Development of pedagogical technology. Pedagogical technology and its types

MINISTRY OF GENERAL AND VOCATIONAL EDUCATION OF SVENRDLOV REGION

STATE EDUCATIONAL INSTITUTION OF THE SVERDLOVSK REGION

"NOVOURALSKAYA SCHOOL No. 1, IMPLEMENTING ADAPTED

BASIC GENERAL EDUCATION PROGRAMS "

(GKOU SO "Novouralsk School No. 1")

Mutovkina T.A., teacher

Individual pedagogical technique

teacher Mutovkina Tatyana Anatolyevna

Pedagogical technique - this is a set of knowledge, abilities, skills necessary for a teacher in order to effectively apply in practice those chosen by him for individual pupils and for the children's team as a whole.

The pedagogical technique of the teacher is his individual style of professional activity. A significant influence on the individual style of activity is exerted by: the teacher’s intelligence, general culture, the level of professional training of the teacher, the characteristics of his character and temperament, and the moral values inherent in this teacher.

An integral element of pedagogical technology - the teacher’s ability to manage his own attention and the attention of students. It is also very important for a teacher to be able to determine his state of mind by external signs of a student’s behavior.

One of the factors contributing to the development of an individual style of activity isinteraction with colleagues . Joint (collective) pedagogical activity contains enormous opportunities for activating and enriching the socially and personally significant needs of teachers (in information exchange, in situational leadership and in protection from incompetent assessments, in mutual assistance, emotional comfort, creative self-affirmation).

Creativity to activity is the next component that influences the development of an individual style of activity. Managing the processes of interaction, communication, communication in the “teacher-student” system is a matter of pedagogical art. It does not tolerate standard and template.The teacher's art is revealed in the way he builds the composition of the lesson; in what ways does he organize the independent work of students, including them in solving educational and cognitive problems; how he finds contacts and the right tone of communication with students in certain situations of school life. In a word, creativity is not some separate aspect of pedagogical work, but its most essential and necessary characteristic.

The most important foundation of a teacher’s work isthe direction of his activities and professionalism of knowledge. A.S. Makarenko repeatedly emphasized the need for a teacher to master techniques for organizing his own behavior and influencing a student. He introduced the concept of “pedagogical technique” to denote this phenomenon, which reminds the teacher of the need to care not only about the essence of our activity, but also about the form of manifestation of our intentions, our spiritual potential. After all, “the student perceives your soul and your thoughts not because he knows what is going on in your soul, but because he sees you, listens to you.”

The concept of "pedagogical technique" consists of two parts.

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

Technique of mastering your body (facial expressions, pantomimes);

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

Social - perceptual abilities (techniques for controlling attention, imagination);

Speech technique (breathing, diction, volume, rate of speech).

The second is related to the ability to influence the individual and the team, and reveals the technological side of the process of training and education:

Techniques for organizing contact;

Suggestion technique, etc. (i.e. didactic, organizational, constructive, communication skills; technological techniques for presenting requirements, managing pedagogical communication)

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, we can 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. This also includes visual contact - a technique that needs to be consciously developed.

In the elementary grades, the foundation of knowledge and skills is laid, and learning skills are just being formed. For a long time, play activity has been the leading activity for younger schoolchildren. Under these conditions, as a teacher, when reading or telling stories, I often have to use various voice modulations to voice animals or fairy-tale characters. I accompany my statements with gestures and facial expressions to clarify, supplement, and provide emotional accompaniment to the speech. We had to look for ways to keep children's attention.

Gradually I developed my own, individual, pedagogical technique.

When introduced to the alphabet in 1st grade, most children find it difficult to correlate sounds and letters. They experience even greater difficulty when reading syllables and words, because... sounds merge. Therefore, the child first needs to put the articulatory apparatus in the correct position when reading the first letter, and then change the articulation to pronounce the next sound. But this is precisely what the student cannot do. How can I help him? By chance, from repeated trials, a method of reading using the hands was found (similar to sign language translation).

By isolating a sound in a word, we “catch” it (we put our hand to our mouth, palm up, pronounce the word, and at the desired sound, clench our palm into a fist).

Sound “A” - I show my fingers, gathered in a pinch, and then I open them (imitation of opening my mouth when pronouncing this sound).

The sound "U" - extended fingers brought together.

The sound "O" - the index and thumb are connected in a ring, the rest are directed upward

The sound "M" - the fingers are gathered into a pinch.

The sound “R” – I turn the fingers located perpendicular to the palm several times left and right (tremor of the tongue).

In addition, letters, numbers, and rules help to learn short poems that are easy for children to remember:

Poor letter Y

Walks with a stick. Alas!

This letter is wide

And it looks like a beetle.

Three is the third of the icons,

Consists of three hooks.

Half a beetle -

The result is the letter "Ka".

Stop! Attention!

Dangerous company:

ZHI and SHI

Write with the letter I.

A hard consonant is indicated by squeezing a fist (pebble, ice), a soft consonant is indicated by the movement with which a cat is stroked.

My students and I indicate the emphasis in a word by hitting the fist of one hand on the open palm of the other, or we can “call the word from the forest.”

When I encounter complex words with two stems, I “add” them. For example, the word "snowfall". She said the word “snow” in one palm (as when isolating a sound from a word), “falls” - in the other. Then I bring my two fists together until they meet, open my palms and say the whole word “snowfall”.

This technique also helps in math lessons.

Just as we “fold” complex words with the help of cams, we “fold” two-digit numbers with cams. For example, the number 23 is 20 ("put" in one fist) and 3 ("put" in another fist). Now we can solve the example: 23 – 20 (we removed the fist containing the number 20 behind our back), 3 remains.

“12 pencils are divided equally into 4 boxes. How many pencils are in each box?” First, I actually put the pencils into boxes, and the children understand that to solve this problem they need to choose the division action. Then I replace this process with a gesture: I run the edge of one palm over the open palm of the other hand several times. Gradually, children begin to understand the essence of the action, and they no longer need gestures.

Many of my students have monotonous, unemotional speech, a quiet or loud voice, and unformed speech breathing. In order to develop speech technique in children, the teacher must give them a sample of his speech. To do this, I use physical exercises, reading short texts together, memorizing poetry, and dramatizations.

First, I conduct physical exercises. Then the children remember them and practice them themselves, imitating my intonations, gestures, and facial expressions. The same thing happens when children read together, memorize poems, and stage performances. Gradually, children remember emotional, vocal, and gestural patterns and begin to independently assemble them and apply them in accordance with the situation or the text they read.

I consider the construction of lessons according to a specific plan to be an important point in my pedagogical technique. In this case, children know that if the teacher said, for example, the phrase “Closing the cash register,” then they need to complete this task, open the primer and get up for physical exercise. I believe that if students know what awaits them, this removes uncertainty and fear of the unknown and the fear of not being able to cope with something.

This does not mean at all that I conduct all lessons and activities in a standard and dull manner. And it certainly doesn’t exclude a creative approach to my work. During the lessons, I not only teach children something, give out some topic - I talk with them, consult with them, play, dramatize, sing and do a lot of other things depending on the situation.

In conclusion, I would like to note that I consider it impossible and incorrect for one teacher to copy teaching techniques from another. After all, every teacher is a person with his own character, temperament, outlook on life, etc. And it is impossible to copy another person.

Introduction

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.V. Kondratyeva, etc.). Pedagogical technology is included in pedagogical technology as its instrumental side. Those. In any pedagogical process, including those of a technological nature, there is always pedagogical technology. The teacher, influencing the pupils, strives to convey to them his ideas, thoughts, and feelings. And the channels of communication, conveying one’s intentions and, if necessary, orders and demands on students, are words, speech, expressive gestures, and facial expressions.

Pedagogical technology and its types

Pedagogical technique is a set of skills that allows a teacher to clearly express himself and successfully influence students and achieve effective results. This is the ability to speak correctly and expressively (general culture of speech, its emotional characteristics, expressiveness, intonation, impressiveness, semantic accents); the ability to use facial expressions and pantomimes (expressive movements of the face and body) - with a gesture, look, posture to convey to others an assessment, attitude towards something; the ability to manage your mental state - feelings, mood, affects, stress; the ability to see yourself from the outside. Psychologists call this social perception - it is also part of pedagogical technology. This also includes the ability to transform, the ability to play, and neurolinguistic programming (NLP).

Depending on the extent to which the teacher owns the means and channels of interaction, we can talk about pedagogical skill. A teacher’s good command of pedagogical techniques is a condition necessary for his effective work.

Based on the characteristics of pedagogical technology as a pedagogical phenomenon, two of its sides are distinguished: objective, when we are talking about the general methods of pedagogical activity that are characteristic of all leaders, and subjective (individual), when the abilities and skills of specific people to use these methods are considered. In other words, the objective area of pedagogical technology in relation to pedagogical culture is a technique for solving pedagogical problems. Subjective (individual) is manifested in the form of pedagogical skills and leadership skills. In this case, the following structure can be distinguished:

· techniques and methods for organizing vocational training and various educational activities;

· specific elements of interaction with subordinates, such as voice staging, tone of address, style and culture of speech, gestures, facial expressions, etc. This group of elements of pedagogical technique should include the individual emotional style demonstrated in the process of pedagogical interaction, and the ability to making risky pedagogical decisions, etc.;

· technology for studying and taking into account the personal qualities of individual employees and psychological manifestations of group psychology, the use of created pedagogical situations and group processes for educational purposes;

· techniques and methods of using modern information technologies to solve problems of vocational training and education;

· methods and techniques of pedagogical accounting and monitoring the effectiveness of solving pedagogical problems, the results of various educational activities, the attitude of employees towards the performance of their professional duties.

The main essential characteristic of pedagogical technology, as a field of knowledge, is the category “technique”, which from the point of view of general linguistic interpretation is a method of doing something, a separate action, movement. In psychological and pedagogical literature, it is most often considered in the context of teaching and upbringing techniques, in close connection with the concepts of “action” and “operation”. Their interdependence V.K. Babansky describes it this way: “Activity is carried out through a set of certain actions, which are processes subordinate to conscious goals. Methods of carrying out actions are called operations. A set of certain operations can be called a technique.” Therefore, based on the above definition, a technique can be considered as a way of performing an action through certain operations. At the same time, the action itself can be a technique.

The category “technique” is directly related to the category “skill”, which determines the practical level of manifestation of pedagogical technique. Skill is understood as the successful performance of any action or more complex activity using, and often choosing, the most effective techniques, taking into account certain conditions.

Pedagogical technology as a pedagogical phenomenon has its own sphere of functioning. It can be defined based on the generally accepted understanding in pedagogy of the psychological structure of a leader’s pedagogical activity as the relationship, system and sequence of his actions aimed at achieving pedagogical goals through solving a long series of pedagogical tasks. The scope of functioning of pedagogical technology, for example, the education of employees, can be legitimately determined on the basis of conventionally identified stages of the leader’s pedagogical activity, i.e. depending on the stages of solving pedagogical problems, the presence of pedagogical interaction. There are three such stages.

1) The stage of preparation for the upcoming solution of pedagogical problems, which involves modeling the interaction of subjects and objects of the pedagogical process. At this stage, it is legitimate to talk about preparation techniques for conducting vocational training and educational activities.

2) The stage of direct solution of pedagogical problems. Here we are talking about the techniques of teaching, education, communication, etc.

3) The stage of analyzing the results of implementing pedagogical decisions. At this stage, we can highlight the technique of analyzing the results of solving pedagogical problems, personal interaction, etc.

The pedagogical technique of the leader is implemented in the process of his professional activity, reflects its features, but does not replace the content. It has a pronounced individual and personal character, manifests itself through the prism of the leader’s personality and is effective only when he creatively approaches the professional training and education of various categories of employees. At the same time, it is closely related and depends on the personal qualities of the leader himself, his thinking, knowledge and style of behavior.

