, or before it to create some kind of intrigue. Semantic stresses are made in the text to create an emphasis on certain points. With them, you can begin to improve the pedagogical technique of the teacher. Usually, stresses are manifested by some increase in the volume of the teacher's voice or a change in his tone. For example, a semantic load can be made when reading a term.
The main mistakes in pedagogical technique
Insufficient mastery of teaching skills leads to a decrease in the effectiveness of the learning process. As a rule, this is caused by such errors in the formation of pedagogical technique:
- monotonous, too fast speech without semantic accents;
- inability to regulate one's psychological and emotional state (to overcome anger, excitement, etc.);
- lack of communication skills, which hinders the establishment of contact between the teacher and his students;
- poor use of gestures and facial expressions.
Methods of pedagogical technique
In order to conduct a lesson in an interesting and productive way, it is not enough for a teacher to be theoretically prepared for it. A variety of information is provided by methods of pedagogical technology. They are methods that describe how and in what form it is better to present this or that material to students. The well-known teacher Anatoly Gin presented the world with a book describing the methods of pedagogical technology. There are a huge number of them, so we will consider the most basic, so to speak, briefly.
Organizational moments
In order to set students up for the work environment, they need to be slightly encouraged. To do this, at the beginning of the lesson, the following techniques are used:
- Communicating with the audience in a slightly humorous manner. This will bring the group to the teacher and develop interest in the upcoming topic.
- Using fantasy characters as an example. It does not matter what it will be - a person or an unusual plant, the main thing is that students want to join the lesson.
Introductory survey
The best way to start a new topic is to smoothly transition from the previous one. All pedagogical techniques and technologies imply that the fragments of the material studied in the lessons must be interconnected. But first, it is advisable to do a little warm-up in the form of:
- small survey;
- intellectual competitions.
The survey can be conducted in the form of a game. For example, the teacher reads statements and the students are asked to determine which of them is wrong. Or is it similar to the well-known intellectual games(“What? Where? When?”, “Field of Miracles”).
Assimilation of new material
It is known that in the course of a lecture, students remember only a small part of the information they heard. Therefore, the teacher can apply additional methods for better assimilation of the material presented:
- independent compilation by each of the students;
- preparation of a list of questions on the topic of the lecture.
This will develop the ability of students to highlight the main thing among a large amount of information. In addition, in this way the topic covered is better fixed in memory.
Development of acquired knowledge
In this case, student activity is more evident than pedagogical activity. SIW (student independent work) techniques are used in many universities to improve the efficiency of the educational process. Here we are talking about the practical application of theoretical knowledge. The teacher can offer students any of the following work options:
- creating a small project;
- independent research;
- problem solving;
- performing exercises to find errors.
From everything that was said in this article, it remains only to draw logical conclusions. Undoubtedly, pedagogical technique is an important and invariable component of the learning process. On its basis, there is a teacher, without whom it is impossible to imagine the effective activity of an educator and mentor.
Pedagogical technique along with orientation, knowledge and abilities is one of the components of pedagogical skill. In the actual practice of the work of a teacher, it is in his possession of pedagogical technique that his skill and level of development of abilities are expressed.
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WHAT IS PEDAGOGICAL TECHNOLOGY
The purpose of the school is to pass on to the younger generations all the most valuable, stable knowledge and experience accumulated by previous generations, and to educate citizens capable of further development society. Based on this interpretation of the purpose of the school, it is possible to single out three most important areas of work for teachers. First - intellectual development of children - teaching them the basics of science and developing the appropriate abilities, skills and abilities. Second - social development of students - the transfer of social and ethical knowledge to them and the formation of appropriate experience and activity. Third - emotional development of students - the development of their emotional sphere, the ability to manage and adequately express emotions, the formation of their emotional stability. These directions refer to various fields of knowledge and activity. It is this diversity that makes the work of teachers so diverse and multifaceted.
A teacher can become a professional only if he has a whole range of abilities, knowledge and skills. Education and training are effective only if all pedagogical means are interconnected and the pedagogical process is characterized by integrity and consistency. The first sign of the pedagogical process, in contrast to the spontaneous and uncontrolled educational influence of the environment, is the teacher's clear understanding of the purpose and methodology of work. A creative, harmoniously developed personality can only be formed by combining education, upbringing and development into a single whole.
One of the important conditions for the successful work of a teacher in a modern school is the feeling of not only responsibility for their work, but also inner freedom in work. The teacher must become an independent educated professional who takes full responsibility for everything he does. The teacher becomes the center of the process of improving the quality of education.
Pedagogical technique along with orientation, knowledge and abilities is one of the components of pedagogical skill. In the actual practice of the work of a teacher, it is in his possession of pedagogical technique that his skill and level of development of abilities are expressed.
Pedagogical technique- a set of techniques that contribute to the harmonious unity of the internal content of the teacher's activity and its external expression.
Allocate two groups of componentspedagogical technique:
1. Ability to manage yourself:
- possession of one's body (physical health, endurance, the ability to control facial expressions and pantomime and use them to achieve the goals of training and education);
- management of the emotional state (smooth positive emotional background of mood, the ability not to accumulate negative emotions, the ability to endure emotions and use them for one's own purposes);
- social perception (attention, imagination, social sensitivity - the ability to feel the mood of another person, understand its causes and accept it);
- speech technique (statement of voice, breathing, control of the tempo and timbre of speech).
The ability to interact with the individual and the team in the process of solving pedagogical problems:
- didactic skills;
- organizational skills;
- communication skills;
- technique of making demands;
- evaluation technique (encouragement and censure), etc.
It should be especially noted that pedagogical technique is not only the presence of the teacher’s worldview (as a component of the “inner content”), but also the ability to express it, to convey it to the minds of students. Probably, this is what V.A. Sukhomlinsky had in mind when he spoke about the need to purposefully form an attitude towards himself in order to influence schoolchildren: “I, the educator, not only need to take into account that the pupils have some kind of attitude towards me. This is not enough. I need to create a certain, necessary attitude of the team of pupils as a single whole towards me ”(Sukhomlinsky V.A. Wise power of the team. Selected works, vol. 3 - M., 1981).
Researchers D. Allen and K. Rine developed a description of the skills of a teacher who has a high level of development of abilities and owns pedagogical techniques:
- Variation in the stimulation of the student (can be expressed, in particular, in the rejection of the monologue, monotonous manner of presenting educational material, in the free behavior of the teacher in the classroom, etc.).
- Inducing the student's attitude to the perception and assimilation of the material (attracting interest with the help of an exciting beginning, a little-known fact, an original or paradoxical formulation of the problem, etc.).
- Pedagogically competent summing up the results of the lesson or its separate part.
- The use of pauses or non-verbal means of communication (eyes, facial expressions, gestures).
- Skillful application of the system of positive and negative reinforcement.
- Asking leading and probing questions.
- The formulation of questions that lead the student to generalize the educational material.
- The use of divergent type problems (with possible different solutions) in order to stimulate creative activity.
- Determining the concentration of attention, the degree of involvement of the student in mental work by external signs of his behavior.
- Use of illustrations and examples.
- Masterful lecturing.
- The use of repetition.
ABILITY TO INFLUENCE WITH PERSONALITY AND TEAM
1.1 ATTENTION AND OBSERVATION IN THE PEDAGOGICAL PROCESS
Attention - the focus and concentration of human consciousness on certain objects while distracting from others. In the work of a teacher, it is important to have a high level of development of all the basic qualities of attention:
- selectivity - the ability to successfully tune (in the presence of possible interference) to the perception of information related to a conscious goal;
- concentration - the degree of concentration of attention on the object;
- volume - the number of objects that can be covered by attention at the same time;
- switching - the intentional transfer of attention from one object to another;
- distribution - the ability to keep several objects in the field of attention at the same time;
- stability - the duration of focusing on an object.
Observation is the ability of a person, manifested in the ability to notice the essential, characteristic, including subtle properties of objects of phenomena. Observation implies curiosity, inquisitiveness and is acquired in life experience.
Voluntary attention occupies a special place in the teacher's activity, that is, the ability to keep attention on an object, making volitional efforts. Prolonged use of voluntary attention leads to increased fatigue and reduced attention span. Therefore, the teacher needs to know the techniques that facilitate the application of voluntary attention. These include:
- emotional setting - a positive attitude to active work;
- tune in to the relevance of incoming information - if you perceive everything that happens in the class as important and necessary in work, then all information will be easier and faster to perceive;
- perception of everything that is happening in the classroom as the most important thing at the moment - if you get distracted from thoughts that are not related to the lesson, then it will be much easier to concentrate.
One of the important tasks of the teacher is the development of voluntary attention in children. The child's attention becomes arbitrary when the choice of content, the order of examination and the method of control are determined by him on the basis of the objective requirements of the task. Up to this point, an adult performs functions (selects an object from the environment, helps to focus attention on it, avoids unnecessary actions etc.), which the child will then perform independently.
It is very important for the teacher to develop the skills of attention management in children. Monotony, stereotyping, stereotyped actions give rise to a decrease in attention. Control over untimely actions leads to its strengthening and rapid fatigue of the child. It is easier to win and retain attention with unusual, vivid information, specific examples, changes in intonation, tempo and pauses in speech, incomplete information that will make you think, continuous disclosure of new content in the material presented, its new aspects and connections, systematization of the material.
1.2 LISTENING AND UNDERSTANDING
The ability of a teacher to communicate with students is one of the keys to his success in organizing work with a class and individual students. Communication is a complex multidimensional process in which contact is established between interlocutors, understanding what they are talking about, coordinating joint actions, transferring emotional states and other types of people's influence on each other. Knowledge and skillful use of the general scheme of communication can be of great help to the teacher in everyday work, in planning and regulating relationships with students.
Scheme 1
COMMUNICATION SCHEME
Explanations for the scheme:
A communicator is a person who conveys a message. The one who receives the message is the addressee. Both the communicator and the addressee can be represented by one person or a group of people. The interaction of the communicator and the addressee occurs through the means of communication: a) means of receiving information (hearing, vision and other analyzers); b) means of information transmission (speech and non-verbal means).
Both the communicator and the addressee enter into communication only if each of them has goals . Communication is influenced by the conditions in which it occurs: weather and climate, physical, psychological, etc. Content communication, or its subject area, is what is its essence and meaning.
After defining the subject area, the teacher can begin work on its correction.
The perception of a speech message is one of the highest mental functions of a person. This is an extremely complex process that is inaccessible to direct observation. Mankind long ago learned to encode various concepts, feelings, actions, etc. with the help of sounds and symbols. Speech communication is the coding (by the communicator) and decoding (by the addressee) of speech signals that carry a certain meaning. In order to understand the interlocutor, it is not enough just to know the commonly used meanings of the words he utters. In the perception of speech, two levels are distinguished: a) analysis and synthesis of sounds, b) understanding of speech, i.e. analysis and synthesis of signal, semantic characteristics of speech.
