The concept of pedagogical technology. Pedagogical technology. Pedagogical technique and educational technology

The concept of pedagogical technology

Pedagogical technique- this is the ability to use one’s own psychophysical apparatus as an instrument of educational influence. This is mastery of a set of techniques that give the teacher the opportunity to discover his position more deeply, brightly, and more talentedly and achieve success in educational work. The concept of “pedagogical technique” contains two groups of its constituent parts. The first group is associated with the teacher’s ability to manage his behavior: technique of mastering his body (facial expressions, pantomime); managing emotions, mood to relieve excess mental stress, awakening creative well-being; mastering the skill of social perception (techniques for controlling attention and imagination); speech technique (control of breathing, diction, volume, rate of speech). The second group is associated with the ability to influence the individual and the team: techniques for organizing contact, managing pedagogical communication; technique of suggestion, etc.

The components of the first and second groups of pedagogical technology are aimed either at organizing the teacher’s internal well-being, or at the ability to adequately demonstrate this well-being externally. Therefore, following theatrical pedagogy, we will conditionally divide pedagogical technology into external and internal, according to the purpose of its use.

Internal technology- creating an internal experience of the individual, psychologically setting the teacher up for future activities through influencing the mind, will and feelings.

External technology- the embodiment of the teacher’s inner experience in his bodily nature: facial expressions, voice, speech, movements, plasticity. Let's consider how a teacher can learn to lead himself, what internal and external techniques help him in this.

Teacher's Inner Technique

The well-being of a teacher is not a personal matter, since his mood is reflected in his students, colleagues, and parents of schoolchildren. Each word of the teacher not only carries information, but also conveys an attitude towards it. A student’s grade for an answer is also a manifestation of how the teacher perceives his work, which influences relationships in the class and creates a certain atmosphere in learning.

A teacher must be able to maintain efficiency, master situations to ensure success in activities and maintain his health. To do this, it is important to work on developing such a synthesis of qualities and personality traits that will make it possible to carry out one’s professional activities confidently and without unnecessary emotional stress:

pedagogical optimism;
self-confidence as a teacher, lack of fear of children;
the ability to control oneself, lack of emotional stress;
presence of strong-willed qualities (commitment, self-control, determination).

All these qualities characterize psychological stability in professional activities. It is based on a positive emotional attitude towards oneself, students, and work. It is positive emotions that activate and inspire the teacher, give him confidence, fill him with a feeling of joy, and positively influence relationships with children, parents, and colleagues. Negative emotions inhibit activity, disorganize behavior and activity, and cause anxiety, fear, and suspicion. A.S. Makarenko believed that in a children’s team there can be “constant cheerfulness, no gloomy faces, no sour expressions, a constant readiness to act, a rosy mood, a major, cheerful, cheerful mood.” The major tone of the team helps to successfully advance towards the goal and overcome difficulties.

A teacher must be able to play, and not only externally. A friendly facial expression is required not only to tune in to a major key, but also to awaken the centers of positive emotions and create a good mood. With such a game, behavioral techniques are reinforced and the character gradually changes. A teacher with a sincere, welcoming smile becomes cheerful himself. If the bad mood does not recede, you should force yourself to smile, hold the smile for a few minutes and think about something pleasant. The bad mood will begin to “erase”. You will calm down, and your inherent optimism may return. If we do not outwardly show emotions, this does not exclude their negative effect. Various diseases develop due to constant negative reactions. To prevent them, we need not just restraint, avoidance of situations that cause negative states, but also discharge from negative emotions by creating foci of protective arousal, which can be music, communication with nature, occupational therapy, reading books (bibliotherapy), humor. A reasonable passion for sports will help here, which gives “muscular joy.”

Influencing the emotional sphere is a complex process, and the teacher is not always able to achieve balance, trying to awaken positive reactions. To regulate well-being, one should turn to both the intellectual (development of sanogenic thinking) and volitional spheres.

What are the ways of volitional influence? This is, first of all, an appeal to one’s own sense of duty in connection with awareness of the social role of the profession and value systems. Mechanism of influence: restraining one’s own actions that do not coincide with beliefs, the ultimate goal; awakening activity towards achieving the chosen goal of life and activity. The teacher’s formula: “I need to do this, because my purpose...” This method of self-regulation is very difficult, since it is associated with the education of aspiration in general, attitudes, but it is also reliable, since the formed beliefs do not allow the teacher to deviate from the goal. In critical situations, such a teacher will always be able to say to himself, holding back his temper: “I can’t afford...”

In addition, it is very important to use self-hypnosis as a complex system of self-regulation that “involves” a person’s emotions, will and consciousness. It is achieved with the help of autogenic training, which consists of performing special exercises aimed at developing in a person the habits of conscious influence on various functions of the body - self-hypnosis.

Thus, you can control your mental state. To do this, the teacher has the opportunity to use a certain arsenal of means for developing internal technology.

Teacher's external technique

An important prerequisite for the creative process is the harmonious unity of the internal content of activity and its external manifestation. The teacher should learn to adequately and emotionally expressively express his inner state, thoughts and feelings.

The elements of the teacher’s external technique are verbal (linguistic) and non-verbal means. It is through them that the teacher manifests his intentions; it is through them that the students “read” and understand.

Nonverbal communication

Let's use O. Kuznetsova's scheme. This diagram indicates a wide range of means for a person to express his attitude, and the teacher must work to expand and improve the repertoire of influence through non-verbal means. Of course, not all of them are equivalent, however, each of them is “read” by the students, enhancing or neutralizing the impression of the teacher’s words.