1. Pedagogical technology ensures the implementation of goals and objectives related to the professional training of a particular specialist. Professional techniques in this case are aimed at achieving high results in the professional training of employees.

2. In the process of education, specific groups of pedagogical techniques are used, determined by the peculiarities of the functioning of the institution, organization, company. These include methods of psychological preparation, development of intellectual and physical qualities, etc.

3. The right to use appropriate techniques - orders, instructions, rewards and punishments - regulated by corporate rules and regulations.

4. It is the official responsibility of the manager to apply adequate educational influences to employees who do not fulfill their official duties. The manager is vested with senior authority in relation to all employees, and therefore is responsible not only for the quality of the organization of professional training and education, but also for everything that happens as a result of their implementation.

5. Instrumentation of methods of pedagogical interaction with employees, taking into account their perception by adults - subjects of pedagogical activity. The subject-subject nature of the manager’s relationship with subordinate employees requires him to skillfully master the techniques of pedagogical tact and demonstrate a respectful and trusting attitude towards them.

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;

Social - perceptual abilities;

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; 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 goal 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 and inorganic, associated with sluggishness of the articulatory apparatus and unclear pronunciation of consonants.

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.

Tongue twisters and exercises will help train your voice, the purpose of which is to practice the clarity and correctness of pronouncing sounds, and to activate the articulatory apparatus. A few words about teacher voice hygiene. As special studies show, the incidence of diseases of the vocal apparatus in people of “voice professions” is very high.

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.

Conclusion

Pedagogical technology includes goal setting, diagnostics and the educational process. In an effort aimed at achieving a goal, good results are achieved by the teacher who is fluent in various teaching techniques, uses humor, is benevolent and at the same time persistent in communicating with students, and displays resourcefulness and the ability to improvise. All these are methods of pedagogical technology that are used in educational technology.

Bibliography

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2. Kalyuzhny A. Fundamentals of organizing and conducting educational work in a unit, military unit // Orientir. - 2006. - No. 8.

3. Kolesnikova I. A. Communicative activity of a teacher. - Academy, 2007, 336 pp.

4. Okunev A. A. Speech interaction between teacher and student in the structure of New Education. - Scythia, 2006, 464 pp.

5. Sergeeva V.P. Technology of the class teacher’s activities in the educational system of the school. - Perspective, 2007, 120 pp.

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Pedagogical technique as a form of organizing teacher behavior. The concept of pedagogical technology.
Delving into the secrets of success of master teachers, we discover the refinement of pedagogical methods, skillful formulation and solution of a wide variety of practical problems. An important role here belongs to special skills: mobilizing students for intensive cognitive activity, asking questions, communicating with a group and an individual, making observations, organizing a team, controlling one’s mood, voice, facial expressions, and movement. “The student perceives your soul and things of thought not because he knows what is in your soul, but because he sees you, listens to you,” said A.S. Makarenko.
Pedagogical technique precisely promotes the harmonious unity of the internal content of the teacher’s activity and its external expression. The teacher's skill in the synthesis of spiritual culture and pedagogically appropriate external expressiveness.
Thus, technique is a set of techniques. Its means are speech and non-verbal means of communication.
Pedagogical science assigns a service role to pedagogical technology and does not reduce the essence of pedagogical skill to it. But you can’t rush to the other extreme. It is not neglect of technology, but mastery of it that turns it into a subtle tool for solving important pedagogical problems facing the teacher.

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 his body (facial expressions, pantomime); managing emotions, mood (relieving excess mental stress, creating creative well-being); social - perceptive abilities (attention, observation, imagination); speech technique (breathing, voice production, diction, speech rate).

The second group of components of pedagogical technology is associated with the ability to influence the individual and the team and reveals the technological side of the process of education and training: didactic, organizational, constructive, communication skills, technological methods of presenting demands, managing pedagogical communication, organizing collective creative work, etc.

Since the technology of the lesson and the educational process will be considered in subsequent topics, we will focus only on issues of pedagogical technology related to the organization of teacher behavior.

Typical mistakes of a young teacher.

Research conducted by a number of teachers indicates typical mistakes in the teaching technique of a novice teacher. The biggest loss for such a teacher comes from the inability to have a sincere conversation with the student and his parents, to restrain or, conversely, show anger, and suppress uncertainty. In essays about their first lessons, trainees write about how uneasy they were about their speech, how they showed excessive severity, were afraid of a friendly tone, spoke quickly, even felt a sense of fear, how they ran around the board and gesticulated excessively or stood petrified and did not know what to do. heavy hands. In the posture of many students, attention is drawn to the stoop, lowered head, and helpless movements of the hands, turning various objects. The main disadvantages in voice control are monotony, lifelessness of speech, and lack of expressive reading skills. There are many individual shortcomings in speech - unclear diction, inability to find the optimal volume option. All these mistakes prevent the teacher from effectively influencing students. Eliminating them in the process of teaching him at a university is one of the urgent tasks of preparing a teacher to lead the educational process.

Pedagogical focus and appearance of the teacher.

The appearance of the teacher should be aesthetically expressive. A careless attitude towards one’s personality and appearance is unacceptable, but excessive attention to it is also unpleasant.
And the hairstyle and costume and decorations in the teacher’s clothes should always be subordinated to the solution of the pedagogical task - an effective influence on the formation of the student’s personality. Having the right to decorate clothes and cosmetics, the teacher must observe a sense of proportion and understanding of the situation in everything.

The aesthetic expressiveness of the teacher is reflected in how friendly his facial expression is, in his composure, restraint in movements, in his cheekbones, justified gesture, in his posture and gait. Grimacing, fussiness, unnatural gestures, and lethargy are contraindicated for him. Even in the way you enter the children, how you look, how you greet them, how you push back a chair, how you walk around the classroom - in all these “little things” the power of your influence on the child lies. In all your movements, gestures, and gaze, children should feel restrained strength and great self-confidence. It is precisely this way - calm, friendly, confident - that you are most expressive as a person, it is precisely this that you are most powerful as an educator.

What are the specific requirements for the teacher’s appearance, posture, facial expressions, pantomime, and teacher’s clothing? How to manage them? Since all these elements are derived from the internal state of a person, their management should begin with comprehension of the technique of self-regulation of the teacher’s creative well-being.

Managing your emotional state.

The public nature of a novice teacher’s communication with the class, as a rule, causes “muscle clamps” in him, feelings of uncertainty, fear, and constraint. Activities under the watchful eye of teachers, children, parents, i.e. the action “in plain sight” is reflected in the harmony of the teacher’s thoughts, the state of his vocal apparatus, physical well-being (legs become stiff, arms like sticks) and mental state (it’s scary to be funny, to seem sluggish). All this requires knowledge and ability to carry out psychophysical adjustment for the upcoming lesson, to manage one’s emotional state during communication.

The ability to self-regulate can be tested using the following test. Answer with “yes” or “no” to the question regarding your well-being and mood:

Are you always calm and composed?
Is your mood usually positive?
During classes in the classroom and at home, you are always attentive and
concentrated?
Do you know how to manage your emotions?
You are always attentive and friendly when communicating with your comrades and
loved ones?
Do you easily assimilate the studied material?
Do you have any bad habits that you would like to get rid of?
Have you ever regretted that in some situation you did not behave
in the best way?
Count the number of “yes” or “no” and draw a conclusion. If all these answers are positive, then this indicates either calmness, absence of anxiety, ability to manage oneself, or high self-esteem; If you answer negative to all or some of the questions, then this indicates anxiety, uncertainty, dissatisfaction with oneself and self-criticism. Mixed answers (both “yes” and “no”) indicate the ability to see one’s shortcomings, and this is the first step of self-education. The next steps can be taken if you understand the methods of self-regulation and master its methodology. Among the most important methods of self-regulation are the following:

fostering goodwill and optimism; control of your behavior (regulation of muscle tension, secret movements, speech, breathing); relaxation in activities (occupational therapy, music therapy, bibliotherapy, humor, simulation game); self-hypnosis.

You should also comprehend the useful advice of V.A. Sukhomlinsky about cultivating mental balance, preventing the germination of gloominess, exaggeration of other people’s vices, turning to humor, being optimistic and friendly. The conditions for the development of these qualities are as follows: a deep awareness of the social role of one’s profession, the development of a sense of duty, pedagogical vigilance, emotional responsiveness, as well as the desire for introspection and adequate self-esteem. All these techniques will be ineffective.

The next group of methods is based on monitoring the body’s activities. The depth of emotional experiences can be changed by influencing their external manifestations, since elementary control over the somatic and vegetative manifestations of emotion leads to their self-correction. Where can you direct control? On the tone of facial and skeletal muscles, rate of speech, breathing, etc.

For a young teacher preparing for an upcoming lesson and feeling a state of uncertainty and fear of children, it is advisable to conduct a relaxation session, achieving physical and mental relaxation. Autogenic training (mental self-regulation), a kind of psychophysical gymnastics, should become part of the teacher’s “pedagogical closet” along with breathing and articulation exercises. Mental self-regulation includes relaxation (a state of relaxation) and self-hypnosis of formulas in order to form professionally necessary qualities. To do this, in the “coachman’s pose”, using special formulas, you need to induce feelings of heaviness and warmth in the limbs, muscle relaxation, and peace. Then, instilling in yourself the given state and imagining the corresponding attitudes, it is useful to pronounce the following formulas of this nature: “I am calm, I am confidently teaching the lesson. The guys are listening to me. I feel relaxed in class. I am well prepared for the lesson. The lesson is interesting. I know and see all the guys. I'll teach you a good lesson. Children are interested in me. I'm sure full of strength. I have good self-control. The mood is cheerful and good. It's interesting to learn. Students respect me, listen to me and fulfill my demands. I like working in class. I'am a teacher".
Preparing for a lesson, in general for communicating with children, requires a teacher, especially a young one, to have a psychological attunement to the lesson, which is facilitated by the search for an attractive core in the material and methodology of the lesson, anticipation of satisfaction from the upcoming communication with the class, and the search for an appropriate emotional state when studying a given topic.
However, you should not be disappointed by failures in the first lesson. This requires systematic work, training of the psychophysical apparatus, which will gradually become an obedient tool in pedagogical activity.

Pantomime.

Pantomime is the movement of the body, arms, legs. It helps highlight the main thing and paints an image. Let's look at the teacher explaining the lesson with inspiration. How organically fused are the movements of his head, neck, arms, and entire body!

The beautiful, expressive posture of the teacher expresses the inner dignity of the individual. A straight gait and composure indicate the teacher’s confidence in his abilities and knowledge. And at the same time, stooping, a lowered head, limp hands indicate a person’s inner weakness, his lack of self-confidence. The teacher needs to develop a manner of correctly standing in front of students during the lesson. All movements and poses should attract students with their grace and simplicity. The aesthetics of the pose does not tolerate bad habits: rocking back and forth, shifting from foot to foot, the habit of holding on to the back of a chair, fiddling with foreign objects in your hands, scratching your head, rubbing your nose, holding your ear.
The teacher’s gesture should be organic and restrained, without sharp, wide strokes or sharp words. Round gestures and sparing gestures are preferred.

There are descriptive and psychological gestures. Descriptive gestures depict and illustrate a train of thought. They are less necessary, but are common. Much more important are psychological gestures that express feelings. For example, when saying: “Be kind,” we raise our hand to chest level with our palm up, slightly moving it away from ourselves. It should be taken into account that gestures, like other movements of the body, most often prevent the course of the expressed thought and do not follow it.
Sports activities, special techniques to imagine yourself standing on tiptoes, standing against a wall, etc. help to develop correct posture; Self-control of the teacher is very important, the ability to look at oneself from the outside, through the eyes of children in a nervous way. In order for communication to be active, you should have an open posture, do not cross your arms, turn to face the class, reduce the distance, which creates the effect of trust. It is recommended to move forward and backward around the class, 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.