Each person, in addition to the commonly used one, also has his own cognitive meaning of concepts. For example, the concept of "school" includes a very broad content: premises, students, lessons, teachers, textbooks, school subjects, etc. In addition, the word "school" can have different emotional connotations and evoke different memories. A person, revealing the concept of “school”, also has his own shade or meaning of the concept. For one, these will be memories of a carefree childhood and romantic youth, another will remember problems in relationships with teachers, a third - the joy of gaining knowledge, a fourth - boring cramming, etc. Therefore, one of the first tasks of each conversation with students should be the task of clarifying the meaning invested by the interlocutors in the basic concepts of the conversation. The result of understanding as a process can be a complete or incomplete understanding. Thus, misunderstanding is not a lack of understanding, but its negative result.
What contributes to the process of understanding? Firstly , the presence of interlocutors a wide vocabulary and literacy of speech. It is important to have the skill of oral presentation, which allows you to correctly place accents in speech, highlight the necessary phrases and thereby achieve the fastest understanding not only of words, but of the meaning of speech.
Secondly , the development of social sensitivity, which includes:
a) sensitivity in observation - the ability to see and remember the actions and statements of people;
b) theoretical sensitivity - the ability to use theoretical knowledge in order to draw conclusions about students;
c) nomothetic sensitivity - the ability to apply in relation to a person knowledge about the behavior of representatives of the group to which he belongs;
d) idiographic sensitivity - the ability to recognize a specific person in the course of prolonged interaction with him.
Thirdly , development of creativity and creative imagination. Creativity develops the teacher's ability to relate to things, situations, communication and the ability to adapt flexibly depending on the circumstances in a non-standard way. A creative approach to life and communication with people can be developed with the help of simple exercises:
- exercises to enter into the image of another person or thing help well;
- exercises on the ability to look at things outside the box, for example: find how you can more ways how you can use any thing (key, thimble, pen, etc.).
With practice, you will notice not only how the number of options increases, but also that you have less difficulty communicating with children and the people around you.
Fourth, knowledge of the age characteristics of adolescents.
Fifth, development of listening skills. P. Mitsich identifies four conditions for proper listening:
- do not allow any side thoughts;
- when you are listening, do not think about the question to be asked and do not prepare counterarguments. If you get carried away preparing a question or evidence, you may miss what the student is saying;
- concentrate on the the essence of the subject under discussion and throw out the secondary;
- Focus only on the topic that is being discussed.
The general rule is this: give the child the opportunity to speak, on opportunities without interrupting him.
In addition to the ability to listen, understanding is facilitated by the ability to remember the conversation and its results:
- When starting a conversation, remind yourself what good memorization will increase the effectiveness of your communication with students;
- put the will and effort into remembering, do not wait passively for everything to be deposited in the head by itself;
- listen, discuss, think at the very moment when the event occurs;
- remember the conversation later, at a convenient moment;
- create during the conversation "reference points" for remembering, linking them to other events;
- Develop a system for keeping records and write down everything you need to remember.
1.3 MAIN WAYS OF INTERACTION IN PEDAGOGICAL COMMUNICATION (INFECTION AND IMITATION)
Traditionally, in communication, including pedagogical, there are four main methods of influence: infection, imitation, suggestion and persuasion.
Infection - this is the process of transferring an emotional state from one individual to another at the psychophysical level of contact in addition to the semantic influence itself or in addition to it.
Historically, the processes of infection have been studied in connection with mass psychoses, religious ecstasies, mass manifestations of sports passion, panic, etc. The example of the emergence of panic in the United States in 1938 after reading H. Wells' novel "War of the Worlds" on the radio is widely known. A mass of people (according to official data - 1,200,000 people) experienced a state of mass psychosis, believing in the invasion of the Martians on Earth. Approximately 400,000 people later testified that they personally saw the Martians. Other examples of infection are the behavior of fans at sports competitions; the behavior of people when boarding overcrowded vehicles, during rallies and demonstrations; labor enthusiasm, etc.
When they say that a person is subject to the process of infection, they mean that he is unconsciously, involuntarily subject to certain mental (emotional) states. In this case, a person begins to act not as the mind tells him, but under the influence of the hormonal metabolism taking place in him. He loses the ability to control his actions, predict the situation, control himself and others.
Infection can be accompanied by both positive and negative phenomena at school. There are well-known examples of labor enthusiasm, excitement when student groups compete with each other, activity and interest in studying a subject, etc. Experienced teachers and lecturers are able to use infection for their own purposes - as a rallying factor, to increase audience enthusiasm, mobilize people to do important things . Applause, mass recitation, chanting of slogans, intentionally caused jubilation, personal example (for example, on subbotniks), the presence of a common significant goal can become an impulse that can cause deliberate infection.
Negative factors can be laughter that suddenly arose at a difficult moment in the lesson, it is not clear where the noise came from, yawning, switching to shouting during a discussion, increased physical activity during breaks, etc. Usually at school, the negative manifestation of infection is associated with the fatigue of children and the teacher, the increased pace or complexity of the lesson, the emotional significance of the issues discussed. Teachers need to remember that at the moment when the infection has already occurred, it is very difficult, and most often impossible, to stop it.
"Imitation - following common examples, standards, one from main phenomena of group integration of people. Imitation is one from mechanisms of development by the child of various forms of behavior, actions, norms of relations in society, features of national culture, profession. When a child imitates someone or something, he adopts external features (behaviors, states) and reproduces them in his behavior. With age, the meaning of imitation changes - from superficial copying to imitation of those aspects of behavior that really reflect the meaning of the situation.
There are the following types of imitation:
- logical and extralogical;
- internal and external;
- imitation-fashion and imitation-custom;
- imitation within one social class and imitation of one class to another.
In adolescence, imitation is aimed at an external (less often internal) identification by a teenager of himself with some specific person or group that is significant to him, or with a generalized stereotype of behavior. Knowing this feature, it is easier for the teacher to find ways to deal with individual role models. In order to exclude an unwanted role model, it is not enough just to “debunk” it in the eyes of children, it is necessary to offer them other models. It is important to take into account two requirements:
1) teenagers want to have a choice of samples;
2) role models should be meaningful and emotionally appealing.
1.4 MAIN WAYS OF INFLUENCE IN PEDAGOGICAL COMMUNICATION (PRESSURE AND SUGGESTION)
Suggestion - purposeful, unreasoned impact of one person on another or on a group. Feature of suggestion is that the person is not evaluates the incoming intelligence or facts, does not compare with other information, but perceives them "on faith". Main The peculiarity of suggestion is that it influences on the the psyche and behavior of a person against his will and manifests itself in everyday life in the form of actions, aspirations, motives and attitudes.
Suggestion is often used by the teacher on the class and outside of it. Explanation of new material in the traditional form, survey and affixing assessments, a lecture, an informative conversation, a speech at a meeting - these are examples of using the suggestion method.
When a teacher works with students based on suggestion He must;
- take care of your authority: do not make unrealistic promises or threats, try to keep words consistent with deeds;
- think carefully about the conclusions that it draws. He gives these conclusions to the students in a ready-made form, and therefore they should not raise doubts and give rise to disputes and discussion.
A skilled teacher ownsa variety of forms of inspiring influence: replicas (“Well done”), tone of voice (friendly, encouraging or, conversely, condemning), facial expressions (expressing joy, satisfaction, grief, etc.), gaze, mood, skillful construction of speech, to the forms of suggestion include direct influences expressed through orders, instructions, commands. They contribute to the development of actions in schoolchildren that are performed automatically (“Close textbooks!”, “Hands on desks!”). The responsibility of the teacher in the event of giving the command is very high, since the students fully trust his opinion on the appropriateness of this action. Inspiring instructions are a less common technique in school. It consists in pronouncing concise phrases (“You can and want to study well”), which contain a description of the manner of action and behavior.
It has already been said above that the effectiveness of suggestion directly depends on the teacher's availability of appropriate means. These include:
1) look - direct, radiant, at the same time hard and warm; 2) voice - rich in timbre, flexible in modulation, without shrill notes; 3) the ability to control the rhythm of speech - exciting, soothing, not boring; 4) facial expressions - rich in shades and content, adequate to the situation; 5) gestures and movements - not constrained and not deliberate, also corresponding to the situation and situation; 6) management of emotions: no matter what emotions the teacher overcomes at the moment of suggestion, he should express only those that will help him achieve the goal; 7) The ability to combine all six listed characteristics into a single whole. aimed at achieving the goal.
The main difference between the method of persuasion and other methods of influence in communication is the presence of logic. It is with the help of logic and rhetoric in persuasion that selection takes place, the ordering of the facts of conclusions in order to achieve a certain task. When using the method of persuasion, one should strictly adhere to the topic of conversation. It is important to ensure that all evidence is relevant and correct and that it forms the basis for convincing conclusions. It is also important to observe the principle of the absence of contradiction: conclusions and conclusions should not contradict each other, but go in a certain sequence, one after the other, and not one next to the other. Another condition is the teacher's inner feeling of equality between him and his students in persuasion, the recognition of equal rights for students in argumentation and objection.
A well-prepared lesson or conversation based on the persuasion method consists of five steps:
1. Introduction. Its functions are to establish contact, attract attention and familiarize the audience (class, teaching staff, parents) with the topic of conversation.
2. Transfer of basic information on the topic of conversation. Information is transmitted in a calm manner, without unnecessary emotions, accurately and accessible to the audience.
3. Argumentation. Bringing evidence, examples, facts that support the teacher's point of view or prove the positions put forward by the teacher in the lesson.
4. Counterargumentation. Refutation of opposing arguments, other theoretical positions, objections, etc. This stage gives the teacher the opportunity to reveal the topic more fully and more interestingly. Even if the class does not have opposing arguments, the teacher needs to prepare them in advance, present them himself and refute them.
5. Conclusion. The functions of the conclusion are summing up, summarizing, repeating the conclusions and determining the prospects (what will be done next, who is responsible for what, deadlines, which topic will be further studied, etc.). The last function is very important, because it enables students to realize themselves as active participants, and not passive spectators of the processes taking place in the classroom.
At the stages of argumentation and counterargumentation, the same methods are used. They differ only in content. All methods used can be divided into three groups: logical, based on the laws of logic, rhetorical, based on the methods of oratory, and speculative, based on on the interlocutor manipulation.
Logical methods of persuasionmost often used by teachers in the classroom when explaining the material:
1. Method of deduction: the movement of thought from the general to the particular.
2. Method of induction; the movement of thought from the particular to the general.
3. Problem presentation: activation of the mental activity of students by posing problem questions, solving which the class, together with the teacher, approaches theoretical generalizations, the formulation of rules and patterns.
4. The analogy method is based on the assumption that if two or more phenomena are similar in one respect, then they are probably similar in other respects.
Rhetorical methods of persuasion,or methods based on the use of oratory
techniques and expressive means of speech:
1. Fundamental method: direct comparison, use of numbers, hard facts.
2. Method of comparison: the use of figurative comparison in order to give brightness and expressiveness to the entire argument.
3. Method of contradiction: identifying contradictions in the arguments of the interlocutor and building on this basis your own argumentation.
4. The method of "drawing conclusions": in the course of argumentation, the teacher draws intermediate conclusions and, on their basis, comes to the final conclusion.