The teacher must be very attentive to external technology. Let's look at some of its elements. We mean external features and ways of expressing one’s “I”.

The appearance of the teacher should be aesthetically expressive.

A careless attitude towards one's appearance is unacceptable, but excessive attention to it is also unpleasant. The main requirement for a teacher's clothing is modesty and elegance. An ornate hairstyle, an unusual dress style and frequent changes in hair color distract students' attention.

Hairstyle, clothing, and jewelry should always be subordinated to the solution of the pedagogical task - effective interaction for the sake of shaping the student’s personality. Both in jewelry and in cosmetics - in everything, the teacher must adhere to a sense of proportion and understand the situation. Aesthetic expressiveness is expressed in affability, goodwill of the face, composure, restraint of movements, in a stingy, justified gesture, in posture and gait. Antics, fussiness, artificial gestures, and lethargy are unacceptable for a teacher. In their movements, gestures, and gaze, children should feel restrained strength, complete self-confidence and a friendly attitude.

Pantomime- these are expressive movements of the whole body or a separate part of it, body plasticity. She helps highlight the main thing in appearance, paints an image.

Not a single, even the most ideal, figure can make a person beautiful if he lacks the ability to hold himself, smartness, and composure. The teacher’s beautiful, expressive posture conveys inner dignity. A straight gait and composure indicate the teacher’s confidence in his abilities, while a stoop, lowered head, and lethargic hands indicate a person’s inner weakness, his lack of self-confidence.

The teacher must develop a manner of correctly standing in front of students during the lesson (feet 12-15 cm wide, one leg slightly pushed forward). All movements and postures should be marked with refinement and simplicity. The aesthetics of the pose does not imply bad habits: rocking back, stomping, holding the back of a chair, twirling a foreign object in your hands, scratching your head, rubbing your nose, holding your ear.

You should pay attention to gait, because it also carries information about a person’s condition, his health, and mood.

The teacher’s gesture should be organic and restrained, without sharp wide strokes or sharp angles. Preference is given to round and spare gestures. You should also pay attention to the following tips: about 90% of gestures should be made above the waist, since gestures made with hands below the waist often have meanings of uncertainty and failure. Elbows should not be kept closer than 3 cm from the body. A smaller distance will symbolize worthlessness and weakness of authority.

There are descriptive and psychological gestures. Descriptive gestures (showing size, shape, speed) illustrate the flow of thought. They are rarely needed, but are used often. Much more important are psychological gestures that express feelings.

Basic requirements for gestures: ease, restraint, expediency. It should be borne in mind that gestures, like other movements of the body, most often advance the course of the expressed thought, and do not follow it.

Sports activities and special techniques help develop correct posture: imagine yourself standing on tiptoes, stand near a wall, etc. The teacher’s self-control is very important here, the ability to look at himself from the outside, whether the fifth level of mobilization has been achieved (tight stomach, pleasantly tense back, active gaze).

In order for communication to be active, you should have an open posture: stand facing the class, do not cross your arms, reduce the distance, which creates the effect of trust. Moving forward and backward around the class rather than sideways is recommended. A step forward enhances the significance of the message and helps focus the audience's attention. By stepping back, the speaker seems to give the listeners the opportunity to rest.

Facial expressions- expressive movements of the facial muscles. Often, facial expressions and glances influence students more than words. Children “read” the teacher’s face, guessing his attitude and mood, so the face should not only express, but also hide certain feelings: you should not carry the burden of household chores and troubles into the classroom. You should show with your face and gestures what concerns the matter and helps to fulfill educational tasks.

A wide range of feelings is expressed by a smile, which indicates the spiritual health and moral strength of the individual. Important expressors of feelings are eyebrows and eyes. Raised eyebrows indicate surprise, shifted eyebrows indicate concentration, motionless eyebrows indicate peace, indifference, and movement indicates enthusiasm. Let's consider the description of facial reactions (Scheme 2).

Parts and elements of the face Facial signs of emotional states

anger contempt suffering fear surprise joy Mouth position open closed open closed Lips corners down corners up Eyes open or squinted narrowed wide open squinted or open Brightness of eyes shine dull shine not expressed shine Position of eyebrows shifted to the bridge of the nose raised up Corners of eyebrows Outer corners raised up inner corners raised upward Forehead vertical wrinkles on the forehead and bridge of the nose horizontal wrinkles on the forehead Mobility of the face dynamic frozen dynamic

Scheme 2. Description of facial signs of emotional states

The most expressive things on a person's face are the eyes. “Empty eyes are the mirror of an empty soul” (K.S. Stanislavsky). The teacher should carefully study the capabilities of his face, develop the ability to use an expressive gaze, avoid excessive dynamism of the muscles of the face and eyes (“shifty eyes”), as well as lifeless static (“stony face”). The teacher's gaze should be directed towards the children, creating visual contact. Eye contact (visual contact) is the gaze of the interlocutors, fixed on each other, which means interest in the partner and concentration on what he is talking about.

Visual contact performs such an important function in relationships with children as emotional nutrition. An open, natural, friendly look directly into the child’s eyes is important not only for establishing interaction, but also for satisfying his emotional needs. Our gaze conveys our feelings to children. A child is most attentive when we look him directly in the eyes, and most of all remembers exactly what is said at such moments. Psychologists have noticed that, unfortunately, more often than not, adults look children straight in the eyes in those moments when they teach, reproach, or scold. This provokes anxiety, lack of self-confidence, and inhibits personal development. Remember: visual contact with students must be constant. And most of all, it is needed so that students feel a friendly attitude, support, and love.

