The methods of pedagogical interaction of adults are the most effective. Methods and forms of education as ways of pedagogical interaction

What students should know:

the place of pedagogical interaction in the teacher's professional activity;

characteristics of techniques pedagogical interaction;

conditions for the successful use of these techniques;

the role of the teacher's personal qualities in increasing the educational effect of pedagogical interaction;

specific features of the presentation of pedagogical requirements;

What students should be able to:

build interaction with children in the "person - person" system;

apply the techniques of successful interaction in standard and non-standard conditions;

find and use various ways to overcome the disaptations and didactogenies of schoolchildren;

combine exactingness with respect for the child;

differentiate the concept of "pedagogical requirement" and the concept of "suppression", "authoritarianism", "coercion";

prevent conflicts.

2.1 Pedagogical communication and methods of its optimization. Communication styles. Methods, techniques, means of pedagogical influence, interaction

The most ineradicable human

need - the need for communication.

V.A. Sukhomlinsky

Pedagogical communication

Communication styles

The essence of pedagogical interaction

What does the teacher, leading the lesson, extracurricular activity expect from children?

What are the expectations of the children who come to the lesson, to the extracurricular activity?

What should be the lesson the children are looking for?

Were there any lessons, extracurricular activities in your life that you were waiting for?

A lot depends on the teacher, including the desire of children to learn, to come to school. Every teacher wants children to be attentive and active during the lesson. We willingly got involved in the work. In order for schoolchildren to develop sensitivity, attention to the life around them, to accumulate productive knowledge of the subject.

And each teacher solves these issues in his own way. By their own methods. He goes his own way, depending on which school he belongs to, what national traditions he follows. What role the teacher chooses for himself, who he feels in relation to children.

The efficiency of the work largely depends on the answer to the last question. Because it is not enough just for the teacher to know the basics of science and methods of teaching and educational work. After all, his knowledge and practical skills can be transferred to students only through a system of live and direct communication with them. In the arsenal pedagogical science there are the terms "pedagogical influence", "pedagogical interaction". What is behind these words in practice?

Imagine a teacher who, when communicating, "influences" the child. Describe his actions, attitude towards the child, describe the actions of the child. Compare "pedagogical influence" with natural phenomena, seasons, objects, etc. (Brainstorming discussion.)

Imagine a teacher who “interacts”. Complete the same task. (Brainstorming discussion.)

What are the similarities, what are the differences between these teachers?

Pedagogical impact presupposes active actions of an adult and a willingness to accept them by a child, i.e. to be educated. This gives rise to subject-object relations, which put the student in a passive position, he is only the executor of what is given by the teacher.

Pedagogical influence in the educational process allows you to effectively achieve the set goals. At the same time, the teacher demonstrates the necessary samples, the algorithm that must be followed. The child must remember and repeat. For example, in the lesson, the teacher explains how to solve a new type of problem, leads a certain sequence of actions. If the student reproduces actions, then he has achieved success.

The development of a personality also presupposes his own activity in achieving goals, independence of choice, and the discovery of knowledge. Humanistic pedagogy speaks of the need to recognize the child's subjective role in his relationship with the world and people. Thus, pedagogical interaction becomes the main unit of the educational process.

Pedagogical interaction presupposes the mutual and fruitful development of the personality traits of the teacher and his students on the basis of equality in communication and partnership in joint activities. Pedagogical interaction, cooperation plays a developmental role for each participant. On the one hand, the teacher helps children in their development (mental, moral, physical, emotional ...), and on the other hand, children stimulate the development and improvement of the teacher, his professional, pedagogical and human personality traits.

The tendency of transformation of teaching and upbringing into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by educators-innovators (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F.Shatalov, etc. ).