5. Method "yes ... but": used when the interlocutor's arguments reveal only one side of the phenomenon. In this case, the teacher agrees with the interlocutor's arguments, and then gives his own, reflecting the other side.
6. Method of "parts"; the speech of the interlocutor is divided into parts, and the teacher analyzes and gives his arguments for each of them.
7. Method of ignoring: the teacher sees that the interlocutor attaches great importance to what is not very important, and ignores important details. He points it out, analyzes it, and makes strong arguments in his favor.
8. Interrogation method: the teacher asks a series of clear and thoughtful questions in advance that will lead to the desired result.
9. Method of visible support: during the conversation, the teacher asks for the opinion of those interlocutors who share the same point of view as him.
Speculative methods of persuasion.The methods that make up the third group are called speculative because they are based on the suppression of another person or the manipulation of his opinion and behavior. Using these methods, we "step on the sore spot" of the interlocutor and force him to yield.
1. Method of exaggeration; exaggeration of real importanceevents or consequences that a person's act will entail.
2. Method of "joke": the transformation of the interlocutor's arguments into an anecdotal situation or fact.
4. The method of discrediting the interlocutor: instead of arguing, a person humiliates or insults the interlocutor (for example: “What do you understand about this!”).
5. Isolation method: as a basis for objection and arguments, separate phrases of the interlocutor are used, taken out of the general context of the speech, connected in such a way that the original meaning is reversed.
6. Method of changing direction: instead of discussing the topic proposed by the interlocutor, the teacher begins to discuss his own topic.
7. Method of misleading: in order to convince the interlocutor, he is given false information.
S. Postponement method: asking unnecessary questions to delay time, or postponing a decision indefinitely (for example, the words "Come (we'll figure it out) later", if the teacher does not indicate a time limit, then this is a method of delay).
9. Appeal method: instead of answering, the teacher begins to appeal to the sympathy of the interlocutor ("I'm so busy", "I'm tired today", etc.).
10. The method of questions-traps: answering a question with a question, interrupting the interlocutor, "trading".
1.5. NONVERBAL COMMUNICATION IN TEACHER'S PEDAGOGICAL ACTIVITY
Non-verbal communication is communication without the help of speech. It plays an important role in human life. From 60 to 80% of information in normal, everyday communication, a person transmits and receives non-verbally. Non-verbal communication includes: facial expression, bodily movements (postures, gestures), movements in space, gaze, tactile sensations.
The teacher, whose main activity is communication, must competently use knowledge about non-verbal means of communication in his work. The meaning of certain gestures is described in detail in the available psychological literature, so these descriptions are given only briefly. In more detail, we will analyze such features of the interaction of the teacher with the class, individual students and parents that are rarely mentioned in the literature.
Facial expression (facial expression).One of the first to study the facial expression of a person was Charles Darwin. He tried to substantiate the biological nature of emotions. He and his followers investigated the connection between the expression of emotions and the physiological processes taking place at that moment in the human body (that is, which muscles tense and relax when expressing certain emotions, what metabolic processes are associated with it, etc.). Only in the last few decades, the study of emotions has taken a different path - emotions have been considered as the key to revealing the motivational sphere of a person. In this regard, interest in research has increased dramatically. The process of reading emotions (which means a given facial expression) is studied in detail; the dependence of emotions and the strength of their expression on the country, nationality, social status, etc. d.; process of assimilation of emotions by the child.
Body movements (poses, gestures).There is a special science of kinetics - the science of human bodily expressions. Kinesiology specialists can reconstruct all the movements of a person by the sound of his voice. Nevertheless, it has been proven that the understanding of non-verbal language by most people is impossible without its connection with verbal language and the context of the situation. If we want to understand a person, then we must pay attention to his gestures, involuntary movements, postures, external manifestations of vegetative changes (reddening, whitening, trembling, perspiration, etc.), the manner of moving, dressing, combing, etc. This language often turns out to be more truthful and can tell us more about a person than speech. Non-verbal language is much less amenable to conscious control, and autonomic changes are not controlled at all by most people.
Tactile interaction.Whether a person allows tactile interaction in communication, how it affects the interlocutors, their behavior and interaction, the course of communication - these are the questions that are posed in the analysis of tactile interaction. Usually, touching is allowed in the communication of close relatives or friends. Therefore, the inappropriate use of touch can complicate the conversation, alert the interlocutor, or even lead to the termination of the conversation,
visual interaction.The direction of the gaze depends on the content of communication, individual differences, the nature of the relationship between people and the previous development of the conversation. The following functions of the gaze in communication are distinguished:
information search. Search for feedback in communication, information about the effect of the message. Usually, an exchange of views occurs after each replica in communication and at pivotal moments of the conversation;
notification of the release of the communication channel, that is, that the person has finished speaking and is waiting for a response;
the desire to hide or expose one's "I";
establishing and maintaining initial contact, facilitated by quick, short, repetitive glances;
maintaining a stable level of psychological intimacy.
It is also a means of non-verbal communication. time. For example, punctuality, so common among Europeans and Americans, irritates Arabs. The lack of punctuality is perceived not only as a feature of a person, but also as disrespect, lack of interest in the conversation, a way to emphasize one's importance and dependence, that is, as a way to communicate some information without resorting to words. The time interval between knocking on the door and entering it can show us the importance of a person (the longer the interval, the more important the person). Time affects the type of connection between people - the intensity of communication, the size of an individual territory, body language. Time A variable amount of time allowed for a conversation can make it easier or harder. When planning a conversation, it is important to remember that we transmit and receive all the basic information about relationships between people in the first twenty minutes of a conversation.
Movement in space.The way we move in relation to each other during the conversation, how far we are, how we react to a change in distance, can also tell a lot to an attentive interlocutor. When analyzing movements in space, it is important to remember cultural differences - what you take for granted by a European or American will be interpreted by a representative of the East in a completely different way. A person's ability to communicate at different distances, including very close ones, and at the same time remain calm is an indicator of his self-confidence, emancipation, understanding of himself and others. Many psychological techniques for increasing self-confidence and understanding are based precisely on the method of working with the body, including the analysis of movements in space.
Each person has a certain spatial zone around the body, which he considers as his personal territory (personal spatial zone). The size of this zone is socially and nationally determined, for example, it is determined by the population density in the place where Che lovek (the higher the density, the smaller the zone). All the data below are calculated for residents of large cities in Western countries. The personal spatial territory of a person can be divided into four zones:
a) intimate zone (from 15 to 50 centimeters). This is the most important of all zones, since it is her that the person guards most strongly. Only those with whom this person has established close emotional contact (children, parents, spouses, close friends and relatives) are allowed to enter this zone. If the intrusion of the interlocutor into the intimate zones is undesirable, then the person notifies about this with a whole series of signals.
In the first stage, the person looks away, taps his fingers or feet, sways on his feet or (if sitting) sways his legs, shifts, fidgets in place. In the second stage, he closes his eyes, lets out sighs, hunches his shoulders, chin droops. The third stage is withdrawal. With a violent invasion of the intimate zone, a person feels helpless, defenseless and weak. As a consequence of this, as defense mechanism, increased aggressiveness.
b) personal zone (from 50 to 120 centimeters). This distance usually separates people in friendly communication, at parties, when spending free time;
v) social zone (from 120 to 360 centimeters). On the such a distance is usually kept from strangers and people whom we do not know very well;
G) public area (more than 360 centimeters). This distance is most convenient when we address our words to a large audience.
How can knowledge of movements in space be useful for a teacher at school? Let's look at a few examples.
Example 1 . The teacher conducts an individual conversation with the student. At the same time, the student shifts from foot to foot, looks around and topics elicits the remark of the teacher. It is possible that the student is really trying in every possible way to show that this conversation is not interesting to him. But in order to draw such a conclusion, the teacher must exclude all other reasons, and first of all, a violation of the student's intimate zone. This is especially true in cases where the student is smaller than the teacher, because the teacher can unconsciously violate the student's intimate zone, while his own zone will not be violated.
Example 2. The teacher, conducting an individual conversation with the student, takes him by the shoulder. Such a gesture, dictated by the best of intentions, can cause an aggressive reaction in the student or, conversely, a feeling of insecurity and helplessness. Before making such a gesture, the teacher must make sure that he not will be inconvenient for the student.
1.6 PEDAGOGICAL TECHNIQUES OF POSITIONING PEOPLE TO YOURSELF IN COMMUNICATION
To understand the other is already a step towards making the students disposed towards the teacher. Constant observance of a number of simple rules: be polite always and with everyone, regulate emotions and be able to adequately express them, do not judge and do not evaluate where it is notrequired, and if assessed, then impartially and on merit - a guarantee of mutually respectful communication. The facial expression of the teacher, the manner of dressing, behaving - all ego factors of disposition towards oneself. Gloomy, unsmiling faces repel, cause alertness. The gesture of impatience, alertness, self-doubt also do not contribute to the location. A calm, friendly facial expression, gestures that can be both calm and a little theatrical, emotional, but not fussy - this is a portrait of a pleasant person.
If the teacher feels that he does not fit this portrait, it is better for him not to refer to the busyness, nervousness of the school environment, but to look at himself in the mirror more often and engage in facial expression and demeanor training.
There are entire guides on how to behave and what and how to say in order to gain favor and authority. The most popular at the moment are the books of D. Carnegie, who spent years of research and observation to write rules that are simple at first glance. And yet the main way to win over students is not in the external observance of the rules of behavior, but in the internal position of the teacher. It is the inner position of the teacher that determines the style of communication between the teacher and the class and what the teacher ultimately achieves - the role of "shepherd" and "fighter" for the knowledge of students "or the right to happy teaching.
Eric Berne identified four main positions that people take in communication. They are based on how a person treats himself and his interlocutor.
First position: "I am bad, you are good." It is typical for young children who know very little and can do almost nothing, but see that their parents know and can do a lot. An adult who maintains such a position lives with a sense of inferiority, a negative attitude towards himself, his merits, personality, and skills. He relies on the mercy of others, feels a great need for recognition, praise. If the teacher has retained such a position, then he is not able to assess for himself what he is doing well and what is unsuccessful, and he constantly expects recognition from the class, colleagues, parents, strives to please others and is offended if he is not appreciated for this. Even for those who have achieved success in life, this position is the most common.
Second position: "I'm bad, you're bad." Small child acquires knowledge and skills and at the same time notices that adults also do not know a lot of things. An adult with such a position does not believe in interest in himself from others, they become withdrawn, distrustful, autistic.
Third position: "I am good, you are bad." A small child, deprived of sufficient attention from adults, begins to praise himself. He does not give up and begins to dislike everyone who treats him badly. If there are a majority of such people, then everyone around turns out to be “bad”. Having matured, he loses the opportunity to “look inside himself”, because he knows in advance that others are to blame for everything. Such teachers are devoid of self-criticism, but they are very successful in criticizing others and, first of all, children, they often have sycophants and favorites. It is these teachers who are constantly waiting for a trick from the students and are in a position of defense or attack.