Facial expressions.

Facial expressions are the art of expressing one’s thoughts, feelings, moods, and states by moving the muscles of the face. Often, facial expressions and gazes have a more powerful impact on students than words. Gestures and facial expressions, increasing the emotional significance of information, contribute to better assimilation. Children “read the face” of the teacher, guessing the attitude and mood, so the teacher’s face should not only express, but also hide feelings. You should not bring a mask of household worries and troubles to class. It is necessary to show on the face and in gestures only what is relevant and contributes to the implementation of educational tasks. Of course, facial expression must correspond to the nature of speech and relationships. It, like the entire external appearance, should express confidence, approval, condemnation, dissatisfaction, joy, indignation in dozens of options.
A wide range of feelings is expressed by a smile, which testifies to the spiritual health and moral strength of a person. Expressive details of facial expressions - eyebrows, eyes. Raised eyebrows express surprise, knitted eyebrows indicate concentration, motionless eyebrows express calmness, indifference, while moving eyebrows express delight.
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, the ability to use an expressive gaze, strive to avoid excessive dynamism, facial muscles and eyes (“shifty eyes”), as well as lifeless static (“stone face”).

To develop orientation in understanding one’s own behavior and the behavior of students, it is useful to become familiar with the standards presented in the works of psychologists. Here, for example, is the standard of behavior in a state of joy: smile, eyes shining, gesticulates excessively, is verbose, desire to help others. The standard of behavior in a state of fear: the eyes are widened, the posture is frozen, the eyebrows are raised, the voice is trembling, the face is distorted, the gaze is darting, the movements are sharp, the body is trembling. The teacher's gaze should be directed towards the children, creating visual contact. We must avoid using technology that needs to be consciously developed. We must strive to be in the sight of all students.

§.3. 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 part of the teaching time. Therefore it is clear that
The process of students’ correct perception of educational material depends on the perfection of the teacher’s speech.
Children are especially sensitive to the speech data of the teacher. Incorrect pronunciation of any sounds makes them laugh, monotonous speech makes them bored, and unjustified intonation and loud pathos in an intimate conversation are perceived as false and causes distrust in the teacher. Some believe that both the voice and its timbre are only a natural gift of man. But modern experimental organology claims that voice quality can be radically improved. History also shows the striking consequences of human self-improvement in this direction. Everyone has probably heard of Demosthenes and how he overcame his physical limitations to become the preeminent political orator of Ancient Greece. In the same way, twenty-year-old Vladimir Mayakovsky prepared himself for public speaking, who, putting pebbles in his mouth, made speeches on the banks of the noisy Rioni River. But Demosthenes’ method is not the best for developing oratorical technique. She is an example for us in terms of how important a person’s desire, strong will and regularity of exercise are. Today, a system of exercises on speech technique has been developed, which, based mainly on the experience of theatrical pedagogy and representing a complex of skills in speech breathing, voice formation and diction, allows the teacher to convey to the student all the richness of the content of his word.

Breath.

Breathing (allows) performs a physiological function and ensures the vital functions of the body. But at the same time it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phone - sound). In everyday life, when our speech is predominantly dialogical, breathing does not cause difficulties. But in a lesson, especially when the teacher has to speak for a long time, explaining the material, giving a lecture, untrained breathing makes itself felt: the pulse may increase, the face may turn red, and shortness of breath may appear. Let us briefly outline the basic principles of breathing techniques. There are four types of breathing depending on which muscles take part in the respiratory process.
Upper breathing performed by the muscles that lower the shoulders and upper chest. This is weak, shallow breathing; only the tops of the lungs are actively working.
Chest breathing carried out by the intercostal muscles. The transverse volume of the chest changes. The diaphragm is inactive, so the energy is insufficient.
Diaphragmatic breathing is carried out due to a change in the longitudinal volume of the chest, due to contraction of the diaphragm (in this case, a contraction of the intercostal respiratory muscles is observed, but very insignificant).
Diaphragmatic-costal breathing is carried out due to changes in volume in the longitudinal and polar directions due to contraction of the diaphragm, intercostal respiratory muscles, as well as the abdominal muscles of the abdomen. This breathing is considered correct and is used as the basis for speech breathing. Let's consider the mechanism of diaphragmatic - costal breathing. The diaphragm contracts and moves downward, putting pressure on the internal organs located in the abdominal cavity. As a result of this, the upper part of the abdomen protrudes, the chest cavity expands vertically due to the lowering of the diaphragm. The lower part of the lungs fills with air. Expansion of the chest occurs during inhalation due to the active work of the intercostal muscles, expanding the chest and increasing the volume of the chest cavity in the horizontal direction. The lungs expand in their middle part and fill with air. Stretching the lower walls of the abdomen (oblique muscles) serves to create support for the diaphragm and partially move air from the middle and lower parts of the lungs to the upper, which helps fill the entire volume of the lungs with air. How is exhalation performed? The diaphragm, relaxing, rises, protruding into the chest cavity, the longitudinal volume of which decreases, and the ribs descend, reducing the lateral volume of the chest. The total volume of the chest decreases, the pressure in it increases and air escapes out. What is the difference between phonation breathing and normal breathing? Inhalation and exhalation of normal breathing is carried out through the nose, they are short and even in time. The sequence of normal physiological breathing is inhale-exhale pause.
Normal physiological breathing is not enough for speech. Speech and reading require a large amount of air, its economical use and timely renewal. In speech breathing, exhalation is longer than inhalation. The breathing sequence is also different. After a short inhale-pause to strengthen the abdominals, and then a long sound inhale-pause-exhale.
Speech sounds are formed when you exhale. Therefore, its organization is of great importance for staging speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For example: Lying on your back, take a deep breath through your nose. You will feel how air fills the lower lobes of the lungs, how the abdominal muscles move, and the lower ribs move apart. You should try to do the same while standing. In this case, it is necessary to ensure that the air remains in the lower part of the lungs and does not rise to the upper chest. The air needs to be sent downwards. The practical exercises presented in this manual, and mostly independent work, will be able to improve the breathing system of every teacher.

Among teachers there are people whose voice is given by nature, but these cases are rare. And a good voice, in the absence of special training, degrades, deteriorates, and wears out over the years. And yet we can say that every person is endowed with a voice that can become strong, flexible, and resonant. The vocal apparatus consists of three sections: generator, energy, and resonator. Sound generation occurs in the vocal cords, slits and closures in the oral cavity, which ensures the differentiation of sounds into tonal and noise. The resonator system—the pharynx, sollatka, and oral cavity—provides static and dynamic speech. The energy system, which includes the mechanism of external respiration, provides the speed of air flow and its quantity supplied to the phonation organs and necessary for the production of sound. The voice is formed as a result of the passage of exhaled air through the larynx, where, after closing and opening the vocal cords, the sound-voice appears. What are the characteristics of a teacher's voice? First of all, it is the power of sound. Strength depends on the activity of the organs of the speech apparatus. The greater the pressure of exhaled air through the glottis, the greater the strength of the sound. Important conditions for voice audibility are flight. With this term, experts define the ability to send your voice over a distance and adjust the volume. Flexibility, mobility of the voice, and the ability to easily change it, obeying the content and the listeners, are essential. The mobility of the gloss primarily concerns its changes in height. Pitch is the tonal level of the voice. The human gloss can freely vary in pitch within a range of about two octaves, although in ordinary speech we make do with three to five notes.

Range - volume of voice. Its boundaries are determined by the highest and lowest tone. A narrowing of the vocal range leads to monotony. The monotony of sound dulls perception and lulls you to sleep. A well-produced voice is characterized by a rich telebral coloring.

Timbre is the color of sound, brightness, as well as its softness, warmth, and individuality. The sound of a voice always contains a fundamental tone and a number of overtones, i.e. additional sounds, higher frequency than in the main tone, the more of these additional tones, the brighter, more colorful, richer the sound palette of the human voice. The original voice timbre can be changed using resonators. There are two main tops of resonators: upper (head) and lower (chest). The trachea and large bronchi are the thoracic resonator. The skull, nasal and oral cavities are the head resonator. Resonator sensations in the chest (and they can be detected if you put your hand to your chest) and especially in the area of the head resonator help organize the work of the vocal cords in such a way that the original timbre of the voice, born in the larynx, has those overtones that will cause resonance in head and chest resonators. All these voice properties are developed through special exercises. Voice training is a process of individual methodology and supervision by experienced specialists. Conscious training of the voice (changing the direction of sound to certain places of resonance) can affect the change in its timbre, remove unpleasant tones (nasality, shrillness), and reduce the overall tone. It has been experimentally proven that low voices (compared to high ones) are better perceived by children, they like them more, and they are very impressive. A system of exercises for training the speaking voice can be found in the works of Z.V. Savkova and V.P. Chikhachev about the lecturer’s voice, in a manual for theater universities. A few words about teacher voice hygiene. As special studies show, the incidence of diseases of the vocal apparatus in people of “vocal professions” is very high. For teachers it averages 40.2%. The causes of voice disorders are varied. There are four main ones: increased daily vocal load, poor use of the vocal apparatus, failure to comply with hygiene rules, and congenital weakness of the vocal organ. Overstrain of the vocal apparatus, causing voice disorders, is due to the fact that about 50% of the working time the teacher speaks, and during the lesson louder than usual. Increasing the intensity of the voice is associated with the need to cover the class noise, which averages 55-72 decibels, and the intensity of a healthy voice is in the range of 65-74 decibels. Overvoltage is also associated with inept use of the vocal apparatus. Often this can be stated literally from the first words of greeting, spoken after exhalation in the so-called residual air, when speech is constructed without sufficient respiratory support. If the exhalation is shortened, the teacher breathes more often, exhales through the mouth unhumidified and unpurified air, which dries and irritates the mucous membrane of the larynx and pharynx, which leads to chronic catarrh. To prevent the development of occupational diseases, it is important to practice vocal hygiene and comply with certain working conditions at school. After the end of the working day, the teacher should avoid long conversations for 2-3 hours. If necessary, speech should be quieter, phrases shorter (more concise). When drawing up a lesson schedule, it should be taken into account that fatigue of the vocal apparatus occurs when teaching for 3-4 hours of work and disappears after 1 hour of complete vocal rest (this applies to teachers with up to 10 years of experience). A teacher with extensive experience gets tired faster after 2-3 hours and rests longer - up to 2 hours.

It is necessary to pay attention to the health of the upper respiratory tract, nervous system, and diet. The vocal apparatus is very sensitive to spicy, irritating foods. Too cold, too hot, spicy foods, alcoholic drinks, smoking cause redness of the mucous membrane of the mouth and pharynx. To avoid dry throat, experts recommend gargling with a solution of soda and iodine. The following tips are useful: monotonous speech tires the muscles of the vocal apparatus, because with such speech, only one muscle group functions. The more expressive the speech, the healthier it is; inhaling chalk dust is harmful, so the chalkboard cloth should always be damp; You can’t walk quickly on cold days after voice work, because... With intense movements, breathing becomes more frequent, becomes deeper and more cold air enters the respiratory tract.

Diction.

For a teacher, clarity of pronunciation is a professional necessity that contributes to the correct perception by students of the teacher’s speech. Diction is clarity and clarity in the pronunciation of words, syllables and sounds. It depends on the coordinated and energetic work of the entire speech apparatus, which includes the lips, tongue, jaws, teeth, hard and soft palate, small tongue, larynx, back wall of the pharynx (pharynx), vocal cords. The tongue, lips, soft palate, small uvula and lower jaw take an active part in speech, so they can be trained. If speech deficiencies are of organic origin, then educational and training exercises will help, as well as medical intervention: surgery of the frenulum (webbing under the tongue), the use of a special device for straightening teeth, the use of a special device for straightening teeth, the use of special probes to give the correct position to the tongue during pronunciation certain sounds, etc.