According to Sh.A. Amonashvili, it is assumed that the status and reference of the pupil will increase, not accompanied by a decrease in these indicators in the teacher. The teacher becomes an assistant in the pupil's awareness of himself as a person, in identifying and disclosing his capabilities, the formation of self-awareness, the implementation of personally significant and socially acceptable self-affirmation, self-determination, and self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the zone of proximal development of the child: “What a child can do today in cooperation and under guidance, tomorrow he will be able to do it independently. By examining what the child is able to do on his own, we are examining the development of yesterday. By examining what the child is able to accomplish in cooperation, we determine the development of tomorrow. " It is important that the cooperation between the educator and the pupil is not at all a formal achievement of equality and not a mechanical addition of the contributions of the participants in joint activities or “working side by side”. In fact, students cannot carry out joint activities in their entirety without the participation of a teacher. But all the same, he cannot do without children. Partnership presupposes not only participation, but also the exchange of certain values in the process of joint activities, the true significance of which is determined by the purpose, content, form and results of activities, provided that they are understood by all participants.

The essence of cooperation between an adult and a child in the educational process is the dialogic nature of relations, communication. Thanks to this, they develop:

The ability to build one's action taking into account the actions of a partner, to understand the relativity of opinions, to detect the difference in the emotional states of the participants in joint activities.

Initiative, ability to obtain missing information through questions, dialogue, willingness to offer a partner a plan of common action.

Adequate self-esteem, self-criticism, friendliness in assessing a partner, the partner's ability without aggression, to rationally resolve the conflict.

Name the positive and negative aspects of pedagogical influence, pedagogical interaction.

Principles of pedagogical interaction

The role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process. But this requires a certain social attitude, the development of an individual style. YES. Belukhin notes that the teacher must follow certain principles of pedagogical interaction, among which he names:

humanistic orientation (real ensuring the development of the positive sides of a person's personal potential);

creativity (the ability to create and implement new approaches to determining the content and forms of their pedagogical activity);

the anticipatory nature of pedagogical activity (the teacher works for the future);

equality in communication and partnership in joint activities;

psychotherapeutic nature of the interaction.

emotional involvement (experiencing an experience);

American psychologist, educator and psychotherapist G.L. Landgret. offers a number of its principles:

I am not a know-it-all and I will not try to be one. I want to be loved, so I will be open to children.

I know so little about the complex labyrinths of childhood that I will let the children teach me.

I am better at assimilating the knowledge gained through my own efforts, so I will combine my efforts with the efforts of the child.

Sometimes I need shelter, so I will give it to the children.

I love to be accepted for who I really am, so I will strive to empathize with the child and appreciate him.

I am inclined to be wrong, so I will be patient with the human nature of the child.

It’s nice to be a boss, so I’ll need to work hard to protect my children from myself.

I am the only one who can live my life, so I will not seek to control the life of a child.

I have learned almost everything I know from my own experience, so I will allow the children to acquire theirs.

I draw support and will to live within myself, so I will acknowledge and reaffirm the child's sense of self.

I cannot make the child's fear, pain, frustration and stress go away, but I will try to soften the blow.

I feel fear when I am defenseless, so I will touch the inner world of the child with kindness, affection and tenderness.

What principles of attitude towards a child, formulated by an American psychologist, teacher and psychotherapist and a domestic teacher, do you think are the most important?

What principles of the American psychologist do you doubt are correct?

Give examples from school life where teachers implemented the principles of pedagogical interaction.

Which of the above principles, in your opinion, are often violated in relationships with schoolchildren?

If we observe these principles of pedagogical interaction, then which of the components of pedagogical excellence are being implemented? Justify your answer.

Do I need to follow the principles of interaction when communicating with other people outside the walls of educational institutions? Why?

Pedagogical communication

Imagine the situation: lesson IV grade. The teacher is fluent in the material, uses a lot of additional literature, and knows how to vividly reveal the topic. But what happens to the students? Why do some people wither before the end of the lesson? The teacher's questions are pouring in an avalanche: interesting, meaningful. But not everyone keeps up with the teacher's thought. It would seem that you linger and help me understand. But the teacher does not have the patience to listen, to wait for the child's answer. One of them passionately stretched out his hand, wanting to answer, and was reassured by an imperious instruction: “Why are you shaking your hand in front of me? Your head hurts me! "

Was this lesson a success? Is it enough for the teacher to have a good command of the content of the studied material?