The followers of E. Bern called representatives of all three types "frogs". Their typical phrases; “I always get the hardest class!”, “Is it possible to live in such conditions!”, As well as all phrases starting with the words “If only ..”, “What if ...” and “When. ..". "Frogs" are constantly being interfered with by someone or something to live and be happy. They never live in the present, either memories or dreams provide food for their mind and feelings, they often complain and live in hope for a happy future, and their hopes have no real ground under their feet. They feel sorry for themselves and seek to remake the world. At school, their task is to make people out of students, for which they need to be radically remade. Do not value yourself and others, do not see the real - this is the lifestyle of "frogs".
Fourth position: "I am good, you are good." It differs qualitatively from the first three and, above all, in that it is formed through conscious decisions and exercises. It reflects the potential of a person, it is the result of reflection, faith and the desire to act. The concept that characterizes a person in this position is autonomy, which is understood as the ability of a person as a moral subject to self-determination on the basis of their own legislation. What are the main characteristics of an "autonomous" person?
- Isolate yourself from the world of the people around you. Understanding the integrity of your personality, social community, to which the person belongs, what type of personality he would like to correspond to, the lifestyle that he would like to lead.
- The desire to realize the possibility in practical actions,
- have deep knowledge and skills in at least one area. General orientation towards success. Taking responsibility for your own actions.
- Accumulation of experience. With the accumulation of experience, the ability to correlate their actions with the requirements of society arises.
- Ability to predict your personal and professional growth.
- Initiative and ingenuity in realizing opportunities. own activity.
- The level of realism in decision making. The level of compromise to who is able to go man. Awareness of the need for compromise.
Such people, in contrast to the "frogs", were called "princes" and "princesses". They are not all brilliant and may not be able to do more than others, but their attention is drawn to what is available and how best to use it. They are not afraid to think about themselves and analyze themselves. They know what they can do and are not afraid to confess to others if they don't know something. They can make mistakes and fail, but they do not lose self-respect and self-confidence.
They do the same with children and everyone around them. They are able not to divide a person into "black" and "white" halves, but strive to teach children to use all their qualities. They teach children to show their feelings and trust them; find your strengths and rely on them in personal growth; implement theirrights and respect the rights of others: do not solve problems for other people; take responsibility for yourself; live in the present, remember to learn from the past and boldly look to the future; do what the soul lies in, and discipline yourself in doing unpleasant things. The more persistent and consistent the teacher will be in his becoming a "prince", the easier it will be for him and his students.
Summarizing, we can refer to the words of the famous American psychologist E. Berne, who said that the feeling of independence is achieved by releasing or awakening the three abilities of involvement in the present, spontaneity, closeness.
1.7 ELEMENTS OF DIRECTOR'S SKILL IN PEDAGOGICAL ACTIVITY
The art of directing iscreative organization of all elements of the action (performance,lesson) in order to create a single, harmoniously holistic work.teacher directing skills appears in the ability to find the best form for expressing the content of education and upbringing. This is possible if or achieves in his consciousness the absolute clarity of the creative concept of the lesson and pedagogical activity in general and, above all, the goals of his work, as well as an emotional attitude to what is happening.
So first the condition for directing a lesson and creating a coherent work is that the teacher hascreative intention.The creative concept of the lesson is developed on the basis of:
a) awareness and analysis of the general methodological and theoretical positions of the teacher (approaches, theories, methodological principles, technologies);
b) taking into account the psychological characteristics of students and their characteristics as subjects of learning;
v) planning in time (tempo, rhythm separate parts lesson);
d) spatial solution (arrangement of students depending on the objectives of the lesson and its parts, the possibilities and the need to move around the class);
e) using the necessary visual and sound design. Modern teaching technologies are based on the fact that the teacher is not afraid to move students to space class in accordance with the objectives and form of the lesson. In the same way, the spatial solution of educational activities should be considered. Simple rules can help the teacher; a) the closer the circle of children, the closer and more informally their communication with each other will be; b) desks and any other barriers separate people, so their use will lead to greater formalization of communication and is appropriate, for example, when planning work or solving other official tasks.
Second the condition for directing a lesson by a teacher is that he thinks through goals, which he wants to achieve in working with a class or an individual student. The goal becomes the connecting idea of the plan. It is she who, together with the desire of the teacher to express himself in work, the need for creativity, as well as absolute conviction in the reality and achievability of goals, leads to the fact that all elements of the lesson plan grow from a single common root.
Third condition - a sense of the integrity of what is happening and the rationale for the needcertain actions. Having them with the teacher during the lesson is very important. Achieving integrity is possible if the teacher has a super-task and a sense of the truth of life. The basis of the form is always in the content. To answer the question “how to achieve the integrity of the lesson?”, First you need to answer the questions: “what do I want to achieve?” and “why do I take certain actions?” What does the teacher want to say with this lesson (idea) and why does he need it (super task)? Only after he gives a clear and precise answer to these questions will the answer to the question "how?" Only organically born, and not contrived form is the author's and most effective for a given teacher in a given class. Therefore, true teachers - masters of their craft - do not just mechanically borrow the forms and methods of work of colleagues or innovative teachers, but master them creatively, constantly creating new forms and methods of work on this basis.
1.8 METHODOLOGY AND TECHNIQUE OF CONDUCTING AN INDIVIDUAL INTERVIEW
An individual conversation consists of three stages:
1. Preparatory stage
At this stage, the teacher determines the topic of the conversation, its purpose, draws up an approximate plan for the conversation, determines its intended course and results, draws up a plan for the introduction and conclusion, and thinks through possible arguments. The place and time of the conversation are determined and the necessary preparations are made. The necessary material is collected (information, facts, evidence, etc.). Intended outcomes are best presented in the form of actions or processes rather than specific words. For example, the result may be a student's awareness of something, a decision that he will make during a conversation, etc.
2. Main stage
Ethan of direct conversation, which includes three parts:
- introduction:
- main part;
- conclusion.
The objectives of the introduction are to familiarize the student with the topic of the conversation and involve him in the conversation. In the main part, the teacher achieves the goals set at the preparation stage. The objectives of the conclusion are to sum up, draw conclusions (or summarize the conclusions and results achieved during the conversation), determineperspectives. Setting perspectives is a very important task that should not be overlooked. Prospects can be deadlines for implementation or control, next meetings, teacher and student actions. It is necessary to determine as accurately as possible all the dates that have been scheduled. This will facilitate the control of their implementation and will discipline the student.
3. Analysis of the conversation
The analysis of the conversation is carried out according to the following scheme:
A. Psychological atmosphere:
Accounting for the place and time of the conversation;
The necessity and nature of the preparations for the conversation;
Implementation of the tasks of the introductory stage of the conversation;
The behavior of the teacher during the conversation (style of behavior, style changes depending on the change in the course of the conversation, managing the course of the conversation);
analysis of the final part of the conversation (implementation of the tasks of the final stage - summing up, determining prospects).
B. Persuasiveness:
Selection of facts to prove your point of view;
Formulation of questions;
Purposefulness of questions;
- depth of pedagogical conclusions.
C. Activation of the student, style and tone of the conversation.
G. The culture of the teacher's speech.
Particular attention should be paid to the sequence of questions in the conversation. When determining the sequence, the so-called "funnel principle" is used.
The teacher before the conversation thinks through the approximate sequence of questions and the main topics of the conversation. Both of these depend on the goal. There are also some general rules:
a) the first few questions are aimed at establishing contact and trust on the part of the student;
b) then questions are asked on the level of his awareness and participationthe event that became the topic of conversation;
v) the first fifteen minutes of the conversation should be used as productively as possible, because then fatigue sets in. If the conversation continues further, its intensity should be variable with alternating intense periods and pauses for rest and switching;
G) most often, the conversation is built according to the "funnel principle", in which there is a transition from the simplest and easiest questions to more complex answers, from more general to more specific and specific;
e) if the conversation touches on more than one topic, then the transition from topic to topic occurs with the help of buffer questions. They are designed to soften the harshness of the transition;
e) the conversation ends with a repetition of the mainthe results achieved in it, and points of contact. The conversation never ends on conflicting notes.
There are also special types of questions - direct, indirect and positive. In addition to direct questions, that is, openly affecting the topic of conversation, there are indirect and projective questions. Indirect questions are called such questions, as a result of the answers to which it is not the subject of the conversation that is clarified, but only its connections and relationships with other objects and phenomena. Indirect questions are usually used in conversations on sensitive or carefully concealed topics. Projective questions do not relate to the topic of conversation at all; conclusions from the answers to such questions are drawn by analogy. Projective ones include, for example, unfinished sentences (it is assumed that hidden or unconscious information will come up in the answers), writing fairy tales, unfinished stories, stories from pictures.
1.9 TECHNIQUE OF ORGANIZING DISCUSSION AND DIALOGUE IN TRAINING AND EDUCATION
Discussion - equal discussion by teachers and students of the cases planned in the school and class, and problems of a very different nature. It arises when people are faced with a question to which everyone initially has their own answer. In the course of it, people formulate a new answer to the question that is more satisfying to all parties. The result of it can be a common agreement, a better understanding, a new look at the problem, a joint solution.
Table 1
COMPARATIVE CHARACTERISTICS OF USUAL TEACHER-STUDENT TALKS AND DISCUSSIONS
No. p / p | Specifications | normal conversation | Discussion |
Who speaks more | teacher two thirds of the time | Pupils half the time or more |
|
Typical Behavior | Question answer 1. The teacher asks The student answers The teacher evaluates | No questions and answers Mixed response with questions and answers from teachers and students |
|
Phrase exchange | Multiple, short quick phrases | Slower, phrases longer |
|
Questions | It's not the question that matters, it's the student's knowledge of the answer | The meaning of the question is important |
|
Answer | Evaluated as correct or incorrect. The only correct answer for all students | Rated as "agree - disagree". Various answers are correct |
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Evaluation | "Right wrong". Only a teacher | "agree/disagree" Both students and teachers. |
Discussion is a relatively new form of interaction in school teams. Speaking of its relative novelty, we do not mean one-time discussion events that are held with one frequency or another in every school. The discussion here is considered as a permanent form of interaction, when a system of collective discussion of all - large and small - matters and problems has been introduced in a school or class, and not a single decision is made by the volitional effort of a teacher or principal, without discussion.
Such a system of relationships requires more time at the stage of discussion, especially at the beginning, when children and teachers are not yet accustomed to this style of relationship. But its effect will be obvious at the stage of implementation of the solution. A decision perceived by students as their own will be carried out by them much faster, more consciously and more efficiently.
Any discussion is based on a number of conditions:
- organizational and content conditions:
a) initially there should be several points of view on the subject of discussion;
b) truthfulness - what they say and what they say must be true;
v) the debaters should enter into a discussion with a desire to hear and understand other arguments, support other points of view, and not just express their own;
G) knowledge and understanding of the subject of conversation by teachers and students in the course of the discussion should develop;
e) the arguments put forward must be substantiated and conclusive;
f) the participants in the discussion should approach it meaningfully, applying in her the course of reflection and deliberately adjusting the decision if necessary;
g) decisions are made taking into account the prospects for the development of the group;
h) all participants are equally responsible for the chosen decision;
- open conditions:
a) the subject of discussion should be open for discussion:
b) the thinking and perception of participants should be open to influence and understanding;
c) the discussion is open to all arguments, data, points of view, criticism;
G) the discussion is open to all students and teachers, as well as anyone who wishes to take part in it, there must be very good reasons for excluding someone;
e) time for discussion is not limited;
e) the result of the discussion is open, it is impossible to presume conclusions and reduce the discussion to them, it is also impossible to predict in advance that the result should be one decision, there may be several, or may not be at all;
g) the goals and course of the discussion are open, only the topic is announced;
h) participants in the discussion are free to change their minds and find common points of view.