Inorganic pronunciation deficiencies are a consequence of inattention to the child’s speech at home and at school. This is burr, lisp, lisp, lethargy or unclear speech caused by improper use of the speech apparatus. A common defect in diction is tongue twister, when words seem to run into each other. Slurred speech occurs due to the sound “through teeth” of eating the final consonant or sounds within a word. Some people have unclear pronunciation of whistling and hissing consonants due to a fixed upper lip and a flaccid lower lip.

Improving diction is associated, first of all, with practicing the articulation and movement of the speech organs. This is achieved through special articulation gymnastics, which includes, firstly, exercises for warming up the speech apparatus and, secondly, exercises for correctly practicing the articulation of each vowel and consonant sound.

Helpful tips for correcting some speech impediments can be found in college textbooks on expressive reading. Thus, lisping, which happens if a person presses his tongue very hard against the inside of the upper teeth or places it on his teeth, can be eliminated: one must learn to hide the tongue behind the teeth. The sound “s” is pronounced when the teeth are not clenched: the tongue lies below, barely touching the lower teeth. Exercises with a match in your teeth are useful. There are also simple exercises to eliminate lisps, burrs, dullness of voice, and nasal sounds. Naturally, incorrect skills that are already ingrained in speech will not be able to quickly disappear. It takes work, patience, and regular training.

Rhythmics

The overall speed and duration of the sound of individual words, syllables, as well as pauses, combined with the rhythmic organization and regularity of speech, make up its tempo-rhythm. This is a very important element of speech, because... “intonation and pauses in themselves, in addition to words, have the power of emotional impact on the listener” (K.S. Stanislavsky). The speed of speech depends on the individual qualities of the teacher, the content of his speech and the communication situation. The optimal speech rate for Russians is about 120 words per minute (English from 120 to 150).

But, as experimental data show, in grades V - VI it is better for a teacher to speak no more than 60, and in grades IX - 75 words per minute. The duration of the sound of individual words depends not only on their length, but also on their significance in a given context. “Empty words pour out like mountains from a sieve; rich words turn slowly, like a ball filled with mercury.” (K.S. Stanislavsky). The more important the word, the text, the slower the speech. The teacher presents the difficult part of the material in slow motion, then you can speak faster. Speech necessarily slows down when it is necessary to formulate this or that conclusion-definition, rule, principle, law. The degree of excitement of students should also be taken into account. The more excited the student, the slower and quieter the teacher should speak. To achieve expressive sound, you should skillfully use pauses, logical and psychological. Without logical pauses, speech is illiterate, without psychological pauses it is lifeless. Pauses, tempo and speech technique together make up intonation. Monotonous speech causes boredom, decreased attention and interest. Academician I.P. Pavlov called boredom “sleep with open eyes.” The teacher’s speech should attract with its naturalness, conversational melodic pattern and, unlike ordinary conversation, be more contrasting and expressive. To develop the intonation richness of speech, special exercises can help the teacher. After an objective assessment of your speech data, you need to start regular exercises: establish breathing, practice diction, tempo, and strengthen your vocal cords. The teacher's voice should be bright, rich, sonorous, clear, attract attention, call to thinking, to action, and not lull.

Pedagogical technique, along with focus, knowledge and abilities, is one of the components of pedagogical mastery. In the actual practice of work as a teacher, it is his mastery of pedagogical techniques that expresses his skill and level of development of abilities.

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WHAT IS PEDAGOGICAL TECHNOLOGY

The purpose of the school is to transfer to younger generations all the most valuable, stable knowledge and experience accumulated by previous generations, and to educate citizens capable of further development of society. Based on this interpretation of the purpose of the school, we can identify three most important areas of work for teachers. First – intellectual development of children – teaching them the basics of science and developing relevant abilities, skills and abilities. Second – social development of students – transfer of social and ethical knowledge to them and the formation of appropriate experience and activity. Third – emotional development of students – development of their emotional sphere, ability to manage and adequately express emotions, formation of emotional stability in them. These areas relate to various areas 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 awareness of the goals and methods of work. A creative, harmoniously developed personality can be formed only by combining training, education 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 one’s work, but also internal 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 teaching.

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.

Highlight two groups of componentspedagogical technology:

1. Ability to manage yourself:

control of your body (physical health, endurance, ability to control facial expressions and pantomime and use them to achieve the goals of training and education);
emotional state management (even positive emotional background of mood, the ability not to accumulate negative emotions, the ability to withstand 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 reasons and accept it);
speech technique (voice staging, breathing, control of speech tempo and timbre).

Ability to interact with individuals and teams in the process of solving pedagogical problems:

didactic skills;
organizational skills;
communication skills;
technique of presenting demands;
assessment techniques (encouragement and reprimand), etc.

It should be especially noted that pedagogical technique is not only the presence of a teacher’s worldview (as a component of “internal content”), but also the ability to express it and convey it to the consciousness of students. This is probably what V.A. Sukhomlinsky had in mind when he spoke about the need to purposefully form an attitude towards oneself in order to influence schoolchildren: “I, a teacher, 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 group of pupils as a single whole towards me” (Sukhomlinsky V.A. The wise power of the collective. Izbr.tr., vol. 3 - M., 1981).

Researchers D. Allen and K. Rhine developed a description of the skills of a teacher who has a high level of development of abilities and masters pedagogical techniques:

Varying the stimulation of the student (can be expressed, in particular, in the refusal of a monologue, monotonous manner of presenting educational material, in the free behavior of the teacher in the classroom, etc.).
Inducing the student’s attitude towards 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 of the lesson or its separate part.
The use of pauses or non-verbal means of communication (looks, facial expressions, gestures).
Skillful use of a system of positive and negative reinforcement.
Asking leading and testing questions.
Posing questions that lead the student to generalize the educational material.
Using divergent type tasks (with possible different solutions) to stimulate creative activity.
Determining the student’s concentration and degree of involvement in mental work by external signs of his behavior.
Use of illustrations and examples.
Masterful lecturing.
Using the technique of repetition.

ABILITY TO INFLUENCE INDIVIDUALS AND COLLECTIVES

1.1 ATTENTION AND OBSERVATION IN THE PEDAGOGICAL PROCESS

Attention is the direction and concentration of a person’s consciousness on certain objects while simultaneously distracting from others. In the work of a teacher, it is important to have a high level of development of all 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 an object;
volume – the number of objects that can be captured by attention at the same time;
switching - deliberate transfer of attention from one object to another;
distribution - the ability to hold several objects in the sphere of attention at the same time;
stability - the duration of concentration of attention on an object.

Observation is a human ability, manifested in the ability to notice significant, characteristic, including subtle properties of objects and phenomena. Observation presupposes curiosity, inquisitiveness and is acquired through life experience.

In a teacher’s activity, a special place is occupied by voluntary attention, that is, the ability to maintain attention on an object, making volitional efforts. Long-term use of voluntary attention leads to increased fatigue and decreased attention span. Therefore, the teacher needs to know techniques that facilitate the use of voluntary attention. These include:

emotional attunement – a positive attitude towards active work;
attitude towards the relevance of incoming information - if you perceive everything that happens in class as important and necessary in your work, then all information will be easier and faster to perceive;
perceiving everything that is happening in the class as the most important thing at the moment - if you distract yourself from thoughts that are not related to the lesson, it will be much easier to concentrate.

One of the important tasks of a teacher is the development of voluntary attention in children. The child’s attention becomes voluntary when the choice of content, the order of examination and the method of control are determined by him based on the objective requirements of the task. Until this moment, the adult performs functions (selects an object from the environment, helps to focus attention on it, avoid unnecessary actions, etc.), which the child will then perform independently.

It is very important for a teacher to develop skills in managing children’s attention. Monotony, routine, and stereotyped actions cause a decrease in attention. Control over untimely actions leads to its intensification 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 ABILITY TO LISTEN AND UNDERSTAND YOUR INTERLOCUTOR

A teacher’s ability to communicate with students is one of the keys to his success when organizing work with the 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, transmitting emotional states and other types of influence of people on each other. Knowledge and skillful use of the general communication scheme can provide significant assistance to the teacher in everyday work, when planning and regulating relationships with students.

Scheme 1

COMMUNICATION SCHEME

Explanations for the diagram:

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 between the communicator and the addressee occurs using means of communication: a) means of receiving information (hearing, vision and other analyzers); b) means of transmitting information (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 determining the subject area, the teacher can begin work on its correction.

Perception of a speech message is one of the highest mental functions of a person. This is an extremely complex process that is not directly observable. Humanity has long ago learned to encode various concepts, feelings, actions, etc. using sounds and symbols. Speech communication is the encoding (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 speaks. There are two levels in speech perception: a) analysis and synthesis of sounds, b) understanding of speech, i.e. analysis and synthesis of signal and 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 connotation 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 will remember the joy of acquiring knowledge, a fourth will remember tedious cramming, etc. Therefore, one of the first tasks of every conversation with students should be the task of clarifying the meaning that the interlocutors put into the basic concepts of the conversation. The result of understanding as a process can be 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 interlocutors have a wide vocabulary and speech literacy. It is important to have mastery of oral presentation, which allows you to correctly place accents in speech, highlight the necessary phrases and thereby achieve a quick understanding of not only the words, but the meaning of the speech.

Secondly , 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 to draw conclusions about students;

c) nomothetic sensitivity - the ability to apply to a person knowledge about the behavioral characteristics of representatives of the group to which he belongs;

d) idiographic sensitivity - the ability to recognize a specific person during prolonged interaction with him.

Third , development of creativity and creative imagination. Creativity develops a teacher’s ability to think outside the box about things, situations, communication and the ability to flexibly adapt depending on circumstances. A creative approach to life and communicating with people can be developed with the help of simple exercises:

Exercises for entering into the image of another person or thing are very helpful;
exercises on the ability to look at things outside the box, for example: find as many ways as possible of how you can use any thing (key, thimble, pen, etc.).

After practicing, you will notice not only how the number of options increases, but also that you have fewer difficulties communicating with children and people around you.

Fourthly, knowledge of the age characteristics of adolescents.

Fifthly, developing the ability to listen to an interlocutor. P. Micic identifies four conditions for proper listening:

do not allow any side thoughts;
When you listen, do not think about the question to ask or prepare counter-arguments. When you are busy preparing a question or evidence, you may miss what the student is saying;
concentrate on essence of the subject of discussion and throw out of mind what is unimportant;
focus only on the topic being discussed.

The general rule is: give the child the opportunity to speak, By opportunities without interrupting him.

In addition to the ability to listen, understanding is facilitated by the ability to remember a conversation and its results:

When starting a conversation, remind yourself What good memorization will increase the effectiveness of your communication with students;
put your will and effort into remembering, don’t passively wait for everything to stick in your head on its own;
listen, discuss, think at the exact moment when the event occurs;
remember the conversation later, at a convenient moment;
create “reference points” for recall during the conversation, linking them with other events;
Develop a note-taking system and write down everything you need to remember.

1.3 BASIC WAYS OF INTERACTION IN PEDAGOGICAL COMMUNICATION (INFACTION AND IMITATION)

Traditionally, in communication, including pedagogical communication, 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 actual semantic impact or in addition to it.

Historically, infection processes have been studied in connection with mass psychoses, religious ecstasies, mass manifestations of sports excitement, panic, etc. A widely known example is the emergence of panic in the United States in 1938 after reading H. Wells’s novel “War of the Worlds” on the radio. A mass of people (according to official data - 1,200,000 people) experienced a state of mass psychosis, believing in the invasion of Martians on Earth. An estimated 400,000 people subsequently testified to seeing Martians in person. Other examples of contagion include the behavior of fans at sporting events; behavior of people when boarding crowded transport, during rallies and demonstrations; work enthusiasm, etc.