The experience of pedagogical activity shows that it is not enough just for the teacher to know the basics of science and methods of teaching and educational work. After all, all his knowledge and practical skills can be transferred to students only through a system of live and direct communication with them.

Through communication in pedagogical process an elusive, but extremely important system of educational relationships is formed, which contribute to the effectiveness of education and training. For many teachers, the truth is obvious: children very often transfer their attitude towards the teacher to the subject that he teaches. Mastering the basics of professional and pedagogical communication occurs at an individual and creative level.

How can you define the content of the concept of "pedagogical communication"? What ideas, associations are behind each of its components?

Dictionary entries in the definition of the concept of "communication" highlight the main meaning-forming words - interconnection, interaction:

"Mutual relations, business, friendship" (Explanatory Dictionary);

"The way of mutual relations, the way of being a person in interconnection with other people" (Philosophical Dictionary);

"A form of human interaction" (Sociological Dictionary).

"The ways of interconnected relationships" - joint action, exchange of thoughts, feelings - are quite diverse. It can be interpersonal or group relationships, business or friendships, etc. In any case, this is a manifestation of the processes occurring between people and to one degree or another socially conditioned: “They arise due to social need, social necessity” [A.A. Leontiev, 6, 16]. Communication is a necessary condition and an integral element of any human activity, in the first place - a collective activity.

How does the content of the basic concept change by clarifying the sphere of communication - pedagogical? Use the definition algorithm: write in a column the words that arise according to the principle of free associations from the defined concept:

pedagogical communication

apprentice co-creation

training (see above)

efficiency, etc.

Choose 4-5 of them, which, in your opinion, are most suitable for expressing the essence of the concept of "pedagogical communication" as its features.

Now get to know the following definitions.

The first is the definition of the term proposed by A.A. Leontiev and sounding like this: “Optimal pedagogical communication is such a communication between a teacher and schoolchildren in the learning process, which creates the best conditions for the development of student motivation and the creative nature of educational activities, for the correct formation of the student's personality, provides an emotional climate of learning ..., provides management of socio-psychological processes in the children's collective and allows you to make the most of the personal characteristics of the teacher in the educational process ”.

Z.S. Smelkova offers a more laconic definition of the term: pedagogical communication is the interaction of a teacher and a student, which provides motivation, efficiency, creativity and the upbringing effect of joint communicative activity. "

Is this list of signs sufficient? What version of the definition can you offer, based on the key words-associations you have selected?

What is the significance of pedagogical communication?

Pedagogical communication as a socio-psychological process is characterized by the following functions: cognition of the personality, exchange of information, organization of activities, exchange of roles, empathy, self-affirmation.

The information function ensures the process of exchange of material and spiritual values, creates conditions for the development of positive motivation in the educational process, and creates an environment of search and reflection.

The exchange of social roles contributes to both the multifaceted manifestations of the personality and the ability to enter the role of another, contributing to the process of perceiving a person as a person. To this end, teachers introduce a personal-role form into the teaching and educational process: they connect students to the introduction of individual elements of the lesson, give each student the opportunity to visit both the role of the organizer and the role of the performer.

Contributing to the self-affirmation of the individual, the teacher performs a difficult task - he helps the student create his “I”, the feeling of his personal significance, the formation of an adequate self-esteem and perspective of the individual, the level of her aspirations.

The implementation of such an important communication function as empathy provides conditions for understanding the feelings of another person, for the formation of the ability to take the interlocutor's point of view, which normalizes relations in the classroom. It is important for the teacher to understand the child, his needs in order to carry out interactions based on his ideas.

Professional pedagogical communication is a complex phenomenon. Obeying the general laws of communication, it has a certain structure that corresponds to the general logic of the pedagogical process.

If we proceed from the fact that the pedagogical process has the following stages: conception, embodiment of the conception, analysis and assessment, then it is possible to single out the stages corresponding to them vocational pedagogical communication.

Modeling by the teacher of the upcoming communication with the class in the process of preparing for a lesson, extracurricular activity (prognostic stage).