- terms of communication:
a) teachers and students should talk to each other;
b) they must listen to each other;
v) they must answer each other;
G) all participants should get a clear idea of each other's position and reasons;
e) peacefulness - observance of rules such as “only one person speaks at the same time”, “do not interrupt each other”, “do not scold arguments or interlocutor that you do not like without evidence”, etc .;
e) friendliness - people should not be afraid to express their opinion honestly and openly;
g) equality - each of the participants has equal rights and time for expression, approval and objections, all opinions are equal;
h) respect - participants must express respect and care to everyone, regardless of the opinion that he expressed, and the position that the speaker occupies;
and) skepticism towards authorities, only the essence of the statement is respected, and not the authority referred to;
To) reasons and evidence must be clearly stated, with topics in order for others to quickly understand them, the arguments must accurately reflect the point of view and not cause ambiguous interpretations;
l) the proof should be laconic, without unnecessary repetitions and examples;
m) the participants in the discussion are free to turn to any other participant for clarification. A discussion is an action with many addressees.
To organize a discussion, you need to be patient. It happens that if the discussion did not work out the first time, then the teachers react emotionally to the failure and stop the trials. From the first time, such a relationship can cause a lot of protests. and even among good students who are accustomed to cramming and constant evaluation by the teacher. You should not rely only on children from the very beginning, expecting from them a great variety and activity in the discussion. You need to stock up on a series of questions and follow the rules.
If the teacher wants to change the relationship with the class and achieve better understanding, the only recommendation is to try to have discussions and don't stop when you fail. It is through discussion that teachers and students reach an understanding of how they think and act, and gain mutual affection.
1.10 PECULIARITIES OF INTERACTION WITH STUDENTS WITH DIFFERENT TYPES OF CHARACTER
Experienced and attentive teachers are well aware that students in communication are not similar to each other. Ways that are good for one may cause protest and misunderstanding in another. Several typologies have been developed in psychology and pedagogy in order to study and communicate to others ways of interacting with other people. The most famous are the typology of G. Eysenck, based on the typology of G. Jung, and the typology of R. Kegell. Their peculiarity is in detailed and substantiated diagnostic and toolkit. There are other typologies, perhaps not so detailed mathematically substantiated. Their merit is that their It is based on the characteristics of a person as a subject of communication, for the study of which special methods are not needed. One of these typologies was developed by A.A. Alekseev and L.A. Gromov. The authors distinguish five types of people according to the style of thinking, that is, the system of strategies, techniques and skills to which a person is predisposed due to individual characteristics.
The types they singled out are named: synthesizer, idealist, pragmatist, analyst, realist.
SYNTHESIZER Outwardly looks defiant, skeptical, ironic and amused; may appear inattentive (contemplating something) when With disagrees with someone or something - he is alarmed. The tone is sardonic, skeptical, probing, there may be notes of disagreement, argument and challenge. In a conversation, expresses and offers others alternative, oppositional opinions and theories, invites to reflection, notices and points outon contradictions: in a tense state, he makes jokes; not to like simplistic, tedious, "secular", superficial conversations; enjoys philosophical, theoretical, intellectual discussions.
Social stereotype; "troublemaker", "troublemaker", "demagogue", "inveterate debater". Advantages: focuses on fundamental principles and provisions in the case, prevents conciliatory position and unreasonable concessions, acts better than others in tense situations and disputes, provides the class with discussion and creativity. Weaknesses: may show indifference toreaching agreement, unnecessarily strives for clashes and conflict, loves “changes for the sake of changes”, and not for the sake of what they essentially give, overly theorizes, can be optional, irresponsible.
Basic strategies in thinking and communication: open confrontation, stunning questions and answers, the position of an “outside observer”, likes to look for and clarify contradictions, fantasizes in the “what if” style, negative analysis. |
How to influence him: avoid bureaucracy, learn to use his energy to do real things, do not get angry at him and do not criticize, it is better to find a group of guys who will listen to his ideas and carry them out, have fun and enjoy communicating with him - barbs and jokes only increase his initiative, make sure that he does not get a larger "piece of the pie" than the rest.
IDEALIST Outwardly, he looks attentive and receptive, he has an encouraging, supportive smile, often nods his head in agreement, maintains a dialogue well, does not put the interlocutor in an uncomfortable position. The tone is inquiring, encouraging, conducive to conversation; doubt or a desire to clarify something, disappointment, resentment or indignation may sound in the voice. In conversation, he is inclined to express and offer others reasoning about feelings, about the welfare of people, about human goals, values; does not like conversations based on bare facts, equally appreciates facts and theories. Avoids open conflicts, unless they concern the care of people; in a tense state, looks offended; prefers indirect questions and aids to reach agreement; welcomes a wide range of opinions; strives for ideal solutions.
Social stereotype: "educated", "nice person", "compassionate". Strengths: focused on process, on relationships, draws the attention of others to human values, motives, aspirations, is skilled at clearly formulating goals, is betterothers are guided in unstructured situations that cannot be rationally predicted, affecting life values and feelings, provides a wide range of views, broad goals and the preservation of moral standards in communication; rarely makes impulsive decisions. Disadvantages: may ignore unpleasant data and avoid participating in “hard”, unpleasant communication, delays the decision with a large number of options, may overlook important details and facts, seems overly sentimental.
Basic strategies in thinking and communication: interested in the affairs of the class and students in general, has a "far sight", well defines the goals that the class should achieve and the criteria for evaluating work and communication effectiveness, looking for means to reach agreement, humanist.
How to influence him: ask for help more often, appeal to his idealism and ideals; do not be too assertive and persistent, trying to involve him in a common cause or achieve something from him, lead to the adoption of the decision you need carefully and gradually, keep in touch with him constantly, be interestedhim and his affairs, do not let him delay the decision for a long time, it is better to directly ask him what is wrong with him, do not conflict with him.
PRAGMATIC Outwardly looks open, sociable, often jokes a lot, easily establishes contact with others, quickly agrees. The tone is enthusiastic, enthusiastic, agreeing, may seem insincere, hypocritical. In conversation, he tends to express and offer others simple ideas, brief personal examples to clarify ideas, stereotypical phrases expressing public opinion; does not like conversations that seem dry, too serious, devoid of humor, with unnecessary details, theoretical, analytical, philosophical; in a tense state, he looks like a bored person who is tired of everything; enjoys brainstorming, a lively exchange of opinions; looking for the shortest path to getting returns, solving problems, interested in innovations, adaptive. Social stereotype; "politician", "nimble". Advantages: draws the attention of others to issues of tactics and strategy, skillfully finds ways to influence others, solve problems better than others, acts in complex, developing under the influence of circumstancesoccasions, revitalizes classroom life with experimentation and innovation.Weaknesses: May be indifferent to the long-term goals and affairs of the class and school, too hasty in getting results from their efforts, looking for benefits everywhere, compromises too easily.
Basic strategies in thinking and communication: prefers an eclectic approach, chooses from a big task the part in which it is easiest to achieve success, experimenter, strives for quick returns, tactical thinking, searches well and justifies the possibilities of the class.
How to influence him: learn to “bargain” with him, put forward and listen to counter ideas and proposals, proceed from his position that nothing in life just happens and everything has its own chain, do not bother him to like, remember that he inclined to disguise as a joke, do not hesitate to praise what you offer him, look for compromises and options for combining the forces of such a student with teachers of other students in the class.
ANALYST Outwardly, he looks cold, withdrawn, difficult to establish contact and understand his features, it is not clear whether he hears you or not; emotionally unresponsive. The tone is dry, disciplined, and may appear firm, stubborn, sticking to prearranged positions or tone. In conversation, he tends to express and offer others general rules, specific, confirmed data, detailed, complete description, long, discursive, well-formed sentences; does not like conversations related to "inappropriate" jokes and humor, devoid of logic, aimless or too speculative, free from conventions; withdraws into himself in a tense state, avoids people; looking for the best way to solve a problem, has an interest in scientific facts and justifications
Social stereotype: "idol", "robot", "bore", "nitpick". Strengths: Concentrated on the plan and method of problem solving, draws the attention of others to specific data and details, is adept at planning and modeling class cases, provides stability and structure. Weaknesses: shows indifference to human values and the inner world of people, plans and analyzes too much, getting bogged down in details, too stubbornly achieves predictability, inflexible, overcautious, has a polarized, "black and white" thinking.
Basic strategies in thinking and communication: conservative, attentive to details, analytical, good planning.
How to influence him: learn to speak with the “wall”, as he does not show emotions and external reactions to your words, if you need to convince him, carefully prepare data and words for persuasion, learn to listen patiently, look for a theory to justify that you say, push him to find out for himself the errors in his behavior and reasoning.
REALIST Outwardly looks direct, truthful, convincing, agreement or disagreement is quickly expressed by non-verbal means. The tone is direct, frank, confident, positive, and may appear dogmatic or arrogant, without objection. In conversation, he is inclined to express and offer others opinions, facts, short stinging anecdotes, barbs, clear, concise formulations; dislikes conversations that seem too theoretical, sentimental, subjective, useless, verbose; looks excited when tense; enjoys a short, direct and frank conversation about current, urgent matters; relies on facts and opinions of competent people, strives to solve current, urgent matters, rather than promising ones, is interested exclusively in concrete results.
Social stereotype: "stubborn", "grip", "leader". Advantages; focuses on facts and results, draws the attention of other students to the real state of affairs and reserves for solving problems, is adept at simplifying the situation, cutting back on funds, performs better than others in well-defined situations with a clear goal, provides an energy charge, momentum, impulse. Weaknesses: Ignores differences of opinion, oversimplifies, pressures others to agree and respond immediately, gets caught up in facts, results-oriented.
Basic strategies in thinking and communication: looking for answers to the questions: what? where? as? when? why?, simplifies, focuses on the opinion of specialists, strives for practical results.
How to influence him: in conversations with him, do not beat around the bush, keep short and specific conversations, learn to express the essence of the grandfather, and not numerous details, learn to show polite firmness, but do not anger him, he is uncontrollable in an angry state, do not mind if he appropriated someone else's idea - so he implements it better give him the opportunity to study the situation as a whole andcontrol her.
Knowing the characteristics of the students and identifying the types to which they belong, the teacher will be able to better manage the class. In the distribution of functions in the performance of affairs; it is clear that at the stage of expressing ideas it would be better to involve a synthesizer, with specific planning - an analyst, in a dispute - an idealist, etc. It will be possible to plan working groups more efficiently: it will be difficult for idealists and pragmatists to understand the analyst, so they will not work well in one group , synthesizers and realists can confront an idealist, but idealists and pragmatists can understand each other well, etc.