When they say that a person is susceptible to the process of infection, they mean that he is unconsciously, involuntarily susceptible to certain mental (emotional) states. In this case, a person begins to act not as his mind tells him, but under the influence of the hormonal exchange occurring 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. Examples of work enthusiasm, excitement when student groups compete with each other, activity and interest in studying a subject, etc. are well known. Experienced teachers and lecturers are able to use infection for their own purposes - as a rallying factor, to increase the enthusiasm of the audience, to mobilize people to accomplish an important task . An impulse that can cause deliberate infection can be applause, mass recitation, chanting of slogans, deliberately caused rejoicing, personal example (for example, at clean-up days), the presence of a common significant goal.

Negative factors can be laughter that suddenly appears at a difficult moment in the lesson, noise that comes from out of nowhere, yawning, shouting during a discussion, increased physical activity during breaks, etc. Usually in school, a negative manifestation of infection is associated with the fatigue of the children and the teacher, the increased pace or complexity of the lesson, and the emotional significance of the issues being discussed. Teachers need to remember that once an infection has already occurred, it is very difficult, and most often impossible, to stop it.

"Imitation - following general examples, standards, one from the main phenomena of group integration of people." Imitation - one from mechanisms for a child to master various forms of behavior, actions, norms of relations in society, characteristics of national culture, and profession. When a child imitates someone or something, he adopts external traits (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 truly reflect the meaning of the situation.

The following types of imitation are distinguished:

logical and extra-logical;
internal and external;
imitation-fashion and imitation-custom;
imitation within one social class and imitation of one class by another.

In adolescence, imitation is aimed at the teenager’s external (less often internal) identification of himself with a specific person, group that is significant to him, or with a general stereotype of behavior. Knowing this feature, it is easier for a teacher to find ways to deal with individual role models. In order to eliminate an undesirable role model, it is not enough to simply “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 must be meaningful and emotionally attractive.

1.4 MAIN WAYS OF INFLUENCE IN PEDAGOGICAL COMMUNICATION (PERSUASION AND Suggestion)

Suggestion - purposeful, unreasoned influence of one person on another or on a group. Feature of suggestion is that a person does not evaluates those coming to him intelligence or facts, does not compare them with other information, but takes them “on faith.” Main The peculiarity of suggestion is that it influences on 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 in and out of class. Explanation of new material in traditional form, questioning and affixing grades, lecture, educational conversation, speech at a meeting - these are examples of using the method of suggestion.

When a teacher works with students, based on suggestion He must;

take care of your authority: do not make impossible promises or threats, try to ensure that words do not diverge from deeds;
think carefully about the conclusions you draw. He gives these conclusions to students in a ready-made form, and therefore they should not raise doubts and give rise to debate and discussion.

A skilled teacher knowsa variety of forms of suggestive influence: remarks (“Well done”), tone of voice (benevolent, encouraging or, conversely, condemning), facial expressions (expression of joy, satisfaction, grief, etc.), gaze, mood, skillful construction of speech, Forms of suggestion include direct influences expressed through orders, instructions, commands. They help schoolchildren develop actions that are performed automatically (“Close the textbooks!”, “Hands on your desks!”). The responsibility of the teacher in the case of giving a command is very high, since the students completely trust his opinion about the appropriateness of this action. Instructive teaching is a less common technique in school. It consists of pronouncing laconic phrases (“You can and want to study well”), which contain a description of the mode 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 firm and warm; 2) voice - rich in timbre, flexible in modulation, without shrill notes; 3) the ability to control the rhythm of speech - exciting, calming, not boring; 4) facial expressions - rich in shades and content, adequate to the situation; 5) gestures and movements - not constrained or deliberate, also corresponding to the environment 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 his goal; 7) The ability to combine all six listed characteristics into a single whole. aimed at achieving a 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 that during persuasion, selection and ordering of facts and conclusions take place in order to achieve a certain task. When using the persuasion method, you should strictly adhere to the topic of conversation. It is important to ensure that all evidence is relevant and correct and provides the basis for convincing conclusions. It is also important to observe the principle of 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 internal feeling of equality between him and his students when persuading, recognition of the students’ equal right in argumentation and objection.

A well-prepared lesson or conversation based on the method of persuasion consists of five stages:

1. Introduction. Its functions are to establish contact, attract attention and familiarize the audience (class, teaching staff, parents) with the topic of conversation.

2. Conveying basic information on the topic of conversation. Information is conveyed in a calm manner, without unnecessary emotions, accurately and easily understood by the audience.

3. Argumentation. Providing evidence, examples, facts that support the teacher’s point of view or prove the provisions put forward by the teacher in the lesson.

4. Counterargumentation. Refuting opposing arguments, other theoretical positions, objections, etc. This stage gives the teacher the opportunity to reveal the topic more fully and interestingly. Even if the class does not have opposing arguments, the teacher needs to prepare them in advance, present them and refute them himself.

5. Conclusion. The functions of the conclusion are summing up, generalizing, repeating conclusions and determining prospects (what will be done next, who is responsible for what, deadlines, what topic will be studied further, etc.). The last function is very important, since it allows students to realize that they are active participants, and not passive spectators of the processes taking place in the classroom.

The same methods are used at the stages of argumentation and counterargumentation. 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 manipulation of the interlocutor.

Logical methods of persuasionare most often used by teachers in the classroom when explaining material:

1. Method of deduction: movement of thought from the general to the specific.

2. Induction method; movement of thought from the particular to the general.

3. Problem presentation: activating the mental activity of students by posing problematic questions, solving which the class together with the teacher approaches theoretical generalizations, formulating 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 likely to be similar in other respects.

Rhetorical methods of persuasionor methods based on the use of oratory

techniques and expressive means of speech:

1. Fundamental method: direct comparison, use of numbers, hard facts.

2. Comparison method: the use of figurative comparison in order to add brightness and expressiveness to the entire argument.

3. Method of contradiction: identifying contradictions in the interlocutor’s arguments and building your own argumentation on this basis.

4. “Drawing conclusions” method: during the argumentation, the teacher makes intermediate conclusions and, on their basis, comes to the final conclusion.

5. The “yes...but” method: 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 brings his own, reflecting the other side.

6. Method of “parts”; the interlocutor’s speech is divided into parts, and the teacher analyzes and gives his arguments for each of them.

7. Ignoring method: 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 a strong case for it.

8. Questioning method: the teacher asks a series of clear and thought out questions in advance that will lead to the result he wants.

9. Visible support method: during the conversation, the teacher asks the opinion of those interlocutors who hold 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 suppressing another person or manipulating his opinions and behavior. Using these methods, we “step on the sore spot” of the interlocutor and force him to concede.

1. Exaggeration method; exaggeration of real importanceevents or consequences that a person’s action will entail.

2. The “anecdote” method: turning the interlocutor’s arguments into an anecdotal situation or fact.

4. Method of discrediting the interlocutor: instead of argumentation, the person humiliates or insults the interlocutor (for example: “What do you understand about this!”).

5. Isolation method: as a basis for objections and arguments, individual phrases of the interlocutor are used, taken out of the general context of the speech, connected in such a way that the original meaning changes to the opposite.

6. Change of direction method: instead of discussing the topic proposed by the interlocutor, the teacher begins to discuss his own topic.

7. Misleading method: in order to convince the interlocutor, he is given false information.

S. Delay 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 deadline, then this is a delay method).

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. Method of trap questions: answering a question with a question, interrupting the interlocutor, “trading.”

1.5. NONVERBAL COMMUNICATION IN THE TEACHER'S PEDAGOGICAL ACTIVITY

Nonverbal communication is communication without speech. It plays an important role in human life. From 60 to 80% of information in ordinary, everyday communication, a person transmits and receives non-verbally. Nonverbal communication includes: facial expression, bodily movements (postures, gestures), movements in space, gaze, tactile sensations.

A teacher whose main activity is communication must competently use knowledge about nonverbal 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. We will examine in more detail such features of the teacher’s interaction with the class, individual students and parents that are rarely mentioned in the literature.

Facial expression (facial expressions).Charles Darwin was one of the first to study human facial expression. 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 occurring at this moment in the human body (that is, which muscles tense and relax when expressing certain emotions, what metabolic processes are associated with this, etc.). Only in the last few decades has the study of emotions taken a different path - emotions have begun to be seen as the key to revealing the motivational sphere of a person. In this regard, interest in research has increased sharply. The process of reading emotions (what a given facial expression means) is studied in detail; dependence of emotions and the strength of their expression on country, nationality, social status, etc. d.; the process of a child's assimilation of emotions.

Bodily movements (postures, gestures).There is a special science of kinetics - the science of human bodily expressions. Kinesiologists can reconstruct all of a person’s movements from the sound of their voice. However, it has been proven that most people cannot understand nonverbal language without relating it to 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 (redness, whitening, trembling, perspiration, etc.), manner of moving, dressing, combing his hair, etc. This language often turns out to be more truthful and can tell us more about a person than speech. Nonverbal language is much less amenable to conscious control, and vegetative changes are not controlled by most people at all.

Tactile interaction.Does a person allow tactile interaction in communication, how does it affect the interlocutors, their behavior and interaction, the course of communication - these are the questions that are posed when analyzing tactile interaction. Usually touching is allowed in communication between close relatives or friends. Therefore, 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 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 gaze in communication are distinguished:

information search. Search for feedback in communication, information about the effect of the message. Typically, glances are exchanged after each remark in communication and at key points in the conversation;

notification that the communication channel is free, 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, repeated glances;

maintaining a stable level of psychological intimacy.

A means of non-verbal communication is also time. For example, punctuality, which is so common in communication among Europeans and Americans, causes irritation among Arabs. Lack of punctuality is perceived not only as a characteristic of a person, but also as disrespect, lack of interest in a conversation, a way to emphasize one’s importance and dependence, that is, as a way to convey 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 is). Time affects the type of connection between people - the intensity of communication, the size of an individual territory, body language. Vre The amount of time allotted for a conversation can make it easier or more difficult. When planning a conversation, it is important to remember that we transmit and receive all the basic information about the relationship between people in the first twenty minutes of the conversation.

Movements in space.How we move in relation to each other during a conversation, what distance we are at, how we react to changes in distance can also tell a lot to an attentive interlocutor. When analyzing movements in space, it is important to remember cultural differences - what is taken for granted by a European or American will be interpreted completely differently by a representative of the East. A person’s ability to communicate at different distances, including very close ones, and remain calm at the same time is an indicator of his self-confidence, emancipation, understanding of himself and others. Many psychological techniques for increasing self-confidence and understanding are based specifically on techniques 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 one lives what catcher (the higher the density, the smaller the zone). All data given below is calculated for residents of large cities in Western countries. A person’s personal spatial territory 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 this zone that a person guards most strongly. Only those with whom the person has established close emotional contact (children, parents, spouses, close friends and relatives) are allowed to enter this zone. If the interlocutor’s intrusion into intimate areas 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) swings his legs, shifts, fidgets in place. In the second stage, he closes his eyes, sighs, hunches his shoulders, and droops his chin. At the third stage, leaving occurs. During a violent invasion of an intimate area, a person feels helpless, defenseless and weak. The consequence of this, as a defense mechanism, is increased aggressiveness.

b) personal zone (from 50 to 120 centimeters). This distance usually separates people in friendly communication, at parties, and when spending free time;

V) social zone (from 120 to 360 centimeters). On This 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 those most provokes the teacher's remark. 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 make such a conclusion, the teacher must exclude all other reasons, and first of all, violation of the student’s intimate zone. This is especially true in cases where the student is shorter than the teacher, because the teacher may unknowingly violate the student’s intimate zone, while his own zone will not be violated.

Example 2. The teacher, having an individual conversation with the student, takes him by the shoulder. Such a gesture, dictated by the best intentions, can cause an aggressive reaction from 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 unpleasant for the student.