Organization of direct communication with the class (the initial period of communication).

Communication management in the pedagogical process.

Analysis of the implemented communication system and modeling of a new communication system for the upcoming activity.

Communication styles

In life, there are many options for communication. But, as a rule, teachers use or support the one that arises around them spontaneously. Although around different teachers in each case their own, specific options arise, but for each of these teachers their own options turn out to be stereotyped.

When the teacher in difficult situations begins to choose and change the type of behavior - communication, then he largely ceases to depend on the arbitrariness of chance. In order to master the situation, you need to know the communication styles and be able to use them. Through the style that the teacher chooses, one can see how the teacher has developed communication skills, the established nature of relationships with students, the creative individuality of the teacher, and the characteristics of the student collective.

Psychologists and educators suggested different variants communication styles.

Leadership styles

Authoritarian style. The teacher single-handedly determines all the activities of the group, suppresses any initiative of the students. The main forms of interaction: order, instruction, instruction, reprimand. A bossy tone prevails. In the absence of a teacher, work in the student collective slows down, or even stops altogether.

Democratic style. It manifests itself in the teacher's reliance on the opinion of the collective. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects to active participation in the discussion of the course of work. Students gain self-confidence. Self-government is developing. The loads are optimally distributed in the classroom, taking into account the inclinations and abilities of each, activity is encouraged, initiative develops. The main methods of communication with such a teacher are: request, advice, information.

Liberal style. Anarchic, conniving. The teacher tries not to interfere in the life of the team, does not show activity, questions are considered formally. The teacher removes himself from responsibility for what is happening, is not authoritative.

Communication styles

Communication based on passion for joint activities. This style is formed on the basis of the teacher's high professional and ethical attitudes, on the basis of his attitude to pedagogical activity in general. General creative activity reigns in the class.

Communication based on friendly disposition ... Productive communication style. It is a prerequisite for successful teaching and educational activities. A friendly disposition is the most important regulator of communication, and together with a passion for a joint business, it can have a business orientation.

Communication - dialogue presupposes cooperation between the teacher and pupils on the basis of mutual respect.

Communication is distancing. This is a fairly common communication style. It is used by both novice teachers and experienced ones. Its essence is that in the relationship between the teacher and students, both sides constantly feel a distance that leads to formal relationships. . But! This does not mean that distance should not exist at all: it is necessary in common system relations between a student and a teacher, their joint creative process, and is dictated by the logic of this process, and not simply by the will of the teacher.

Communication is intimidation. This is a negative form of communication. Most often, novice teachers resort to it, which is explained by their inability to organize productive joint activities with students.

Communication is flirting. This style of communication responds to the desire to gain cheap false authority from children, which is contrary to the requirements of pedagogical ethics.

Terminator management styles(Komarov E.I.).

"I alone know everything, you are all ignorant." Such a teacher believes that he does everything well, and that everything that his colleagues and students do is bad. And when a person is constantly accused of incompetence, he necessarily becomes so.

"The creator of the leapfrog in competence." Teachers of this type understand that students are divided into strong, average, and weak according to their academic performance. Moreover, they know which of the guys belongs to which category. But this is not taken into account in the constant haste. As a result, strong learners get easy material in their lessons. The weak, on the other hand, do not understand the teacher's explanation.

"Who do I have to work with." Teachers in this group portray extreme surprise, often accompanied by heavy sighs, when the students do not understand something, they ask to clarify the material. Very often the teacher in such cases bitterly says that it was always clear to all his students that he was faced with a lack of understanding of such a question for the first time. The result is not long in coming. The student stops asking questions to the teacher, loses respect for the teacher.

"It takes hellish patience to work with you." At any meeting with pupils, a representative of this type reproaches them for something, uses this opportunity for criticism. Some teachers manage to criticize, so to speak, in advance, i.e. for mistakes that the student has not yet made. When answering, the student is required to give exactly those grades and illustrations that the teacher indicated, excluding any manifestation of creativity, any initiative. If a student has forgotten something and asks again, he is told that the teacher has already answered this question, and constantly demonstrates considerable efforts to restrain his irritation from the stupidity of the children.