Strive to keep all students accountable. Eye contact is a technique that needs to be consciously developed. Interpersonal space (communication distance) is the distance between communicating individuals that characterizes interaction. A distance of up to 45 cm is considered to be intimate, 45 cm - 1 m 20 cm - personal, 1 m 20 cm - 4 m - social, 4 - 7 m - public. A greater distance does not make it possible to clearly perceive facial expressions; an even greater distance (12 m) does not make it possible to clearly perceive gestures and body movements. This leads to barriers in communication. Changing the distance is a technique for attracting attention during a lesson. Shortening the distance increases the impact.

During communication, it is important to take into account the location of the interlocutors. If rivals communicate, they sit opposite each other; if this is an ordinary conversation, and especially a casual one, diagonally at the table, if friends are nearby.

We have considered only some of the means of nonverbal communication that give the teacher the opportunity to effectively solve pedagogical problems. Due to inattention to the use of these tools, students develop indifference towards the teacher and his knowledge.

How exactly to achieve external expressiveness? We see the following ways:

learn to differentiate and adequately interpret the non-verbal behavior of other people, develop the ability to “read a face”, understand the language of the body, time, space in communication;
strive to expand the personal range of various means through training exercises (development of posture, gait, facial expressions, visual contact, organization of space) and self-control of external technology;
to ensure that the use of external technology occurs organically with internal experience, as a logical continuation of the pedagogical task, thoughts and feelings of the teacher.

Thus, the teacher should not try on images, but show the external content of the intent of the pedagogical action, removing “muscle clamps” and stiffness, so that the inner warmth of thought and feeling shines nobly in his gaze, facial expressions, and words.

Verbal (linguistic) communication

Most often, communication between people is associated with speech, which becomes a tool of influence. And since every person knows that not only he, but also other people are capable of thinking, wanting, imagining, feeling, then with the help of influences he encourages (or hopes to encourage) his partner to think, want, imagine, remember, feel, and be attentive.

When a person acts with a word, the instrument becomes not only the meaning of what is spoken, but also the focus of the speech on certain abilities and properties of the partner’s psyche.

The ability to navigate the intonation diversity and discordance of human speech is extremely valuable for a teacher, since the lion's share of his work is related to the impact of words. The word addressed to the consciousness of the student affects his activity, his behavior.

The teacher's interest in the verbal actions (influences) performed by others and by himself is manifested in the fact that he begins to attach special importance not so much to what was said, but to how it was said. He senses some important secrets here. After all, every day we communicate with people whose speech constantly contains some pleasant or, conversely, unpleasant tones for the majority of their interlocutors. Some people's manner of speaking is charming, while others' way of speaking is for some reason boring and monotonous, so that the most seemingly good words in their mouths do not produce the desired effect.

For the theatrical theory of action, P.M. Ershov identified typological groups of methods of verbal influence: on attention, on thinking, on memory, on emotions, on imagination, on will.

Knowledge of these “pure” methods of verbal influence allows one to understand very complex, polyphonic verbal addresses. In order to consciously navigate the whole variety of methods of verbal influence, there is a classification of the typology of simple verbal actions (initial, basic, supporting):

impact on the partner's attention call impact on the partner's emotions (feelings) encourage reproach impact on the partner's imagination warn surprise impact on the partner's memory learn affirm impact on the partner's thinking get off explain the impact on the partner's will order to ask

In everyday life, the use of one or another method of verbal influence is often associated not so much with the lexical and grammatical content of the verbal address to a partner, but with the individuality of the person, with his usual style of behavior.

Individual conversation with a student

Conversation as a form of educational work in domestic schools is very common. But from the point of view of methodology, it is not sufficiently understood. Each teacher had hundreds of conversations with his students. But which teacher will say quite comprehensively: how these conversations should be conducted, what rules should be followed, what words should be spoken? Finally, which of the conversations can be considered successful and productive? It is very difficult to answer these questions fully. But teachers come into contact with children constantly, often without preparation, often in a state of excitement, resentment, irritation. Which teacher has not felt a sense of regret, even guilt, after a verbal confrontation with a student precisely because he chose the wrong tone of conversation, words, place or time? And as a result, I ruined my relationship with my student for a long time, if not forever...

An educational conversation with a student is not a simple procedure at all. After all, it is necessary to take into account the endless diversity of children, their life experience, no matter how small it may be, take into account internal problems and defenses invisible to the prying eye, traditions and attitudes inherited from parents, forms of behavioral reactions determined by the type of nervous system and motor skills.

There are general rules that teachers should keep in mind, and specific rules - algorithms that it is advisable to take into account for the class teacher talking with the child.

“General rules” are well-defined principles of the technique of interaction between a teacher and a student, forming a psychological, moral background against which any conversation takes place. The core of this background is the personality of the teacher, his authority in the eyes of the student, and his pedagogical position.

The principles of human behavior in interpersonal contacts, formulated by D. Carnegie, are the ABCs of behavior of a sane, cultured person. These are vital ethical standards that a socially developed citizen of modern society must possess. And where can this be taught if not at school?