1.11 PEDAGOGICAL TECHNIQUES OF STIMULATION OF PERSONAL INVOLVEMENT OF STUDENTS IN THE PEDAGOGICAL PROCESS
The pedagogical and psychological literature offers many techniques and even whole technologies (for example, collective creative activity) aimed at developing the responsibility and activity of students, at their inclusion in the affairs of the school and class. The school and everything connected with it largely determine in which direction the development of the personality will go - active, positive, or, conversely, it will turn out to be a chain of breakdowns and failures. The experience of activity, independence, responsibility, received (and not received) at school, will determine life position and young people's strategy. Raising responsibility, that is, the ability to make decisions and be responsible for their implementation, is a complex and lengthy process. Adults play a decisive role in it, enabling students to take an equal part in the affairs of the school and, as it were, transferring equality to them piece by piece. Therefore, this process is called “transfer of responsibility”.
Experienced teachers begin the process of transferring responsibility very early, as soon as children cross the threshold of Skoda. At the age of seven, children are able to water the flowers without being reminded by adults, observe the routine of duty, bring everything necessary for study, and much more. The role of the teacher is to organize and support students in their activities. Already in elementary school, it is possible and necessary to hold class meetings to discuss the affairs of the school and class, events in the life of the city or district. W. Glasser writes that class meetings with a social orientation contribute to the creation of the organizational unity of the class, when children begin to perceive themselves as a part of society, school and class and learn to speak and think not only personally for themselves, but also on behalf of the team. “From the earliest school age, the child must learn that the class is a single working group, which should solve certain problems and where each student bears both personal and group responsibility,” writes W. Glasser. It is very important that the teacher does not impose his opinion on the children. Considerations expressed by students, as a rule, already have a positive orientation. The task of the teacher is to gather together all the positive solutions expressed and direct the efforts of the class to choose the most acceptable of them. The teacher should avoid being authoritarian. Every child should see that his opinion is heard, he is considered.
The resulting sense of satisfaction will help the students to take on the solution more actively. The younger children are, the more frankly they discuss issues that are understandable to them, for example, theft, lying, etc., they experience less difficulty when talking about problems out loud. At meetings, students not only gain experience in solving problems, but also are affirmed in the opinion that they are responsible for the decisions made. With age, the range of problems brought up for discussion expands and affects not only disciplinary issues and problems of a social and moral nature, but also the participation of children in school policy planning, their attitude to educational programs, life prospects, etc.
The process of transferring responsibility is possible not only in the social sphere, but also in education. Responsibility of students for their studies, achievements in it is probably the dream of all teachers. In fact, many control even 11th graders in doing homework, keeping a diary, etc. One such teaching tactic leading to the transfer of responsibility for children with learning difficulties was described by M. Rutter. It consists of several stages, following which the teacher can establish contact with the child, overcome the negative attitude towards learning that has arisen in him and ensure that the child learns more successfully in the subject and monitors his own progress.
1. The teacher must arouse the child's interest in the subject and provide him with the opportunity to believe in his own strength and ability to succeed. M. Rutter advises using for these purposes not only the personal qualities of the teacher, but also all sorts of pedagogical tricks. In order for the child to have faith in his own strength, the teacher will have to introduce a different system for evaluating results for him (with special badges, asterisks, etc.).
2. The teacher must assess what is known and what is unknown to the student in the subject in order to develop a curriculum. Assessment is usually carried out using special test items.
3. The curriculum for such students should be broken down into a series of very small steps. Such step-by-step learning simplifies the learning process itself and allows the child to follow per own progress, that is, it makes the task easier for both the teacher and the child.
4. The program should be structured in such a way that it ensures rapid success. As a rule, children with learning difficulties have a long (often many years) experience of failure and disappointment in their own abilities, and
therefore, the moment they realize that they can learn successfully is of paramount importance.
5. Teacher and student should work closely together to provide feedback so that they can evaluate progress and identify areas of difficulty.
6. A reward system for success and task completion should be established. These do not have to be standard estimates, which may remain low for a long time. For example, you can develop a system of conditional ratings (asterisks, points on a knowledge map, diagrams, etc.). The most important thing is to shift the emphasis in assessments from failure to success.
Transferring responsibility to children is psychologically difficult work for a teacher. Many teachers have doubts about the wisdom of such steps and are afraid that children will get out of control. This happens because teachers strive to be good teachers, and “good” in their understanding is the one who does not allow children to make mistakes and makes life easier for them in every possible way. There are many examples of such fear.
Somehow the students practical lesson Did they have a discussion about whether, when organizing a trip to the theater with the whole class, it is necessary to give tickets to the eleventh grade children in advance? The main argument: “What if they lose their tickets, and the teacher will worry or will they ask the teacher for this?” It took a lot of effort to get them a real look at these sixteen or seventeen year olds, some of whom are already earning their own money and have many years of experience in handling and taking responsibility for them at home.
Teachers are responsible and conscientious. That is why they take responsibility not only for growing up children, but for everything that can happen to them in life. Yes, the teacher is responsible for a lot. It's all about position. Overprotection is based on a position of distrust of students, their thoughts and actions, on assumptions that degrade the dignity of the child. The transfer of responsibility is based on trust and respect. Both children and adults, including teachers, tend to make mistakes. Let the child acquire the experience of mistakes and their overcoming in childhood, when he does not bear the burden of responsibility for the people around him.
In recent years, more and more widespread both abroad and in Russia finds an approach to the school as a community of students. In line with the new approach, the school is seen as an organization of teachers and students, built on mutual trust, moral agreements and awareness of the goals of work by teachers and students. It involves changing the attitudes of teachers and their view of the school and long-term permanent work. “School as a community” is the work of students and teachers with awareness of their involvement and significance in a common cause, a common understanding of the goals and values of education, a sense of their competence in solving school problems, cooperation and interconnection of students and teachers, work based on dialogue, active participation all in a freely agreed learning activity leading to the outcomes chosen.
The teacher who transfers responsibility has to constantly, especially at first, control his fears and go out from- under their authority. This is a difficult job, but its success is the key to the subsequent joy that work and communication with children will bring, as well as the result of the teacher's work - a new generation of socially responsible people.
1.12 TEACHER'S ABILITY TO RESOLUTE AND PREVENT CONFLICT SITUATIONS
One Of the difficult moments in which the teacher's ability to understand the student is manifested and to achieve that he understands him himself, is a conflict situation. Conflicts of various levels of complexity and duration are not uncommon at school. Whatever their reasons, whoever was their participants (students, teacher and student,
parents and students, etc.), teachers are forced to understand them and find a way out of them. Conflict is one of the three main types (along with cooperation and rivalry) of interaction in a team. It is on these three types of interaction that all relations within a class and between different classes are built. Of course, both the teacher and the students are calmer when a relationship of cooperation prevails between them. But that doesn't always work out that way. Moreover, it is conflicts that make it possible to better understand what is happening and bring relations to a new level.
The first step that a teacher must take in order to understand the conflict is to find out its cause. There can be many reasons (that is, events that directly led to the conflict). But the teacher will make a mistake if he stops at finding out the reason and does not analyze deeper. The main thing is to find out the reason. With all the differences in the specific circumstances of individual conflict situations, it is possible to create a general scheme of causes for them:
INTERACTION VALUES CONFLICT. Any kind of interaction is endowed by its participants with the meaning that they see for themselves in it or would like to see. The content side of meaning or meaning can be called values, in this case interaction values. If we are talking about work, the value will be what a person sees for himself the main meaning of his work - whether it is for him a source of livelihood, an opportunity for self-realization, etc.
Relationship values will be what spouses see the meaning of the existence of relationships between people. The value side of people's interaction, in essence, puts before them the question "why" or "for what". Regardless of whether the participants in the interaction formulate this question for themselves and give a conscious answer to it, they always have dominant values that guide their actions, creating a certain model of their behavior in the interaction.
CONFLICT OF INTEREST OF PARTICIPANTS OF INTERACTION. Each person enters into a situation of interaction with their own interests. Some of them people consider for themselves as goals, without the implementation of which this situation will cease to satisfy them. While studying, a person strives to do what he loves, but at the same time he wants to receive an appropriate reward. It is difficult to call other interests of a person goals, and often he does not think about them until something begins to contradict them.
CONFLICT OF MEANS (METHODS, WAYS) FOR REALIZING GOALS. The presence of certain goals also implies the presence or search for appropriate means, methods, ways to achieve them. Regardless of whether we are talking about the general goals of interaction or the individual goals pursued by people, in any case, it is necessary to choose one or another way to achieve them. The question of methods affects the procedural side of interaction, its organization - “how it is done”.
CONFLICT OF POTENTIALS OF PARTICIPANTS OF INTERACTION. Successful solution of interaction tasks assumes that its participants have a level of competence, a sum of knowledge, a set of skills (even the simplest), physical capabilities necessary for its implementation, that is, their potential corresponds to a set of requirements imposed by interaction. In order to enter into any social contacts or situations of interaction, it is necessary to have at least an elementary understanding of these situations and to possess the appropriate behavioral skills.
CONFLICT OF THE RULES OF INTERACTION - the expected contribution of each participant to the overall interaction, their role responsibilities, the degree of possible participation of each in making common decisions, the rules of behavior towards each other, etc.
In addition, it is necessary to determine what socio-psychological type the conflict belongs to. There are only three of them;
- personal conflict. The reason for it lies in one or more members of the class. For example, a conflict between friends due to the fact that one of them is too dependent on the other and wants to change this situation. Another example is one of the students in the class is emotionally unbalanced and loses control of himself when he is reprimanded;
- interpersonal conflict. Its cause is in the relationship between several students in the class. For example, one student (or teacher) does not accept the character traits or habits of another. An interpersonal conflict can develop into an intergroup one if their supporters unite around the initially conflicting children;
- intergroup conflict- In this case, it is not individual students that conflict with each other, but microgroups. The causes of intergroup conflicts can be different. It is important that in this case the conflict must be resolved precisely at the level of groups, and not individual students (for example, a conflict between fans of different sports teams or musical groups).
If the teacher has found out the socio-psychological cause of the conflict, he can quickly resolve it by selecting the appropriate arguments: in the case of a personal conflict - helping the student to understand himself (in his goals and desires; in interpersonal - or teaching children to be more tolerant, or separating the conflicting ones, or helping them to change; in the conflict of affiliation - by turning disputes and quarrels into the mainstream of a constructive discussion of the values and habits of various social strata; in the intergroup - by turning the conflict into healthy competition or cooperation, or by working to change the structures of microgroups in the classroom.