1.6 PEDAGOGICAL TECHNIQUES TO PLACE PEOPLE IN YOUR COMMUNICATION

Understanding another is already a step towards ensuring that students are disposed towards the teacher. Constant adherence to a number of simple rules: be polite always and with everyone, regulate emotions and be able to express them adequately, do not judge or evaluate where it is not appropriaterequired, and if assessed, then impartially and on merit - the key to mutually respectful communication. The teacher's facial expression, manner of dressing, and behavior are all self-disposing factors. Gloomy, unsmiling faces are repulsive and cause wariness. Gestures of impatience, wariness, and self-doubt also do not contribute to goodwill. A calm, friendly facial expression, gestures that can be both calm and slightly theatrical, emotional, but not fussy - this is a portrait of a pleasant person.

If a teacher feels that he does not correspond to this portrait, it is better for him not to refer to being busy or nervous about the situation at school, but to look at himself in the mirror more often and start training his facial expression and demeanor.

There are entire guides on how to behave and what and how to say in order to gain favor and authority. The most popular books at the moment remain the books of D. Carnegie, who spent years of research and observation to write rules that were simple at first glance. And yet, the main way to win over students is not in external compliance with the rules of behavior, but in the internal position of the teacher. It is the teacher’s internal position 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 students’ knowledge” or the right to happy teaching.

Eric Berne identified four main positions that people occupy in communication. They are based on how a person relates to 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 has maintained this position lives with a feeling of inferiority, a negative attitude towards himself, his merits, personality, and skills. He relies on the mercy of others and has a great need for recognition and praise. If such a position is retained by the teacher, then he is not able to evaluate for himself what he does well and what is unsuccessful, and 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 am bad, you are bad.” A small child acquires knowledge and skills and at the same time notices that adults also do not know how to do many things. An adult with such a position does not believe in others’ interest in themselves; they become withdrawn, distrustful, and autistic.

Third position: “I am good, you are bad.” A small child, deprived of sufficient attention from adults, begins to praise himself. He doesn't give up and starts to dislike everyone who treats him badly. If such people are the majority, then everyone around turns out to be “bad”. Having grown up, he is deprived of the opportunity to “look inside himself”, because he knows in advance that those around him are to blame for everything. Such teachers are devoid of self-criticism, but 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 their students and are in a position of defense or attack.

E. Berne's followers called representatives of all three types “frogs.” Their typical phrases are; “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 prevented by someone or something from living and being happy. They never live in the present, food for their mind and feelings is provided either by memories or dreams, they often complain and live in hope of a happy future, and their hopes have no real basis under their feet. They feel sorry for themselves and strive to remake the world. At school, their task is to make people out of students, for which they need to be radically remade. Not valuing yourself and others, not seeing the real thing - this is the lifestyle of “frogs”.

Fourth position: “I am good, you are good.” It is qualitatively different from the first three and, above all, in that it is formed through conscious decisions and exercises. It reflects the potential capabilities of a person; it is the result of reflection, faith and desire to act. The concept that characterizes a person in this position is autonomy, which is understood as the ability of the individual as a moral subject to self-determination on the basis of his own legislation. What are the main characteristics of an “autonomous” person?

Isolating yourself from the world of people around you. Understanding the integrity of one’s personality, the social community to which a person belongs, what type of personality one would like to correspond to, the lifestyle one would like to lead.
The desire to realize the opportunity in practical actions,
have deep knowledge and skills in at least one area. General orientation towards success. Taking responsibility for your own actions.
Gaining experience. With the accumulation of experience, the ability to correlate one’s actions with the requirements of society arises.
The ability to predict your personal and professional growth.
Initiative and resourcefulness in pursuing opportunities. Own activity.
Level of realism in decision making. Level of compromise co which person is capable of going. Awareness of the need for compromise.

Such people, as opposed to “frogs,” were called “princes” and “princesses.” They are not all geniuses and may not be able to do any 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 admit to others if they don’t know something. They may make mistakes and fail, but they do not lose self-esteem and self-confidence.

They do the same in relation to 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 express their feelings and trust them; find your strengths and rely on them in personal growth; implement yourrights 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 look forward to the future; do what your heart desires and discipline yourself in doing unpleasant things. The more persistent and consistent the teacher is in his becoming a "prince", the easier it will be for him and his students.

To summarize, we can refer to the words of the famous American psychologist E. Berne, who said that a sense of independence is achieved by releasing or awakening the three abilities of inclusion in the present, spontaneity, and intimacy.

1.7 ELEMENTS OF DIRECTOR'S SKILL IN PEDAGOGICAL ACTIVITY

The art of directing lies increative organization of all elements of action (performance,lesson) in order to create a single, harmoniously integral work.Teacher's directing skills manifests itself in the ability to find the best form for expressing the content of training and education. This is possible if or achieves in his mind 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 the emotional attitude to what is happening.

So first a condition for directing a lesson and creating a complete work is that the teacher hascreative idea.The creative concept of the lesson is developed based on:

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 of individual parts of the lesson);

d) spatial solution (arrangement of students depending on the goals of the lesson and its parts, possibilities and need to move around the classroom);

d) using the necessary visual and audio design. Modern teaching technologies are based on the fact that the teacher is not afraid to move students around space class in accordance with the goals and form of the lesson. In the same way, the spatial solution of educational activities should be thought through. Simple rules can help the teacher; a) the closer the circle of children, the closer and more informal 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, what he wants to achieve in working with a class or an individual student. The goal becomes the connecting idea of the plan. It is this, together with the teacher’s desire to express himself in his work, the need for creativity, as well as the absolute conviction in the reality and achievability of goals, that 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 justification 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 life’s truth. The basis of form is always in content. To answer the question “how to achieve lesson integrity?”, you first need to answer the questions: “what do I want to achieve?” and “why am I taking this or that action?” 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 clear answer to these questions will the answer to the question “how?” be easily found. Only an organically born form, and not a contrived one, turns out to be the author’s and the most effective for a given teacher in a given class. Therefore, true teachers - masters of their craft - do not simply 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 TECHNIQUES OF CONDUCTING AN INDIVIDUAL CONVERSATION

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 a rough plan for the conversation, determines its expected 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.). It is better to present intended results in the form of actions or processes, rather than in the form of specific words. For example, the result could be the student’s awareness of something, a decision he makes during a conversation, etc.

2. Main stage

This stage of direct conversation, which includes three parts:

introduction:
main part;
conclusion.

The purpose of the introduction is 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 summarize, draw conclusions (or summarize the conclusions and results achieved during the conversation), determineprospects. Defining perspectives is a very important task that should not be overlooked. Prospects may include deadlines for completion or control, next meetings, actions of the teacher and student. It is necessary to determine as accurately as possible all the deadlines that were scheduled. This will make it easier to control their implementation and discipline the student.

3. Conversation analysis

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 need and nature of preparations for the conversation;

Implementation of the tasks of the introductory stage of the conversation;

The teacher’s behavior during the conversation (style of behavior, changes in style depending on changes 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.

B. Student activation, style and tone of conversation.

D. Teacher’s speech culture.

Particular attention should be paid to the sequence of questions in the conversation. When determining the sequence, the so-called “funnel principle” is used.

Before the conversation, the teacher thinks through an approximate sequence of questions and the main topics of the conversation. Both depend on the goal. There are 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 to determine his level of 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, alternating between intense periods and pauses for rest and switching;

G) most often the conversation is structured according to the “funnel principle”, in which there is a transition from questions that are simpler and easier to answer to more complex ones, from more general to more specific and specific;

d) 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 always ends with a repetition of the mainthe results achieved in it and the points of contact. The conversation never ends on notes of conflict.

There are also special types of questions - direct, indirect and positive. In addition to direct questions, that is, those that openly affect the topic of conversation, there are indirect and projective questions. Indirect questions are those whose answers reveal not the subject of the conversation, but only its connections and relationships with other objects and phenomena. Indirect questions are usually used in conversations on sensitive or carefully hidden topics. Projective questions do not relate to the topic of conversation at all; conclusions based on answers to such questions are drawn by analogy. Projective ones include, for example, unfinished sentences (it is assumed that hidden or unconscious information will emerge in the answers), composing fairy tales, unfinished stories, stories based on pictures.

1.9 TECHNIQUES FOR ORGANIZING DISCUSSION AND DIALOGUE DURING TRAINING AND EDUCATION

Discussion - equal discussion by teachers and students of matters planned in school and class, and problems of a wide variety of 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, more satisfying answer to the question at hand. The result can be a general agreement, a better understanding, a new look at the problem, a joint solution.

Table 1

COMPARATIVE CHARACTERISTICS OF USUAL TEACHER CONVERSATIONS WITH STUDENTS AND DISCUSSIONS

No.	Characteristics	Normal conversation	Discussion
	Who talks more	Teacher two thirds of the time	Students half the time or more
	Typical behavior	Question answer 1. The teacher asks The student answers Teacher evaluates	No questions and answers Mixed response with questions and answers from teachers and students
	Exchange of phrases	Repeated, short quick phrases	Slower, longer sentences
	Questions	It's not the question that's important, but the students' knowledge of the answer.	The meaning of the question is important
	Answer	Rated as correct or incorrect. The only correct answer for all students	Rated as “agree - disagree”. Various answers are correct
	Assessment	"Right wrong". Only by teacher	“agree/disagree.” Both students and teachers.

Discussion is a relatively new form of interaction in school groups. When we talk about its relative novelty, we do not mean one-time discussion events that are held at one time or another in every school. Discussion here is considered as a constant 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 director, without discussion.

This system of relationships requires more time at the discussion stage, 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 that is perceived by students as their own will be implemented by them much faster, more consciously and effectively.

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 is said and what is said must be true;

V) discussants should enter into a discussion with a desire to hear and understand other arguments, to support other points of view, and not just express their own;

G) knowledge and understanding of the subject of conversation by teachers and students should develop during the discussion;

d) the arguments put forward must be reasonable and evidence-based;

e) participants in the discussion must approach it intelligently, using in her during reflection and thoughtfully adjusting the decision if necessary;

and) decisions are made taking into account the development prospects of the group;

h) all participants bear equal responsibility for the chosen solution;

conditions of openness:

A) the subject of discussion should be open for discussion:

b) the thinking and perceptions of participants must 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 the exclusion of someone;

d) time for discussion is not limited;

e) the result of the discussion is open, it is impossible to assume conclusions in advance 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 of them, or there may not be at all;

and) the goals and course of the discussion are open, only the topic is announced;

h) participants in the discussion are free to change their opinions and find common points of view.

terms of communication:

A) teachers and students must talk to each other;

b) they must listen to each other;

V) they must answer each other;

G) all participants must gain a clear understanding of each other's positions and reasons;

d) peacefulness - adherence to rules such as “only one person speaks at a time”, “do not interrupt each other”, “do not scold arguments you don’t like or your interlocutor without evidence”, etc.;

e) friendliness - people should not be afraid to express their opinions honestly and openly;

and) equality - each participant has equal morality 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 they expressed and the position occupied by the speaker;

And) skepticism towards authorities, only the essence of the statement is respected, and not the authority that is referred to;

To) reasons and evidence must be clearly stated, with those In order for others to quickly understand them, arguments must accurately reflect the point of view and not give rise to ambiguous interpretations;

l) the proof should be laconic, without unnecessary repetitions and examples;

m) Participants in the discussion are free to seek clarification from any other participant. Discussion is an action with many addressees.

To organize a discussion, you need to be patient. It happens that if the discussion does not work out the first time, teachers react emotionally to the failure and stop trying. 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 them to have a lot of variety and activity in the discussion. You need to stock up on a series of questions and follow the rules.

If a teacher wants to change the relationship with the class and achieve better understanding, the only recommendation is to try to conduct discussions and do not stop when they fail. It is through discussion that teachers and students gain understanding of how they think and act and gain mutual liking.