Principles of interaction between teacher and student

A person must be genuinely interested in other people.
Understand what your interlocutor wants.
Show respect for the opinion of your interlocutor.
Try sincerely to see things from the other person's point of view.
Be sympathetic to the thoughts and desires of children.
Let your interlocutor do most of the talking.
Ask your interlocutor questions, thereby ensuring that the student himself evaluates his own action or behavior.
Let your interlocutor believe that this thought belongs to him.
Frequently commend your children on their smallest successes and celebrate their every success. Be honest in your assessment
Give your children a good reputation that they will try to live up to.
Give people the opportunity to save their prestige.
Appeal to nobler motives.
Dramatize your ideas, touch a nerve, present them effectively.
From the very beginning of the conversation, maintain a friendly tone.
The only way to win an argument is to avoid it.
Make your interlocutor answer “yes.”
If you are wrong, admit it quickly and decisively.
Start the conversation with praise and sincere recognition of the dignity of the interlocutor.
If you want people to like you, smile. A smile costs nothing, but gives a lot. It lasts a moment, but sometimes remains in the memory forever.
A person's name is the sweetest and most important sound for him in any language.

D. Carnegie’s principles subtly dictate the requirements for the teacher’s pedagogical position and the methodology for individual conversation with the child. Each such conversation is a very gentle and at the same time responsible “touch to the soul” (V.A Sukhomlinsky), penetration into the inner world of a schoolchild.

Let's remember: at different age stages, children’s problems are different, and therefore the conversation should be conducted in a differentiated manner. The school has three main age groups: primary schoolchildren, teenagers, boys and girls. The peculiarity of their behavior is associated with leading basic psychosocial needs, with dominants that determine motivation, the structure of internal problems and, consequently, ways to eliminate them (forms of self-help).

It is impossible to understand a child’s behavior, much less change it, if we do not recognize the nature of his needs and satisfy them. A need is like thirst, like hunger: until it is satisfied, the child will not behave correctly, socially acceptable.

The structure of human needs is as follows:

younger age - the need for protection, safety;
teenage - the need for recognition, respect, a certain social status among peers;
adolescence - the need for meaning in life (i.e. life goals, values, ideals for which it is worth living);
adult - the need for self-realization, self-fulfillment.

In addition, a person at all times feels the need for health, joy (pleasure), and happiness. A natural basic need is the need for knowledge and activity. Numerous other needs are secondary and follow from the basic ones.

Knowledge of the leading needs gives the teacher a methodological key to building individual interaction with the student, including the technique of individual conversation.

Conversation with a junior student

A junior schoolchild lives in a relationship of predominantly emotional, completely unconscious experiences. If relationships are rich, varied, filled with positive emotions, then the child develops fully: he is cheerful, active, open, kind, and kind. If the relationship is incomplete and he feels the alienation of those around him: he is scolded, dissatisfied with him, he is not caressed, and the child, like a flower without moisture and the warmth of the sun, dries, withers, and shrinks. Resentment and pain grow within him, which sooner or later will turn into anger and aggression, which at first glance is unmotivated.

It is useless to give numerous tips - the baby will not remember them. One thing is necessary: to slowly, patiently change the child’s attitude towards himself - to raise his self-esteem, instill a sense of strength, increase self-confidence and at the same time - teach the necessary, constructive way of behavior. The tool of “influence” in this case is suggestion. Exercises (training) with further ongoing support. An approximate algorithm of actions is as follows:

Identify the child’s problems, his hidden mental defenses. Irresponsibility, imbalance of the nervous system. It will be necessary to study as thoroughly as possible the conditions of upbringing in the family, behavioral stereotypes, and health status.
Identify the obstacle (most often it is associated with low self-esteem) and begin to adjust your self-attitude and instill the necessary model of behavior.
Organize a change in the attitudes of others. The schoolboy made friends, the guys took him to their team.
Support constructive behavior: praise at the right time, fix the attention of peers on success, no matter how small. Involve parents, housemates, housemates, and yardmates in the correction process (with the help of a social educator).
Give individual assignments that the child can do and that correspond to his abilities, interests, and inclinations (this is good training for constructive behavior). “Organize success” in a task that is difficult for a child. Especially in studies. Academic success in primary school is 99% of success in education!
For “insurance”, get involved in a circle, section, club, where success and skill will be consolidated.

Conversation with a teenager

In adolescence, the stage of family development is passed, the field of social self-affirmation expands, family values and forms of self-affirmation are re-evaluated. New ways of behavior have to be learned on the fly, in victories and defeats. A teenager is an experimenter against his will. Bruises and bumps (including mental ones) are constant, and although not visible, they are very painful. A teenager often feels worthless, helpless and alone.

Peers become the reference group, the standard of self-identification - the world is merciless and cruel, different from the family, with its love and support from parents. Here you need to win recognition yourself. You need will, knowledge, physical strength, but they are not enough. Watch teenagers in the game, how fiercely they argue, scream, and blame each other. They compete all the time, testing each other's strength. Development is difficult and painful. Subjectivity is born in a teenager, the “I-concept” and self-awareness are formed. This means that our own assessments, norms, criteria, standards and samples arise.

Development moves into the stage of self-development, education - into the process of self-education. And this is normal, these changes need to be supported and stimulated. At this age, it is especially unacceptable to humiliate, insult, or undermine a teenager’s self-esteem: a sense of self-esteem matures in him, which can be called conscience, honor, spirituality, which constitutes the core of the personality, its morality, and social value. This is the general pattern of adolescent development, which indicates the tactics of the teacher’s behavior.

Starting a conversation with a teenager should immediately remove the semantic barrier and establish trust. There should be no threats or accusations here under any circumstances. The expression on your face, tone, and first phrases should dispel fear and tension. Let the student understand that your attitude towards him has not changed for the worse. The first words could be: “I understand you, you defended your dignity in front of your friends,” “You did the right thing, you didn’t chicken out, you didn’t remain silent, you began to act...”, “A similar incident happened to me...”

The words may be different, but behind them there should always be your faith in the good intentions of the student: "I know you wanted justice..."