The next step in the work of a teacher in a situation of conflict is to find out the type of reaction to it and translate negative reactions into positive ones. This is the most difficult stage of the work. There are two main types of reactions to conflict in the literature: negative and positive. Negative reactions are the discharge of accumulated emotions, in which the goal (conflict resolution) is not achieved, but the tension accumulated in the body decreases. Discharge can be in the form of aggressive (accusations of other people or oneself) and non-aggressive (flight, avoiding unpleasant people or situations, trying to achieve one's own by any means, regression or suppression)? In any case, the conflict is only dragging on, overgrown with new cases and details, involving new members,
Positive reactions include: overcoming an obstacle (for example, a frank conversation, the result of which is to clarify all the reasons and omissions), circumventing an obstacle (for example, persuading to forget the conflict, stop paying attention to unsatisfactory character traits), compensatory actions (find a friend who is more similar but character), abandoning the goal. In any case, these are ways to resolve the conflict, to completely eliminate the tension caused by it.
The task of the teacher is not just to extinguish emotions, but to lead the conflicting ones to one of the positive response options. How can I do that?
1. Try to master the conflict situation. First of all, to defuse emotional tension by taking the most calm, relaxed posture and showing restraint. If the conflict is protracted or accompanied by too violent manifestations of emotions, it is better to give time to its participants for detente, calmly watching them.
2. Influence partners with your behavior. understand their condition.
3. Understand the causes of the conflict and the motives of the behavior of its participants. Express understanding to them and convey in words your condition (“It upsets me ...”).
4. Agree on the purpose of further conversation. To do this, discuss with the students how they understand the cause and cause of the conflict, and determine with them what further discussion will be about.
5. Secure your position with confidence in the possibility of a productive solution.
6. After the conflict is over, return to it, analyze
reasons, the course of its solution and the possibility of further maintaining a stable situation.
One of the possible causes of conflicts between students or between a teacher and a student is the student's reaction to criticism and comments (interpersonal conflict). Criticism and comments are a fairly common way of evaluating and educating. Sometimes the teacher and students do not even notice that they are criticizing each other. For example, trying to influence a child, the teacher says, “Look who you look like!” or “You, as always, did the wrong thing,” etc.
The teacher can and should express to the child how he relates to this or that act, without this the process of education is impossible. But the assessment of an act, clothed in criticism, is a mistake on the part of the teacher. Dale Carnegie wrote years ago, "Any fool can criticize, condemn, and complain—and most fools do." Sounds embarrassing, but he's right. Why? Criticism strikes at a person's personality, his self-esteem. Therefore, the student's first reaction is not to take note of the teacher's attitude to his act, but to protect his "I". Remarks, even made in passing, without the desire to offend a person, make the child defend himself and strive to justify himself.
When you ask both teachers and students what their first feelings are at the moment of criticism, most of the answers are; “anger”, “resentment”, “bitterness”, etc. Some people respond; “I don’t feel anything”, “I don’t care”. This is the answer of those who have developed a strong defensive reaction. They have learned not to react, but at the same time not to perceive the meaning of the remarks addressed to them. Why do people take advantage of criticism? Firstly, because they understand that with the help of criticism you can control others. An angry or offended student becomes more passive in defending his own point of view. The second reason is that it is easier and faster to criticize than to choose words to express your feelings caused by an act, and arguments to convince you that you are right.
Any teacher should remember that criticism is like a boomerang, it gives rise to a desire not to improve, but to criticize in response. What can replace criticism when we discuss with children their actions? In psychology, there is the concept of "feedback to an act." Let us suppose that the student has committed an act to which the teacher feels obliged to respond. In this case, the teacher expresses his (I emphasize, my personal) attitude and talks with the student about the norms of society that he violated. The meaning of the conversation remains the same as when making a critical remark, but the form and tone of the conversation change. When criticized, the tone is usually attacking, aggressive, caustic, or derisive. When giving feedback on an act - interested, with a desire to really understand what happened. In this regard, the form also changes - the conversation does not begin with the teacher's attacks, but with the expression of his desire to listen and understand. The most important thing is that during the conversation only one act is discussed, and not the personality, character, activity or attitude to the world of the student as a whole.
1.13 METHODOLOGY AND TECHNIQUE OF ORGANIZING WORK WITH PARENTS
The question of whether or not to include parents in the educational process both in Russia and in Western countries, including the United States, has not been raised for a long time. It is clear to everyone that they need to be included. U. Bronfenbrenner (1974, in Henderson & Berla, 1995) came to the conclusion that the active involvement of the family in the work of the school, by analogy with the chemical process, is the fixer that consolidates and increases the effect produced by other processes (the activities of the school itself).
Both sides benefit from the successful development of interaction. A positive result of cooperation for teachers there is an increase in respect from parents and society as a whole, an improvement in interpersonal relationships with them, an increase in authority in the eyes of children, parents and school administration, an increase in job satisfaction, a more creative approach to homework. For parents a positive result is an increase in self-esteem and self-approval, a better knowledge of school programs, confidence inthat teaching takes into account the views of parents and their wishes, a sense of their importance in the school, approval of the role they play in the education of children, increasing their parental competence and obtaining approval of their role as parents in strengthening the family and improving communication with children in general and in school in particular. For children the win is obvious. It manifests itself in better school attendance, and hence in the improvement of knowledge, in the development of their knowledge and skills as a result of completing school and homework assignments, and social development.
The problem is to determine the level of participation and responsibility of parents. Who are they - passive participants and executors of the will of the school orequal partners? E. Berger singled out two forms of communication between the school and the family: one-way and two-way communication. One-way communication assumes the initiative of the school in its development and includes parental guidance letters for them, newspapers and other forms of communication between the school and the family. Two-way communication involves initiative from both the school andand from the side of the family and can be in the form of meetings, meetings, including those for spending free time, letters from parents to the school, an open door policy, teacher visits to the family, joint seminars, associations, etc.
S. Christenson distinguishes two approaches to the organization of interaction between school and family: traditional and partnership. In the traditional approach, the school determines the role of parents and their functions in interaction - volunteers, sponsors and assistants in the children's homework. The school plays a leading role, and parents only help her if necessary.Their roles and responsibilities in the process of socialization and education of children differ sharply from each other, the time and number of contacts is limited and pre-scheduled.
The purpose of the partnership approach is to develop the experience of children in the learning process and increase its effectiveness. It is based on shared responsibility and its sharing between the family and the school in the process of socialization and education of children, which requires a full and equal exchange of information and appropriate resources. As a result of this approach, partners do not concentrate on the distribution and regulation of each other's roles and responsibilities, but directly on relationships, on the essence of joint work on the education and social development of children. The result is a dramatic increase in opportunities for family participation and contribution to children's education. Family and school model the process of interaction by listening to suggestions and points vision each other, exchanging information, expecting knowledge and skills from each other from friend, planning and making decisions together.
According to J. Colcman who createdtheory of social contribution,family and school affect the process of socialization of the child in different ways. The child learns about his abilities, contribution to society and achievements at school. Direction, hope, effort."I AM - concept” he takes out of the social environment and, above all, from home. His educational achievements are the result of a mixture of influences at home and school. School affects different children in different ways. Her the influence is more effective on those who have stronger families and a greater influence of the family on the process of growth and development. School creates opportunities for the education of all children, however, only the family can createconditions, appropriate environment for learning.
What are the main aspects of a child's school life that parents can influence? Most researchers tend to conclude that the processes that take place in the family and determine the success of a child's education in school have not yet been clarified. Nevertheless, a number of scientists identify the most important factors for the success of a child's education in school, on which parents have the greatest influence. So, studies conducted in 37 US states made it possible to identify three main factors:
1) attendance by the child of school;
2) doing homework and additional education at home:
3) the quantity and quality of television programs watched.
According to the authors, these factors account for 90% of a child's success or failure in school. The most important are the expectations of parents in the field of education of the child; conversations between parents and children about school; providing children with materials necessary for study; providing children with the opportunity to learn outside of school. They proved the pathetic dependence of the success of a child's education in school on these variables.
E. Joiner identified three areas involvement of parents in the work of the school; 1) help children in learning; 2) work at the school as volunteers; 3) participation in decision-making concerning the school.
One of the guidelines highlights three mainthe principle of involving society and parents to the work of the school:
1. Good management and skillful organization.
2. Flexibility in the organization and forms of work.
3. Training of all participants in the process.
The principles of organizing interaction between the family and the school are also highlighted there:
Providing different ways of communication between school and family.
The relationship between school and family must be developed.
Engagement programs should be flexible and have good leaders.
Dunst and colleagues (Dunst et al., 1988) identifiedinteraction strategywith the family, based on confidence in its well-being:
- we must understand that all families have strengths;
- we must accept the faults and shortcomings of the family or one from its members not as mistakes of the family, but as mistakes of the social system in creating opportunities for learning and developing the competence of the family or individual;
- we must develop work with families on the basis of developing the positive aspects of its functioning, and not overcoming its shortcomings;
- we must abandon models of "prevention" of disruptions in family life;
- when intervening in family life, we should not think that we are doing it “for the people”, but should strive to ensure that the family depends as little as possible on professionals (teachers, social workers and psychologists).
From the point of view of teachers, the mosteffective formsThe activities of parents to participate in their children's education are: attending classroom meetings and meeting with teachers, parents helping children at home with homework, regular conversations between parents and children about the importance of good studies, contacting the school in case of problems.
Among the main ways of communicationusually stand out:
Organization of parent conferences, meetings, individual meetings of parents and teachers;
Work organization telephone line where parents can contact teachers or get advice about homework and how to complete it;
Use of telecommunications and regular mail;
Development of homework, during which children should discuss with their parents what is happening at school, or prepare a research project with them;
Creation of a parent club or center in the school;
Holding informal meetings of parents, children and teachers (concerts, holidays, etc.);
Publication of school newspapers (teachers - for parents and children; parents - for teachers and children; children - for parents and teachers);
Respectful communication, taking into account the cultural, religious and ethnic background of the parents.
In order for a young teacher to feel more confident in working with parents, he needs to learn to control his inner psychological position. Working with parents will be effective and satisfying if the teacher takes the position of "adult - adult" (see E. Berne) and creates an atmosphere of equal cooperation.
Children are very attached to their parents, whose word is in many ways decisive and decisive, including in studies. Parent relationshipand children can take shape in different ways, depending on the style of communication. Authoritarian the style of parents can form in children anger, secrecy, lack of initiative, cruelty, the habit of blind obedience or, on the contrary, to a complete denial of what adults say. A.S. Makarenko singled out among the dictatorial authorities; authorities of suppression, distance, swagger, pedantry, reasoning.
Liberalism, manifested in a decrease in criticality and exactingness in relation to children, can also have a bad effect on their upbringing. Such children develop an inflated self-esteem, an idealized “I”, which suffers greatly when confronted with reality and the justified demands of the teacher and classmates. Arrogance and conviction in their exclusivity in such children is combined with internal self-doubt, resentment, inability to stand up for themselves. The liberal authorities include the authorities of love, kindness, friendship, and bribery. Sometimes parents go from one extreme to the other and use both styles depending on the situation.
When working with a family, it is necessary to remember that not only parents influence the child. Grandparents, other close and distant relatives have no less impact on the child.
In adolescence, children in communication with their parents often have problems associated with the abrupt course of adolescent crises. If communication in the family becomes more tense than usual, then the easiest way for parents is toto one of the styles above. In this case, control over the child's behavior is either tightened, which inevitably causes protest, or weakens. The weakening of control can also lead to negative results. In any case, parents should be encouraged to help their children assert themselves, feel their strength and capabilities.