1.10 FEATURES OF INTERACTION WITH STUDENTS WITH DIFFERENT TYPES OF CHARACTER

Experienced and attentive teachers know very well that students are not alike in their communication. Methods that have a good effect on one may cause protest and misunderstanding in another. In psychology and pedagogy, several typologies have been developed in order to study and convey 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 their detailed and well-founded diagnostic tools and tools. There are other typologies, perhaps not so mathematically substantiated. Their advantage is that their It is based on the characteristics of a person as a subject of communication, the study of which does not require special techniques. One of these typologies was developed by A.A. Alekseev and L.A. Gromova. The authors identify five types of people according to their thinking style, that is, the system of strategies, techniques and skills to which a person is predisposed due to individual characteristics.

The types they identify are called: synthesizer, idealist, pragmatist, analyst, realist.

SYNTHESIZER Outwardly looks defiant, skeptical, ironic and amused; may appear inattentive (thinking about something) when With If you don’t agree with someone or something, you become wary. The tone is sardonic, skeptical, probing, notes of disagreement, argument and challenge may sound. In conversation, he expresses and offers others alternative, oppositional opinions and theories, invites reflection, notices and points outto contradictions: when stressed, makes jokes; do not like simplistic, boring, “secular”, superficial conversations; enjoys philosophical, theoretical, intellectual discussions.

Social stereotype; “troublemaker”, “troublemaker”, “demagogue”, “inveterate debater”. Advantages: in practice, it concentrates on fundamental principles and provisions, prevents conciliatory positions and unreasonable concessions, acts better than others in tense situations and disputes, provides the class with discussion and creativity. Disadvantages: may show indifference toachieving agreement, excessively 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 unnecessary, irresponsible.

Basic strategies in thinking and communication: open confrontation, overwhelming questions and answers, “outside observer” position, likes to look for and clarify contradictions, “what if” fantasies, negative analysis. |

How to influence him: avoid bureaucracy, learn to direct his energy to doing real things, don’t get angry with him and don’t criticize him, better find a group of guys who will listen to his ideas and implement them, have fun and enjoy communicating with him - barbs and jokes only strengthen 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, supports dialogue well, and does not put the interlocutor in an uncomfortable position. The tone is questioning, encouraging, conducive to conversation; the voice may contain doubt or a desire to clarify something, disappointment, resentment or indignation. In a conversation, he is inclined to express and offer to others reasoning about feelings, about the welfare of people, about human goals, values; does not like conversations based on bare facts; he values facts and theories equally. Avoids open conflicts unless they involve caring for people; when tense, looks offended; prefers indirect questions and aids to achieve agreement; welcomes a wide range of opinions; strives for ideal solutions.

Social stereotype: “well-mannered”, “nice person”, “compassionate”. Strengths: focused on process, on relationships, draws the attention of others to human values, motives, aspirations, skilled in clearly formulating goals, betterothers navigate 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: can ignore unpleasant data and avoid participating in “difficult”, unpleasant communication, delays the decision when there is a large choice of options, can 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 “long-term view”, well defines the goals that the class must achieve and the criteria for assessing the work and effectiveness of communication, looks for means to achieve agreement, a 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 him to making the decision you need carefully and gradually, maintain communication with him constantly, be interestedhim and his affairs, do not let him delay for a long time with a decision, it is better to directly ask what is wrong with him, do not conflict with him.

PRAGMATIC Outwardly he looks open, sociable, often jokes a lot, easily establishes contact with others, and quickly agrees. An enthusiastic, enthusiastic, agreeing tone may seem insincere and 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 and lively exchange of opinions; looks for the shortest path to getting results, solving a problem, is 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 situations that develop under the influence of circumstancescases, enlivens classroom life with experimentation and innovation.Disadvantages: may show indifference to long-term goals and affairs of the class and school, is too hasty in seeking a return on his efforts, seeks benefits everywhere, compromises too easily.

Basic strategies in thinking and communication: prefers an eclectic approach, chooses from a large task the part in which it is easiest to achieve success, experimenter, strives for quick results, 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 interfere with his liking, remember that he is his dissatisfaction tends to disguise it as a joke, do not hesitate to praise what you offer him, look for compromises and options for combining the strength of such a student with the teachers of other students in the class.

ANALYST Outwardly he looks cold, withdrawn, difficult to establish contact and understand his characteristics, it is unclear whether he hears you or not; emotionally unresponsive. The tone is dry, disciplined, may seem firm, stubborn, adhering to pre-prepared positions or tone. In conversation, tends to express and offer others general rules, specific, confirmed data, detailed, complete descriptions, 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; in a tense state, withdraws into himself, avoids people; looks for the best way to solve a problem, has an interest in scientific facts and justifications,

Social stereotype: “idol”, “robot”, “boring”, “nitpicker”. Strengths: Focuses on the plan and method of solving a problem, draws others' attention to specific data and details, is adept at planning and modeling classroom activities, provides stability and structure. Disadvantages: shows indifference to human values and the inner world of people, plans and analyzes in too much detail, gets bogged down in details, strives too hard for predictability, inflexible, over-cautious, has polarized, “black and white” thinking.

Basic strategies in thinking and communication: conservative, attentive to details, analytical, good planner.

How to influence him: learn to talk to the “wall”, since 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 what you say, push him to discover the errors in his behavior and reasoning.

REALIST Outwardly appears direct, truthful, convincing, quickly expresses agreement or disagreement through non-verbal means. The tone is direct, frank, confident, positive, but may seem dogmatic or arrogant, not allowing for objections. In conversation, he is inclined to express and offer to others opinions, facts, short sarcastic anecdotes, barbs, clear, concise formulations; does not like conversations that seem too theoretical, sentimental, subjective, useless, verbose; when tense, looks excited; enjoys short, direct and frank conversations about current, urgent matters; relies on facts and opinions of competent people, strives to solve current, urgent matters rather than promising ones, and is interested exclusively in specific results.

Social stereotype: “hard-headed”, “grip”, “leader”. Advantages; focused on facts and results, draws the attention of other students to the real state of affairs and reserves for solving problems, skillful in simplifying situations, cutting back on funds, acts best in well-defined situations with a clear goal, provides an energy charge, impulse, impulse. Disadvantages: Ignores differences of opinion, oversimplifies, puts pressure on others to reach agreement and respond immediately, becomes captive to facts, results-oriented only.

Basic strategies in thinking and communication: seeks answers to questions: what? Where? How? When? why?, simplifies, focuses on the opinion of experts, strives for practical results.

How to influence him: in conversations with him, do not beat around the bush, have short and specific conversations, learn to express the essence of your grandfather, and not numerous details, learn to show polite firmness, but do not anger him, in an angry state he is uncontrollable, do not mind if he appropriated someone else’s idea - this is how he implements it better, give him the opportunity to study the situation as a whole andcontrol her.

By knowing the characteristics of students and identifying the types to which they belong, the teacher will be able to better manage the class. In the distribution of functions when performing tasks; it is clear that at the stage of expressing ideas it would be better to involve a synthesizer, for specific planning - an analyst, in a dispute - an idealist, etc. It will be possible to plan working groups more effectively: it will be difficult for idealists and pragmatists to understand the analyst, so they will work poorly in the same group , synthesizers and realists can enter into confrontation with an idealist, but idealists and pragmatists can understand each other well, etc.

1.11 PEDAGOGICAL TECHNIQUES FOR STIMULATING PERSONAL INVOLVEMENT OF STUDENTS IN THE PEDAGOGICAL PROCESS

The pedagogical and psychological literature offers many techniques and even entire technologies (for example, collective creative activity) aimed at developing the responsibility and activity of students, and their inclusion in the affairs of the school and class. School and everything connected with it largely determine the direction in which a person’s development will go - active, positive, or, conversely, it will turn out to be a chain of breakdowns and failures. The experience of activity, independence, and responsibility received (and not received) at school will determine the life position and strategy of young people. Cultivating responsibility, that is, the ability to make decisions and bear responsibility 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, gradually transferring equality to them. 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 school. At the age of seven, children are able to water flowers without asking adults, follow the duty schedule, bring everything they need for school, 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 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 a very early school age, a child must learn that a class is a single working group that must 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. The considerations expressed by students, as a rule, already have a positive orientation. The teacher’s task is to collect together all the positive solutions expressed and direct the efforts of the class to choose the most acceptable one. The teacher should avoid authoritarianism. Every child should see that his opinion is heard and that he is taken into account.

The feeling of satisfaction caused by this will help students more actively take on the solution. The younger the children, the more openly they discuss problems 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 become convinced 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 planning school policy, 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. Students' responsibility for their studies and achievements in it is probably the dream of all teachers. In fact, many control even eleventh-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 achieve success. M. Rutter advises using for these purposes not only the personal qualities of the teacher, but also all kinds of pedagogical tricks. In order for a child to develop faith in his own abilities, the teacher will have to introduce a different system for evaluating results (with special badges, stars, 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 tasks.

3. The curriculum for such students should be broken down into a series of very small steps. Such step-by-step training simplifies the learning process itself and allows the child to follow behind 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 they can evaluate achievements and identify areas of difficulty.

6. A reward system for success and completion of the task should be established. These do not have to be standard grades, which may remain low for a long time. For example, you can develop a system of conditional ratings (stars, 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 their life easier in every possible way. There are many examples of such fear.

Once, during a practical lesson, students had a discussion about whether, when organizing a trip to the theater with the whole class, it is necessary to give eleventh grade children tickets in advance? The main argument: “What if they lose their tickets, and the teacher will worry or the teacher will be held accountable for this?” It took a lot of effort to get them to really look at these sixteen-seventeen-year-old children, some of whom already earn money themselves and have many years of experience in handling it and being responsible for it at home.

Teachers are responsible and conscientious. That is why they take responsibility not only for the growing up of their children, but also 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 in students, their thoughts and actions, on assumptions that degrade the child’s dignity. The transfer of responsibility is based on trust and respect. Both children and adults, including teachers, tend to make mistakes. Let the child gain experience of mistakes and overcoming them in childhood, when he does not bear the burden of responsibility for the people around him.

In recent years, the approach to school as a community of students has become increasingly widespread both abroad and in Russia. 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 school and long-term permanent work. “School as a community” is the work of students and teachers with an awareness of their involvement and significance in the common cause, a common understanding of the goals and values of education, a sense of their authority in solving school problems, cooperation and interaction between students and teachers, work based on dialogue, active participation everyone in freely agreed upon learning activities leading to the results that are chosen.

The teacher transferring responsibility constantly, especially at first, has to control his fears and come out from- under their authority. This is difficult work, 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 SOLVE AND PREVENT CONFLICT SITUATIONS

One One of the difficult moments in which the teacher’s ability to understand the student and ensure that he understands himself is demonstrated is a conflict situation. Conflicts of varying levels of complexity and duration are a common occurrence in school. Whatever their reasons, no matter who were 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 competition) of interaction in a team. It is on these three types of interaction that all relationships within a class and between different classes are built. Of course, both the teacher and the students are calmer when cooperative relationships prevail between them. But this is not always the case. Moreover, it is conflicts that make it possible to better understand what is happening and take relationships to a new level.

The first step a teacher must take in order to understand a 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. Despite all the differences in the specific circumstances of individual conflict situations, it is possible to create a general scheme of causes for them:

CONFLICT OF INTERACTION VALUES. Any type of interaction is endowed by its participants with the meaning that they see in it for themselves or would like to see. The substantive side of meaning or significance can be called values, in this case interaction values. If we are talking about work, value will be what a person sees for himself as the main meaning of his work - whether it is a source of livelihood for him, an opportunity for self-realization, etc.

The values of the relationship will be what the spouses see as the meaning of the existence of relationships between people. The value side of people’s interaction, in essence, poses the question “why” or “for what.” Regardless of whether the participants in the interaction themselves 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 interaction.