Try to have your teenager tell you about the event. During the story, ask clarifying questions so that the student names his true actions: “hit”, “took without asking (stole)”, “answered rudely, disrespectfully”, “the lesson was disrupted”, etc. To achieve such a story - to convey what happened in honest and direct words - means that the student has assessed himself, punished himself, and admitted guilt. This is self-education. Ask: how does the student evaluate his own behavior? You move on - seek an honest, objective assessment - the most important meaning and purpose of the conversation.

After that, retell the events. Speak calmly, dispassionately, calling things by their proper names: “started a fight,” “disrupted a lesson,” “insulted the teacher,” etc. Then give your assessment of what happened. Even to the point of listing the articles of the Criminal Code under which the student’s offense would fall if he were an adult.

Compare two assessments, the student’s and yours, which will help to finally clarify the essence of the matter. In this part of the conversation, the student must admit his guilt. If he is not guilty and the teacher is wrong, admit your guilt, otherwise the conversation is meaningless, and may even have a negative impact on education and on your relationship with the child. Perhaps the most important stage of the conversation is the search together with the student for socially acceptable models of behavior. At this stage, there is training in self-analysis and the search for optimal behavior. And although this is a joint action, it is important that the teenager makes the decision himself. And the teacher will only have to praise him for his wisdom and common sense, and give behavioral guidelines for the future.

As a result of the conversation, emphasize the teenager’s intelligence, maturity, and express confidence that next time he will not make a mistake, because from now on he will think before doing anything.

Say the key phrase: “I believe that you will not allow this to happen in the future and such a conversation will no longer be needed. Let's forget about him." All. Your relationship is not destroyed, you have given the student the opportunity to maintain his image, high self-esteem, and self-esteem. And this is the path to creative, constructive behavior and lifestyle.

Conversation with a teenage student

The leading need of adolescence is for meaning in life. The young man is looking for the highest values of existence: goals, ideals, standards of existence. How to live? For what? What to be? These are the questions to which, consciously or unconsciously, a young man is looking for answers. Before his own “I” and before people, he must make his choice.

It’s good to have conversations “about life” with young men on a hike, around a fire, about a smart movie or book. To adults they may seem abstract and unnecessary, but young people need them like air.

What are the rules for building a conversation with an adult student?

the main objective- lead the interlocutor to a sincere reconsideration of the goals and values for which the action was performed. Evidence of sincerity: experience, repentance, words of apology. As always, start the conversation with an acknowledgment of dignity and an expression of trust: “I know that you were looking for justice, the truth...”, “I believe that you sought to act honestly...”, “I thank you for frankly expressing what you think...”, “Perhaps I If I were you, I would act the same way..."

It is very important to hear from the student the words: “Yes,” “Yes, it’s true,” “Yes, I wanted the best.” These are already points of contact that help relieve the defensive reaction.

Use such a technique as an appeal to the opinions of others.

Involve people who are significant to the young man in the conversation - parents, friends, lawyers.

Try to build a dialogue in a conversation with an adult student logically, with reasoning, to call things by their proper names: meanness - meanness, theft - theft. Try to get the young man to directly and unambiguously evaluate his action. Honest confession and repentance is a step towards correction. If a young person evades honest self-assessment, then the teacher himself must directly and unambiguously give a moral and social characterization of the action. This does not mean that punishment must necessarily follow. On the contrary, after such a tense and difficult conversation, an appeal to the student’s mind is necessary: “Think at your leisure...”

Sometimes one emotional argument is enough. The duration of the conversation and the number of words depend on this.

How to end a conversation is very important. The most important thing is to give the young man the opportunity to “save face”, his image among friends, parents and in his own eyes. It is impossible for a student to feel “beaten up.” Insight, purification, triumph of overcoming oneself - this is the state that your interlocutor should feel. Following the precepts of D. Carnegie, the teacher should do his best to ensure that the young pupil is happy to do what you offer him, what you have agreed to do together.

Achieving expressive pedagogical technique is only one of the steps to pedagogical mastery. A technique without awareness of the tasks of pedagogical action, without understanding the motives of students’ activities, the true essence of the results of interaction will remain an empty form, a meaningless unprofessional action. And mastering its techniques can be carried out in the context of improving the general pedagogical culture of the teacher.

Literature

Ershova A.P. Verbal influences in the work of a teacher: teachers about the skill of communicating with the class / A. Ershova, V. Bukatov. – M.: Chistye Prudy, 2007. – 32 p. – (Library “First of September”, series “Classroom management and education of schoolchildren”. Issue 1).
Zyazyun I.A., Kramuschenko L.V., Krivonos I.F., Mirpshnik E.P., Semichenkp V.A., Tarasevich N.N. Pedagogical technology of the teacher // School technologies. – 2005. - No. 6. – P. 15th grade teacher. – 2007. – No. 8. – P. 68–76

Pedagogical technique is a set of skills that allow the teacher to see, hear and feel his students. Outstanding teacher A.S. Makarenko wrote: “The teacher 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, developed pedagogical technology helps the teacher to express himself more deeply and brightly in teaching activities, to reveal in interaction with students all the best, professionally significant in his personality. Perfect pedagogical technology frees up the time and energy of the teacher for creative work, and allows, in the process of pedagogical interaction, not to be distracted from communicating with children by searching for the right word or explaining an unsuccessful intonation.

Mastering pedagogical techniques, allowing you to quickly and accurately find the right word, intonation, look, gesture, as well as maintaining calm and the ability to think clearly and analyze in the most acute and unexpected pedagogical situations, leads to an increase in the teacher’s satisfaction with his professional activity.