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Pedagogical technique? one of the most important elements of pedagogical skill
- Introduction
- 1. The concept of "pedagogical technique"
- 2. The specificity of pedagogical technique in the activities of a sports teacher
- 3. Pedagogical technique, its components
- conclusions
- List of used literature
- Introduction
- The professionalism of a teacher of physical culture and sports is determined by how skillfully he applies fundamental theoretical knowledge in the practice of physical education and upbringing of students, how sensitively he reacts to the changes that occur in the educational system, what are the results of creative search in educational and organizational work. Professionalism, first of all, is pedagogical skill, pedagogical technique, pedagogical culture and pedagogical tact of the teacher.
- The pedagogical skill of a teacher is a synthesis of psychological and pedagogical thinking, professional and pedagogical knowledge, skills and abilities, emotional and volitional means, which, in conjunction with personality traits, allow him to successfully solve educational problems.
- The teacher directly influences students with the help of various skills, in particular, the possession of pedagogical equipment. Pedagogical technique is the use by the teacher of personal qualities in the implementation of the pedagogical process, the ability to speak and listen, use logical techniques, empathy, involvement in the process of communication with students. An important component of pedagogical technology is the technique of using information and communication technologies.
- It is known that the effectiveness of each of them largely depends on the methods and methods of application. Pedagogical technique is of particular importance in the process of communication. The ability to present the content of educational material at a level corresponding to the level of students' readiness for its perception and taking into account the personal characteristics of students in the process of communication are the most important indicators of a teacher's possession of not only knowledge, but also the basics of pedagogical technology.
- Taking into account the above judgments, the topic was formulated
- “Pedagogical technique? one of the most important elements of pedagogical skill"
- The purpose of the work: The study of pedagogical technology as one of the most important elements of pedagogical skill "
- Tasks of this work:
- 1. To study the concept of "pedagogical technique"
- 2. To reveal the specifics of pedagogical technique in the activities of a sports teacher
- 3. Consider pedagogical technique and its components
- 1. The concept of "pedagogical technique"
- 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.). 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 ( common culture 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, an attitude towards something; the ability to manage one's mental state - feelings, mood, affects, stresses; the ability to see yourself from the outside. Psychologists call this social perception - it is also included in the 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 teacher's good command of pedagogical technique 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 with 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.” 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.
- 2. The specificity of pedagogical technique in the activities of a sports teacher
- Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, friendly, optimistic attitude, elements of the skills of an actor and director (according to L. I. Ruvinsky)) .
- Pedagogical technique involves a combination of two groups of skills:
- The art of communicating with students among the most important skills that make up pedagogical technique can be put in the first place. You should talk to students in the same way as with other people, regardless of their age, always trying to be simple, natural and understandable.
- The correct style and tone of communication is determined by the position of the teacher in the team. He is a senior comrade, who, according to A. S. Makarenko, is always there and a little bit ahead.
- Pedagogical technique - a set of skills and abilities necessary for the application of methods of pedagogical influence. This includes the ability to choose the right style and tone in communication, manage attention, the pace of activity, as well as the skills to demonstrate one's attitude to the actions of students.
- A special place in the range of skills and abilities of pedagogical technology is occupied by the development of the teacher's speech as one of the most important educational means - correct diction, "set voice", rhythmic breathing and reasonable addition of facial expressions and gestures to speech.
- In addition to the above, the skills of pedagogical technology include the following skills:
- * win over the interlocutor, figuratively convey information, if necessary, change the subtext load;
- * mobilize creative well-being before the upcoming communication;
- * manage your body, relieve muscle tension in the process of performing pedagogical actions;
- * regulate their mental states; evoke feelings of surprise, joy, anger and others “on order”.
- Pedagogical technique can also be represented by the following skills:
- * choosing the right tone and style in dealing with students;
- * managing their attention;
- * sense of pace;
- * possession of a word, diction, breathing, facial expressions and gestures;
- * Possession of figurative, colorful speech, technique of intonation and expression of various emotions.
- In the conditions of physical education, pedagogical technique is expressed in the organization and conduct of training sessions, trainings and competitions in sports at a high sports level.
- An important component of the pedagogical skill of the teacher is his methodological skill, it manifests itself in knowledge and skills:
- * apply the most effective teaching methods in the classroom;
- * combine the educational process with educational;
- * organize independent training of students;
- * use technical training aids;
- * keep records and control progress;
- * develop and use in practice the methodological support of the educational process.
- An indicator of the methodological skill of the teacher is the correct definition of the didactic and educational goals of the lesson, planning the levels of assimilation of knowledge of the educational material based on the goals and objectives of training.
- An important indicator of the teacher's methodological skill is the development of author's training programs based on the fulfillment of the requirements of the State Educational Standard and taking into account local conditions for the organization and implementation of the educational process.
- The methodological mastery of the teacher finds its expression in the use of various methods and forms of organizing training sessions that arouse interest in learning.
- To increase students' interest in training sessions, the teaching methodology uses such a form of their organization as a discussion. During the discussion, the teacher gives answers to critical questions, teaches to reason, build arguments, defend one's positions, which is especially important in the dispute, the formation of sportsmanship of students.
- Wide application in modern methodology teaching is the organization of training sessions in the form of business and role-playing games, the use of project methods in teaching and other ways of intensifying the educational process.
- teacher pedagogical communication training
- 3 . Pedagogical technique, its components
- 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 argued that, firstly, a 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 effect 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 correct the selection of expressive means.
- 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.
- Components of pedagogical technology.
- It is customary to include two groups of components in the concept of "pedagogical technique".
- 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);
- - speech technique (breathing, voice setting, diction, speech rate).
- The second group of components of pedagogical technique 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.
- Mimicry is the art of expressing one's thoughts, feelings, moods, states by 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.
- Speech technique. The process of perception and understanding of the teacher's speech by students is closely related to the complex process of educational listening, which, according to scientists, accounts for approximately? - ? the entire study time. Therefore, the process of students' correct perception of educational material depends on the perfection of the teacher's speech.
- No matter how interesting and informative speech is, I.R. Kalmykov, it will not be perceived by the audience if the speaker pronounces it in an inarticulate, hoarse, weak, inexpressive voice. The voice in a speech is just as important as the content of the speech, appearance, manners of the speaker. He delivers his message to the audience with his voice. The human voice is a powerful means of influencing the public. Thanks to a beautiful, sonorous voice, a speaker can attract the attention of listeners from the first minutes, win their sympathy and trust.
- In addition, the voice can contribute to a person's professional career, or it can hinder it.
- The voice is able to express the thoughts and feelings of a person. In pedagogical activity, it is extremely important to speak expressively and simply, giving a lecture, a report, reciting poetry and prose; own intonation and voice power, thinking through each phrase, sentence, emphasizing significant words and expressions competently using them in various situations. The voice is the main means of expression oral speech teacher, which he must be able to use to perfection. P. Soper believes that “nothing affects people's attitude towards us as much as the impression of our voice. But nothing is so neglected, and nothing so needs constant attention. Possession of the voice is directly related to the development of phonation (sound), the so-called speech breathing. This, in turn, makes it possible to convey the aesthetic and emotional richness of the teacher's speech, not only helping in communication, but also influencing the feelings, thoughts, behavior and actions of students.
- Mastering the technique of speech means having speech breathing, voice, good diction and orthoepic pronunciation. The teacher needs to constantly work on diction, breathing and voice.
- Breathing ensures the vital activity of the organism, the physiological function. At the same time, it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phono - sound). In everyday life, when our speech is predominantly dialogical, breathing does not cause difficulties. The difference between phonation breathing and physiological breathing is that inhalation and exhalation of normal breathing are carried out through the nose, they are short and equal in time. The sequence of normal physiological breathing is inhalation, exhalation, pause. Normal physiological breathing is not enough for speech. Speech and reading require more air, its economical use and its timely renewal. Another and the sequence of breathing. After a short breath - a pause, and then a long sound exhalation.
- There are special exercises aimed at developing breathing. The purpose of breathing exercises is not to develop the ability to inhale the maximum amount of air, but to train in the ability to rationally use a normal supply of air. Since sounds are created during exhalation, its organization is the basis for setting the breath, which should be complete, calm and imperceptible.
- Diction is the distinctness and correctness of pronunciation, efficient sounds, which are ensured by the correct functioning of the organs of speech. The articulatory apparatus should work actively, without unnecessary tension. All sounds and their combinations must be pronounced clearly, easily and freely at any pace.
- All diction speech and voice disorders are divided into organic (speech therapists are involved in their correction) and inorganic (they can be corrected through exercises), associated with lethargy of the articulatory apparatus (lips, tongue, jaw), fuzzy pronunciation of consonants (“porridge in the mouth”).
- Among the teachers there are people whose voice is set by nature itself, but this does not happen often. Yes, and a good voice, in the absence of special training, wears out over the years.
- Thus, summing up all of the above, we can conclude that pedagogical technology, which is a complex of skills, abilities and knowledge that allows the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.
- conclusions
- 1. Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, friendly, optimistic attitude, elements of the skills of an actor and director).
- 2. The specifics of pedagogical technique in the activities of a sports teacher consists of a set of skills, abilities and knowledge that allow the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.
- 3. It is customary to include two groups of components in the concept of "pedagogical technique".
- a) the first group is associated with controlling one's behavior - facial expressions, pantomime, emotions, mood, attention, imagination, voice, diction;
- b) the second, the group is associated with the ability to influence the individual and the team (didactic, organizational, constructive, communication skills, communication management techniques).
- List of used literature
1. Introduction to the theory of physical culture / Ed. L.P. Matveeva. - M., 2004.-106s.
2. Vulfov B.3., Ivanov V.D. Fundamentals of Pedagogy in Lectures, Situations, Primary Sources: Textbook. - M.: Publishing house of URAO, 2006.-288s.
3. Degtyarev I.P. Physical development. Kiev 2007. - S.23-48.
4. Korotov V.M. Introduction to Pedagogy. - M.: Publishing house of URAO, 2003.-256 p.
5. Krutsevich T.Yu., Petrovsky V.V. Management of the process of physical education // Theory and methods of physical education / Ed. T.Yu. Krutsevich. Kiev: Olympic Literature, 2003. T. 1. - S. 348.
6. Fundamentals of the theory and methodology of physical culture: Textbook for technical schools of physics. culture. / Ed. A.A. Guzhalovsky. - M.: Physical culture and sport, 2006. - 352 p.
7. Fundamentals of the theory and methodology of physical culture: Textbook for technical schools of physics. culture. / Ed. A.A. Guzhalovsky. - M.: Physical culture and sport, 2006. - 352 p.
8. Pedagogy: pedagogical theories, systems, technologies:
9. Stefanovskaya T.A. Pedagogy: science and art. Lecture course. Proc. allowance for students. lecturer, graduate students - M.: Publishing House "Perfection", 2008. - 368 p.
10. Proc. allowance for students / S.A. Smirnov and others - M .: Publishing Center "Academy", 20079. - 544 p.
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