CONFLICT OF INTERESTS OF INTERACTION PARTICIPANTS. Each person enters into a situation of interaction with his own interests. People consider some of them as goals for themselves, 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. A person’s other interests can hardly be called goals, and often he does not think about them until something begins to contradict them.

CONFLICT OF MEANS (WAYS, WAYS) OF REALIZING GOALS. The presence of certain goals presupposes the presence or search for appropriate means, methods, and ways to achieve them. Regardless of whether we are talking about the general goals of interaction or the individual goals that people pursue, in any case it is necessary to choose certain ways to achieve them. The question of methods concerns the procedural side of interaction, its organization - “how it is done.”

CONFLICT OF POTENTIALS OF PARTICIPANTS IN INTERACTION. Successful solution of interaction problems presupposes that its participants have a level of competence, a sum of knowledge, a set of skills (even the simplest ones), physical capabilities necessary for its implementation, that is, their potential meets the set of requirements imposed by interaction. In order to enter into any social contacts or interaction situations, it is necessary to have at least a basic understanding of these situations and possess the appropriate behavioral skills.

CONFLICT OF INTERACTION RULES - the expected contribution of each participant to the overall interaction, their role responsibilities, the degree of possible participation of each in making common decisions, rules of conduct in relation to 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 that one of the students in the class is emotionally unbalanced and loses control of himself when he is reprimanded;
interpersonal conflict. Its reason is 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 conflict if their supporters unite around the initially conflicting children;
intergroup conflict - In this case, it is not individual students who conflict with each other, but microgroups. The causes of intergroup conflicts can be different. The important thing is that in this case the conflict must be resolved at the level of groups, and not individual students (for example, a conflict between fans of different sports teams or music 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 - by helping the student understand himself (in his goals and desires; in an interpersonal one - either by teaching children to be more tolerant, or by separating those in conflict, or helping them to change; in the conflict of affiliations - by turning disputes and quarrels into a constructive discussion of the values and habits of different social strata; in 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 a teacher’s work in a conflict situation is to find out the type of reaction to it and transform negative reactions into positive ones. This is the most difficult stage of the work. In the literature, there are two main types of reactions to conflict: negative and positive. Negative reactions are a discharge of accumulated emotions, in which the goal (resolution of the conflict) is not achieved, but the tension accumulated in the body is reduced. Discharge can be in the form of aggressive (blaming other people or oneself) and non-aggressive (flight, avoidance of unpleasant people or situations, trying to get one’s way by any means, regression or suppression)? In any case, the conflict only drags on, acquires new cases and details, involving new members,

Positive reactions include: overcoming an obstacle (for example, a frank conversation, the result of which is the clarification of all the reasons and omissions), bypassing an obstacle (for example, persuasion to forget the conflict, stop paying attention to unsatisfactory character traits), compensating actions (find a friend who is more similar but character), abandonment of the goal. In any case, these are ways to resolve the conflict, to completely eliminate the tension caused by it.

The teacher’s task is not just to extinguish emotions, but to lead those in conflict to one of the positive reaction options. How can I do that?

1. Try to master the conflict situation. First of all, defuse emotional tension by taking a calm, relaxed pose and showing restraint. If the conflict is protracted or accompanied by too intense expression of emotions, it is better to give its participants time to defuse by calmly observing them.

2. Influence your partners with your behavior. Understand their condition.

3. Understand the causes of the conflict and the motives for the behavior of its participants. Express your understanding to them and convey your condition in words (“It upsets me...”).

4. Agree on the purpose of further conversation. To do this, discuss with students how they understand the reason and cause of the conflict, and determine together with them what the further conversation will be about.

5. Strengthen your position with confidence in the possibility of a productive solution.

6. After the conflict is over, return to it and analyze it

the 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 assessment and education. 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 feels about this or that action; without this, the process of education is impossible. But an assessment of an action, clothed in criticism, is a mistake on the part of the teacher. Dale Carnegie wrote many years ago: “Any fool can criticize, condemn, and complain—and most fools do.” It sounds offensive, but he's right. Why? Criticism deals a blow to a person’s personality and self-esteem. Therefore, the student’s first reaction is not to take note of the teacher’s attitude towards his action, but to protect his “I”. Remarks, even made casually, without the desire to offend a person, make the child defensive 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 answer; “I don’t feel anything”, “I don’t care”. This is how those who have developed a strong defensive reaction respond. They learned not to react, but at the same time not to perceive the meaning of comments addressed to them. Why do people use criticism? Firstly, because they understand that with the help of criticism they 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 action and arguments to convince you that you are right.

Any teacher must remember that criticism is like a boomerang; it gives rise to the desire not to correct itself, but to criticize in response. How can we replace criticism when we discuss with children their actions? In psychology there is the concept of “action feedback”. Suppose that a student has committed an action to which the teacher considers himself obligated to respond. In this case, the teacher expresses his (I emphasize, his 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 expressing a critical remark, but the form and tone of the conversation change. When criticizing, the tone is usually attacking, aggressive, caustic or mocking. When giving feedback on an action - interested, with a desire to really understand what happened. In this regard, the form also changes - the conversation begins not with attacks from the teacher, but with the teacher expressing a desire to listen and understand. The most important thing is that during the conversation only one action is discussed, and not the personality, character, activity or attitude to the world of the student as a whole.

1.13 METHODOLOGY AND TECHNIQUES FOR 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 USA, 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) concluded 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 parties benefit from the successful development of interaction. Positive results of cooperation for teachers there is increased respect from parents and society as a whole, improved interpersonal relationships with them, increased authority in the eyes of children, parents and school administration, increased satisfaction with their work, and a more creative approach to homework. For parents a positive result is increased self-esteem and self-approval, better knowledge of school programs, confidence inthat the teaching takes into account the opinions of parents and their wishes, a sense of their importance in school, approval of the role they play in children's education, 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 gain is obvious. It manifests itself in better school attendance, and therefore in improved knowledge, in the development of their knowledge and skills as a result of completing school and homework, and social development.

The problem is determining the level of parental involvement and responsibility. Who are they - passive participants and executors of the will of the school orequal partners? E. Berger identified two forms of communication between school and family: one- and two-way directed communication. One-way communication presupposes the school's initiative in its development and includes letters of guidance to parents, newspapers and other forms of communication between the school and the family. Two-way communication requires initiative from both the school andand from the family and can be in the form of meetings, meetings, including for spending free time, letters from parents to school, open door policy, visits of teachers to the family, joint seminars, associations, etc.

S. Christenson identifies two approaches to organizing interaction between school and family: traditional and partnership. With the traditional approach, the school determines the role of parents and their functions in interaction - volunteers, sponsors and assistants in children’s homework. The school plays a leading role, and parents only help 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 aim of the partnership approach is to develop children's learning experiences and improve their effectiveness. It is based on shared responsibility and its division between family and school in the process of socialization and education of children, which requires a full and equal exchange of information and relevant resources. As a result of this approach, partners concentrate not on the distribution and regulation of each other’s roles and responsibilities, but directly on the relationship, 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 learning. Family and school model the process of interaction, listening to suggestions and points vision each other, exchanging information, expecting knowledge and skills of each other from friend, planning and making decisions together.

According to J. Colcman, who createdsocial contribution theory,family and school have different influences on the child’s socialization process. The child learns ideas about his capabilities, contribution to society and achievements at school. Focus, hope, effort."I - he takes the concept out of the social environment and, above all, from home. His academic achievements are the result of a mixture of influences from home and school. School affects different children differently. Her influence is more effective on those who have stronger families and greater family influence on the process of growth and development. School creates possibilities for the education of all children, however, only the family can createconditions, appropriate environment for training.

What are the main aspects of a child’s school life that parents can influence? Most researchers are inclined to conclude that the processes occurring in the family and determining the success of a child’s education at school have not yet been clarified. However, a number of scientists highlight the most important factors for a child’s success in school, on which parents have the greatest influence. Thus, studies conducted in 37 US states identified three main factors:

1) the child’s attendance at school;

2) doing homework and additional education at home:

3) quantity and quality of television programs watched.

According to the authors, these factors explain 90% of a child’s success or failure in school. The most important are the parents' expectations regarding the child's education; conversations between parents and children about school; providing children with materials necessary for studying; providing children with opportunities to learn outside of school. They proved the pathetic dependence of a child’s success in school on these variables.

E. Joiner identified three areas involving parents in the work of the school; 1) assistance to children in learning; 2) volunteering at school; 3) participation in decision-making regarding the school.

One manual identifies three mainthe principle of involving society and parents to school work:

1. Good management and skillful organization.

2. Flexibility in organization and forms of work.

3. Training of all participants in the process.

The principles of organizing interaction between family and school are also highlighted there:

Providing different ways for school and family to communicate.

The relationship between school and family must develop.

Engagement programs must be flexible and have good leaders.

Dunst and his colleagues (Dunst et al., 1988) determinedinteraction strategywith the family, based on confidence in its well-being:

we must understand that all families have strengths;
we must accept the mistakes 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 a family or an individual;
we must develop work with families on the basis of developing the positive aspects of its functioning, rather than overcoming its shortcomings;
we must abandon models of “prevention” of disruptions in family life;
When interfering in the life of a family, 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 teachers' point of view, the mosteffective formsThe work of parents to participate in children's education is: parents attending class meetings and meetings with teachers, parents helping children at home with homework, regular conversations between parents and children about the importance of good studies, contact with the school in case of problems.

Among the main ways of communication,As a rule, the following stand out:

Organization of parent conferences, meetings, individual meetings of parents and teachers;

Organizing a telephone line through which parents can contact teachers or get advice on homework and how to complete it;

Use of telecommunications and regular mail;

Development of homework assignments, during which children must discuss with their parents what is happening at school, or prepare a research project with them;

Creation of a parent club or center at school;

Conducting informal meetings of parents, children and teachers (concerts, holidays, etc.);

Publishing school newspapers (teachers - for parents and children; parents - for teachers and children; children - for parents and teachers);

Respectful communication that takes into account parents' cultural, religious and ethnic backgrounds.

In order for a young teacher to feel more confident in working with parents, he needs to learn to control his internal psychological position. Work with parents will be effective and will bring satisfaction if the teacher takes the position of “adult - adult” (see E. Bern) and creates an atmosphere of equal cooperation.

Children are very attached to their parents, whose word is decisive and decisive in many ways, including in their studies. Parents' relationshipand children can develop differently, depending on the style of communication. Authoritarian The style of parents can form in children embitterment, secrecy, lack of initiative, cruelty, the habit of blind obedience or, on the contrary, complete denial of what adults say. A.S. Makarenko stood out among the dictatorial authorities; authorities of suppression, distance, conceit, pedantry, reasoning.

Liberalism, manifested in a decrease in criticality and demands towards children, can also have a bad effect on their upbringing. Such children develop inflated self-esteem, an idealized “I”, which suffers greatly when faced with reality and the justified demands of teachers and classmates. Arrogance and conviction of their exclusivity in such children is combined with internal self-doubt, resentment, and inability to stand up for themselves. 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 families, it is necessary to remember that not only parents influence the child. Grandparents, other close and distant relatives have no less influence on the child.

During adolescence, children often have problems communicating with their parents due to the abrupt course of teenage crises. If family communication becomes more stressful than usual, the easiest way for parents is to moveto one of the styles described above. In this case, control over the child’s behavior is either tightened, which inevitably causes protest, or weakened. Relaxation of control can also lead to negative results. In any case, it is necessary to recommend that parents help their children assert themselves, feel their strength and capabilities.

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 activities.

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);

Didactic, organizational, constructive, communication skills;

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

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.

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.

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.

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. A teacher cannot help but play. There cannot be a teacher who does not know how to play... But you can’t just play on stage, externally. There is some kind of drive belt that should connect your 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 mandatory 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 “over-reactive” 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.”