Secondly, pedagogical technology also has a developmental impact on personality traits. 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, state of health, anatomical and physiological characteristics.

Thus, working on expressiveness, purity, and literacy disciplines thinking. Mastering the techniques of self-regulation of mental activity leads to the development of emotional balance as a character trait, etc. In addition, in real pedagogical interaction, all the teacher’s skills in the field of pedagogical technology are manifested simultaneously. And self-observation makes it possible to successfully adjust the selection of expressive means.

Thirdly, in the process of mastering pedagogical techniques, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, and the potential of his personality.

All of the above emphasizes that pedagogical technology is the most important tool of a teacher.

Components of pedagogical technology.

The concept of “pedagogical technology” usually includes two groups of components.

The first group of components is related to the teacher’s ability to manage his behavior:

Control of your body (facial expressions, pantomime);

Managing emotions, mood (relieving excessive mental stress, creating creative well-being);

Social - perceptual abilities (attention, observation, imagination);

The second group of components of pedagogical technology is associated with the ability to influence the individual and the team, and reveals the technological side of the process of education and training:

Didactic, organizational, constructive, communication skills;

Technological techniques for presenting requirements, managing pedagogical communication, etc.

Facial expressions are the art of expressing one’s thoughts, feelings, moods, and states through the movement of facial muscles. Often, facial expression and gaze have a stronger impact on students than words. Gestures and facial expressions, increasing the emotional significance of information, contribute to its better assimilation.

Listeners “read” the teacher’s face, guessing his attitude and mood, so it should not only express, but also hide feelings. The most expressive thing on a person's face is the eyes - the mirror of the soul. The teacher should carefully study the capabilities of his face and the ability to use an expressive gaze. The teacher's gaze should be directed towards the children, creating visual contact.

Pantomime is the movement of the body, arms, legs. It helps highlight the main thing and paints an image.

The teacher needs to develop a manner of correctly standing in front of students in class. All movements and poses should attract listeners with their grace and simplicity. The aesthetics of the pose does not tolerate bad habits: shifting from foot to foot, leaning on the back of a chair, turning foreign objects in your hands, scratching your head, etc.

The teacher’s gesture should be organic and restrained, without sharp wide strokes or open angles.

In order 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 the effect of trust. It is recommended to move forward and backward around the classroom rather than sideways. Taking a step forward enhances the message and helps focus the audience's attention. By stepping back, the speaker seems to give the listeners a rest.

Managing your emotional state involves mastering methods of self-regulation, which include: nurturing goodwill and optimism; control of your behavior (regulation of muscle tension, pace of movements, speech, breathing); self-hypnosis, etc.

Speech technique. The process of perception and understanding of a teacher’s speech by students is closely related to the complex process of educational listening, which, according to scientists, accounts for approximately ½ - ½ of the entire classroom 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 the speech is, I.R. believes. Kalmykov, it will not be perceived by listeners if the speaker pronounces it inarticulately, in a hoarse, weak, inexpressive voice. The voice when speaking is as important as the content of the speech, appearance, and manners of the speaker. He uses his voice to convey his message to the audience. 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.

The voice is capable of expressing a person's thoughts and feelings. In teaching activities, it is extremely important to speak expressively and simply, giving a lecture, report, reciting poetry and prose; control the intonation and strength of the voice, thinking through each phrase and sentence, emphasizing significant words and expressions, using them competently in various situations. The voice is the main expressive means of a teacher’s oral speech, which he must be able to use perfectly. P. Soper believes that “nothing influences people’s attitude towards us more than the impression of our voice. But nothing is so neglected, and nothing needs constant attention. Voice proficiency 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.

To master speech technique means to have 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 body, 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 the 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 timely renewal. The breathing sequence is also different. After a short inhalation - 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 the normal supply of air. Since sounds are created during exhalation, its organization is the basis for staging breathing, which should be full, calm and unnoticeable.

Diction is the clarity and correctness of pronunciation, meaningful sounds, which are ensured by the correct functioning of the speech organs. The articulatory apparatus must work actively, without unnecessary tension. All sounds and their combinations must be pronounced clearly, easily and freely at any pace.

All diction disorders of speech and voice are divided into organic (they are corrected by speech therapists) and inorganic (they can be corrected through exercises), associated with sluggishness of the articulatory apparatus (lips, tongue, jaw), unclear pronunciation of consonants (“porridge in the mouth”).

Among teachers there are people whose voice is given by nature itself, but this does not happen often. And a good voice, in the absence of special training, wears out over the years.

Every person is endowed with a voice that can become strong, clear, and sonorous. When working on your voice, you should pay attention, first of all, to freeing it from tension and improving its best qualities. There is a deep connection between the voice and the body, so speech communication should be the basis of work on the voice.

Thus, summing up all of the above, we can conclude that pedagogical technology, which represents a set of abilities, skills and knowledge that allows the teacher to see, hear and feel his students, is a necessary component of professional pedagogical skills.

19. Mastery of pedagogical communication

It is difficult to imagine communication that would not carry a cognitive or educational charge at all. Nevertheless, a relatively “young” phrase is being used more and more widely in literature and practice: pedagogical communication. This is professional communication between a teacher and students in the process of training and education, which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, optimizing educational activities and relationships between the teacher and the student within the team. In other words, pedagogical communication is communication between a teacher and students for pedagogical purposes.