"The main thing is to achieve high results." Realizing their position, representatives of this type spend a lot of effort and energy on various organizational activities. Meetings are held weekly, discussing every violation and every "deuce". Maintain regular contact with parents and inform them about every child's action.

Testing

Your teaching style

The proposed test will help you determine your style of pedagogical communication.

Choose 20 of the pedagogical judgments below that you accept unconditionally.

There are no naturally ideal children.

Punishment is a test for overcoming the vicious tendencies of children.

Schoolchildren are characterized by fairness in assessing the knowledge of classmates.

In order for the student not to become conceited, one must speak frankly about his shortcomings in the team.

Tolerance, a tendency to compromise with children is professionally necessary for a teacher.

Respecting a child means making high demands.

It is important not so much to regulate the behavior of schoolchildren as to encourage them to self-regulation.

Weak, not strong, students need the teacher's approval.

Without exactingness, you can neither teach nor educate.

The more aggressive the child is, the more he needs the teacher's exactingness.

The student's lies must be exposed publicly.

A teacher's compliance does not harm the development of a strong character.

When seating students in the classroom, it is necessary to take into account their performance and behavior.

For a boy to grow up courageous, you need to shame him when he shows weakness.

Although children have little life experience, the teacher needs to consult with him more often.

School and family should have the same pedagogical requirements for students.

Any pedagogical conflict can be resolved without violence against the child.

Individual conversation is designed to convince the student of the mistakes made.

Keeping a distance in communication with children is fraught with the danger of their alienation.

A teacher who avoids conflicts with schoolchildren shows professional weakness.

Personally, a teacher is no better than a student.

Conflict is a way of hardening a student's character.

The teacher does not need the obedience of the child, but the development of the ability to object.

For every serious offense, the student must be punished.

A teacher who respects a child is one who takes into account his needs, desires, and mood.

The main thing in the lesson is order and discipline.

Only an equal-partner dialogue encourages the child to think independently.

Discipline is difficult to achieve without reprimanding children.

The teacher is called upon to protect children from distress.

Students should not be encouraged to wear jewelry to school.

If a student is a poor student, he or she lacks positive motivation.

All children should be required to stand up immediately upon entering the teacher.

The main thing in humanistic pedagogy is the art of dialogue with a child.

The looseness of schoolchildren is a consequence of the teacher's inability to be demanding.

All children are richly gifted by nature, but each in its own way.

The teacher does not have the right to make mistakes either in educational work or in educational work.

A good teacher elevates a child's personality, strengthening faith in his own strength, a bad teacher destroys it.

In order for the student not to grow up as an egoist, he must obey the collective.

Perceiving a child as he is helps to anticipate the development of his personality.

Careless, lazy children attend school poorly.

Violence deforms a child's personality.

In the process of upbringing, it is necessary to reward children for good deeds and punish for bad ones.

Processing of results.

For each judgment with an odd number - 2 points, with an even number - 1 point. If in total you scored 15 or more points, there is a tendency towards a democratic style, and if less than 15 - to a manifestation of authoritarianism.

Methods, techniques, means of communication

Each teacher, communicating, chooses his own individual style. Everyone finds their own guidelines in professional pedagogical activity. The first step in the implementation of the technology of pedagogical interaction is the awareness of its essence, goals, principles and content, which is realized in various forms of educational activity. The next step is to select the ways in which you can achieve the result. The teacher is required to have a professional mastery of the arsenal of methods, techniques, means of education necessary for solving pedagogical problems.

The choice of methods is determined by the content of education, the entire pedagogical system, as well as by such natural facts as the achieved level of development of the children's collective, the age and typological characteristics of children, the peculiarities of the relationship between the educator and the pupils.

The use of methods lends itself to preliminary planning only when the teacher has to solve the problem that has arisen, to answer the question: "What to do next?" But more often than not, an immediate reaction to a specific situation is needed, the resolution of a momentarily arisen task. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

The behavior of a teacher in this situation depends on the goal of education, on his position, and on his professional knowledge of a range of methods and techniques, as well as algorithms for solving pedagogical problems.

Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

Methods with the help of which the consciousness of pupils is influenced, their views (ideas, concepts) are formed, the operational exchange of information in the pedagogical system between its members is carried out.

Methods with the help of which the behavior of pupils is influenced, their activities are organized, their positive motives are stimulated.

Methods by which help is provided in self-analysis and self-assessment of pupils [table 6].

Methods are closely related to methodological techniques. Techniques are of a private nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random choice, according to interests, according to leaders, etc.) is a methodological technique that can be subordinated to different tasks: to teach collective planning, to reveal individual characteristics or others. The relationship of methods and techniques is flexible, the same techniques can be used in different methods.

Tab. 6

Methods
Formation of attitudes, information exchange	Organization activities	Stimulation assessment and self-assessment
Proof. Briefing. Suggestion. Narration.	Assignment. Requirement. Competition. Display of samples and examples. Creation of a situation of success. Perspective. An exercise.	Comment. Control situation. Encouragement and punishment. The situation of criticism and self-criticism. Public opinion.
At the heart of belief	It is based on exercise.	At the core - self-esteem

I.A. Zazyun outlines a number of techniques that should be used by teachers when communicating with students:

Show of attention, respect.

Pedagogical tact.

Support.

Positive attitude.

The teacher's faith in the presence of the educated person's abilities and positive qualities.

In unity with methods and techniques, the means of education are used. The means can be a collective (in the pedagogical sense of the word), different kinds activities, as well as objects of material and spiritual culture (books, films, musical works, etc.). Each tool must be acceptable for solving a specific pedagogical problem. The larger the set of tools available to the teacher, the more effective his professional activity.

Verbal and non-verbal communication

The specificity of professional communication is predetermined by the general laws of transmission and perception of information. Information is transmitted using verbal (speech) and non-verbal (non-speech) means of communication.

“A bullet will hit one, and with a well-aimed word, a thousand,” says a military proverb. Needless to say, for a teacher, the importance of verbal communication, including the explanation of new material in class, speaking to students and colleagues, educational conversation, and analysis of students' mistakes cannot be overestimated. “I am firmly convinced,” wrote V.A. Sukhomlinsky, - that many school conflicts, often ending in great trouble, have their source in the teacher's inability to speak with his students. " 11 Sukhomlinsky V.A. About upbringing. - M., 1973. - P. 33. Practice shows that the effectiveness of educational work also decreases due to the teacher's inability to use the richest possibilities of the native language.

The amount of verbal influences is not the same in the work of different teachers. And the smaller it is, the higher should be the value of each word and the more significant is the role of the ability to own it. Moreover, verbal communication is not identical to the simple transfer of information. First of all, the student is not only an object, but also a subject of verbal contact. He actively perceives what he has heard. I don't always agree with my elders. Have the right to have your own point of view. AND correct communication demands to convince him, and not to silence him if he argues, if he does not agree with what he heard. Communication involves the exchange of information, i.e. the movement of information in both directions, as well as the ability of the elder not only to speak, but also to listen.

The ability and willingness not to broadcast the truth, but to jointly develop a common point of view, for which it is at least necessary that the interlocutor is not afraid to express a doubt, to argue, hope that he will not be cut off, but listened to the end, if necessary, tactfully correct and help to understand in a difficult problem, necessary for a real teacher. Finally, the communication participants must speak the same language, understand each other. This is not always the case.

“Our physics teacher speaks to himself,” one student tells another. - "And yours?" "Ours too, but he thinks we're listening to him." ...

The expression "teacher's speech" (synonym - "pedagogical speech), as a rule, is used when speaking about the teacher's oral speech. Oral speech teachers - this is the speech created by the teacher at the time of speaking.

Pedagogical speech is designed to provide:

Productive communication, interaction between the teacher and his pupils.

The positive impact of the teacher on the consciousness, feelings of students in order to form, correct their beliefs, motives of activity.

Full perception, awareness and consolidation of knowledge in the learning process.

Rational organization of educational and practical activities of students.