A. S. Makarenko emphasized the need for a teacher to master the technique of pedagogical mastery, the technique of pedagogical communication: “You need to be able to read the human face. There is nothing tricky, nothing mystical in recognizing certain signs of mental movements from the face. Pedagogical skill lies in setting voice of the teacher, and in controlling his face. The teacher cannot help but play. There cannot be a teacher who does not know how to play... But you cannot simply play on stage, externally. There is some kind of drive belt that must connect yours to this game. a wonderful personality... I became a real master only when I learned to say “come here” with 15-20 shades, when I learned to give 20 nuances in the setting of a face, figure, voice.”

Depending on the style of pedagogical communication, American psychologists have identified three types of teachers. A “proactive” teacher is proactive in organizing communication in a group, both group and pair communication (teacher-student). He clearly individualizes his contacts with students. But his attitudes change in accordance with experience, i.e. such a teacher does not seek obligatory confirmation of the once established attitude. He knows what he wants and understands what in his own behavior or the behavior of his students contributes to achieving this goal.

A “reactive” teacher is also flexible in his attitudes, but he is internally weak, subordinate to the “element of communication.” The difference in his attitudes towards individual students is not a difference in his strategy, but a difference in the behavior of the students themselves. In other words, it is not he himself, but the students who dictate the nature of his communication with the group. He has vague goals and adapts and adapts to the students.

An “overreactive” teacher, noticing individual differences, immediately builds a completely unrealistic model that exaggerates these differences many times over and believes that this model is reality. If a student is a little more active than others, in his eyes he is a rebel and a hooligan; if a student is a little more passive, he is a quitter and a cretin. Such a teacher deals not with real, but with imaginary students and behaves accordingly. But he actually invents stereotypes, fitting real, completely non-stereotypical students into them. At the same time, students are his personal enemies, and his behavior is a kind of protective psychological mechanism.

What are the basic principles of the new pedagogy model? From the variety of approaches, three fundamental principles can be distinguished:

1. A person is in an active relationship with the world and himself.

2. The activity of the subject appears in its highest creative manifestation, when the subject rises to the formation of itself.

3. The considered position leads to the idea of the active development of a person’s vocation.

Pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction. What are the components of optimal pedagogical communication?

Firstly, this is the high authority of the teacher. The second condition for successful pedagogical communication is mastery of the psyche and communication techniques, i.e. The teacher must be well prepared as a practical psychologist. And finally, the third component of success is accumulated experience, this is what in everyday practice is called “first skill, and then mastery.”

The effectiveness of the educational process directly depends not only on the teacher’s knowledge of the material being presented, but also on the ability to present this information. Pedagogical technique is the most important component of a teacher’s skill, allowing him to develop and improve in his profession. To understand the essence of this concept, it is necessary to consider it in more detail.

What is pedagogical technology

This term first appeared in textbooks on pedagogy and didactics at the beginning of the last century. Since then, many scientists have been and continue to study it, but they 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.

Thus, pedagogical technology is a set of tools, techniques and methods that help the teacher establish contact with students and correctly present information material. It can be expressed in almost everything that a teacher does: in the way he gives a lecture, how he places the necessary semantic accents, how he attracts the attention of the audience, and puts it in a working mood.

Pedagogical technique is, to some extent, a teaching style. It is based on certain rules, moral standards that the teacher must follow. However, at the same time, each teacher has an individual style.

Components of pedagogical technology

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 gained followers, and there were many of them. Now, based on the results of 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 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 (control gait, gestures, facial expressions, posture).

Each of these components plays an important role in the educational process, but separately we will focus only on 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 his clothes, and seen off by his mind. This proverb is true no matter how you look at it. And she plays her role. After all, a teacher is not just a walking encyclopedia. First of all, this is a person who transfers experience and knowledge to his students. And in order for students to perceive the teacher as an authority, he must look respectable, commanding respect.

The first thing that reveals the essence of pedagogical technology is clothing. It should be comfortable so as not to hinder the teacher’s movements and not interfere with him performing basic technological operations: moving around the classroom, writing 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 prevent them from learning the material.

Other components of the teacher’s style should be in harmony with the clothes: hairstyle, makeup, accessories. Impeccably selected details of the teacher’s image will become an excellent example for students, will develop their taste, and will also arouse sympathy and respect for their teacher.

Teacher control of his speech

Let us return again to our proverb, which interprets that intelligence is the second characteristic by which we are assessed. And since pedagogical technique is primarily oral skill, it is very important for a teacher to be able to correctly express his thoughts. To do this, the teacher needs:

be technically literate in the material he explains to his students;
observe the correct pronunciation of the text;
present information in the simplest and most 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 listeners and give them time to comprehend what has been said. They are made either after an important statement or before it to create some kind of intrigue. Semantic emphasis is made in the text to create emphasis on certain points. With them you can begin to improve the teacher’s pedagogical technique. Typically, stress is manifested by a slight increase in the volume of the teacher's voice or a change in its tone. For example, semantic loading can be done when reading a term.

Basic mistakes in pedagogical technology

Insufficient mastery of teaching skills leads to a decrease in the effectiveness of the learning process. As a rule, this is caused by the following errors in the formation of pedagogical techniques:

monotonous, too fast speech without semantic accents;
inability to regulate one’s psychological and emotional state (overcome anger, anxiety, etc.);
lack of communication skills, which prevents 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 interestingly and productively, it is not enough for a teacher to be theoretically prepared for it. Pedagogical techniques provide a varied presentation of information. They are techniques that describe how and in what form it is best to present this or that material to students. A well-known teacher today, Anatoly Gin, presented to the world a book describing teaching techniques. There are a huge number of them, so we will look at the most basic ones, so to speak, briefly.

Organizational aspects

To get students ready for the work environment, they need to be given a little encouragement. To do this, the following techniques are used at the beginning of the lesson:

Communicate with the audience in a slightly humorous manner. This will endear the group to the teacher and develop interest in the upcoming topic.
Using fantasy heroes as examples. It doesn’t matter what it is - a person or an unusual plant, the main thing is that the students want to be involved in the lesson.

Introductory survey

The best way to start a new topic is to smoothly transition to it from the previous one. All pedagogical techniques and technologies imply that fragments of material studied in lessons must be interconnected. But first, it is advisable to do a little warm-up in the form of:

a small survey;
intellectual competitions.

The survey can be conducted in a playful way. For example, the teacher reads statements and students are asked to determine which one is false. Or a semblance of well-known intellectual games is created (“What? Where? When?”, “Field of Miracles”).

Learning new material

It is known that during a lecture, students remember only a small part of the information they hear. Therefore, the teacher can use additional methods to better assimilate the material presented:

independent compilation by each student;
preparing a list of questions on the topic of the lecture.

This will develop in students the ability to highlight the main thing among a large amount of information. In addition, in this way the topic covered will be better fixed in memory.

Practicing acquired knowledge

In this case, student activity is more manifested than pedagogical activity. SRS (student independent work) techniques are used in many universities to increase the efficiency of the educational process. Here we are already 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 has been said in this article, all that remains is to draw logical conclusions. Undoubtedly, pedagogical technology is an important and constant component of the learning process. On its basis comes a teacher, without whom it is impossible to imagine the effective activities of a teacher and mentor.

Pedagogical technique is a component of pedagogical excellence. Is it appropriate to talk about technology when we are talking about upbringing, shaping, touching the personality of a child, i.e. about a process that proceeds differently, depending on the individuality of a person and the conditions of his life? However, A.S. Makarenko said that in his teaching activity “these little things became decisive for him: how to stand, how to sit, how to get up from a chair, from the table, how to raise your voice, grin, how to look.” “Everything educates,” he wrote, “people, things, phenomena, but, above all, and for the longest time, people.” Of these, parents and teachers come first.” To denote a teacher’s ability to master methods of organizing his behavior and influencing students, AS. Makarenko introduced the concept of “pedagogical technique,” which reminds the teacher of the need to worry about the form of manifestation of his intentions, his spiritual potential.

A significant contribution to the development of both pedagogical skills and pedagogical technology itself was made by scientist-teachers Y. Pazarov, V. A. Kan-Kalik, A. V. Mudrik, L. I. Ruvinsky, M. M. Yakovlev and others. Thus, V.N. Grineva believes that pedagogical technique is a set of skills and characteristics of a teacher’s behavior that allow him to form a pedagogical culture that allows him to adequately influence students in order to form him as a well-rounded personality thanks to appropriately chosen methods and forms of activity in accordance with the characteristics of specific objective and subjective conditions.

In the modern “Pedagogical Encyclopedia” the concept pedagogical technology - is interpreted as a complex of knowledge, abilities and skills necessary for a teacher in order to effectively apply in practice the methods of pedagogical influence he chooses, both on individual students and on the team as a whole. From the point of view of I.A. Zyazyun, pedagogical technique is a set of professional skills that contribute to the harmony of the internal content of the teacher’s activity and its external manifestation. Based on this, individual pedagogical technique determines the difference in teachers' teaching methods.

What is the essence of pedagogical technology, what components are included in it? One of the first attempts to identify the components of pedagogical technology was made by A.S. Makarenko. Summarizing his experience and the experience of other teachers, we can highlight the following: components of pedagogical technology:

1. The ability to dress and take care of your appearance.

2. Speech culture: focus, logical literacy, pace and rhythm, intonation, diction, breathing.

3. The ability to control your body: walk, sit, stand.

4. Ability to master gestures and facial expressions.

5. Psychotechnical skills: understanding your mental state, the ability to manage it; understanding the mental state of the pupil and adequately influencing him; ability to choose the pace and rhythm of work.

6. Pedagogical communication skills

If we carefully analyze them, we can distinguish two groups of components. The first group is associated with the ability to manage one’s behavior, the second - with the ability to influence an individual and a team.

Practice shows that in the process of professional activity, both young teachers and more experienced ones make a number of mistakes. errors in pedagogical technology, which ultimately reduce the effectiveness of the educational process. The most typical of them include:

inability to talk with the student and his parents;

inability to restrain or, conversely, show anger;

inability to overcome uncertainty;

inability to take the appropriate pose or select the necessary gesture;

speech defects: monotony, colorlessness, lack of expression, poor diction, etc.

For example, let's take the beginning of a lesson: one teacher bursts into the classroom and does not notice the students, another cannot cope with his excitement and start the lesson, etc. Therefore, for the purpose of his own improvement, the teacher must have in his arsenal of means, forms and methods of work standard means of pedagogical technology, which are tested and stem from pedagogical experience. This will give the teacher the opportunity to express himself more deeply, brightly, and more talentedly and achieve success in education. At the same time, “the presence of “rigid” schemes and models in no way eliminates the need to think. But thinking on the basis of scientific knowledge and experience is significantly different from endless hesitations and hesitations, which are the result of pedagogical helplessness, and often illiteracy.”

Methods for developing pedagogical technology include:

A system of training exercises to develop certain skills and abilities (psychophysiological training);

A system of certain rules and requirements for future professional activities;

Pedagogical role-playing training (inclusion in situations simulating professional activity) and improvement of professional qualities and characteristics that ensure an increase in the level of pedagogical technology. Thus, every teacher must master pedagogical techniques and know its components that ensure the success of his activities. Let us consider in more detail the main components of pedagogical technology.