Oral speech of the teacher exists in two varieties - in monologue (monologue speech) and in dialogue (dialogical speech). The forms of this speech are varied. The most common forms of a teacher's monologue speech are a story, a school lecture, commentary, interpretation of rules, laws, detailed value judgments. The teacher's dialogical speech is presented in conversations with students, built in the form of questions and answers.

In order to contribute to the successful fulfillment of pedagogical tasks, the teacher's speech must meet certain requirements, or, as scientists say, have the required communicative qualities. So, the requirement for the correct speech of the teacher is ensured by its normativeness, i.e. compliance of speech with the norms of modern literary language - accentological, orthoepic, grammatical, etc., accuracy of word use; the requirement of expressiveness of speech - its imagery, emotionality, brightness. In general, such communicative qualities of the teacher's speech, such as correctness, accuracy, relevance, lexical richness, expressiveness and purity, determine the culture of speech.

American scientist Albert Meyerabian notes that information is transmitted through verbal means (words only) by 7%, by sound means (including tone of voice, intonation of sound) by 38%, by non-verbal means by 55%. Professor Birdville has conducted similar research on the proportion of non-verbal means in human communication. He found that the average person speaks in words for only 10-11 minutes a day, and that each sentence is spoken for an average of 2.5 seconds. Like Meyerabian, he found that verbal communication in conversation takes up less than 35%, and more than 65% of information is transmitted using non-verbal communication means.

Consider non-verbal communication using Table 7.

How can knowledge of methods, techniques, means of pedagogical influence and interaction be useful to you now?

Based on the harmful advice of G. Oster, make recommendations for teachers "How not to communicate with students" (by contradiction method).

How effective do you think such a teacher is in life? Why can children lose interest, desire to learn?

Have you met such teachers? Have you made the same mistakes?

Table 7 Non-verbal remedies

Kinesika (movement)	Acoustics (hearing)	Proxomica (proximity)
Visually perceived movements, human behavior.	Auditory perception of non-verbal indicators of information.	Spatial location of communicants (personal area)
Universal gestures of everyday communication, understandable without words (signs of greeting and goodbye, attracting attention, prohibition or permission, consent or objection). Gestures that are organically included in the context of speech (size or shape of an object). Parallel use of word and gesture Pay attention to this table and the pointing gesture; They can be autonomous: without interrupting the explanation of the material, the teacher makes a gesture-remark.	Logical accents and pauses.	1 rule: knowledge of 4 zones of the spatial territory. Intimate zone (15-46 cm) - violation of it is perceived by a person painfully. It is allowed to penetrate the mother, child, spouse. Personal zone (46-1.2 m) - the distance of the hand stretched out for a handshake. Used in interpersonal communication. Social communication area (1.2-3.6 m) - distance for business communication. Public area (3.6 or more) for rallies. Rule 2: always face to face during communication, see the student's eyes, catch movement, in order to feel the violation of contact in time. Rule 3: movement is minimal and, most importantly, situationally justified.

Questions for self-control

Expand the meaning of communication in a person's life.

Give a comparative description of pedagogical impact and interaction.

What, in your opinion, are the objective and subjective factors that complicate pedagogical communication?

How are the methods, techniques, means of pedagogical interaction interconnected?

What are the conditions for choosing a specific method, reception, means?

Independent work of students

Target: master different techniques of logical text processing.

1. Make an outline of 1, 2 paragraphs, pp. 172-191 from books Fundamentals of teaching skills: Tutorial for students of higher. ped. study. institutions / I.A. Zazyun, I.F. Krivonos, N.N. Tarasevich and others - M., 1989.

2. Make a memory card on the topic "Methods of education." Memory card - logically structured and depicted as a crown of a tree with the inclusion of images, associations, symbols according to the book Methodology of educational work: Textbook for students of higher education. ped. study. institutions / L.A. Baikova, L.K. Grebenkina, O. V. Eremkina et al. - M., 2002.S. 64-69.

Control form - checking written assignments, speaking for a lesson.

Time for SRS - 1 hour.

Practical work

The essence of pedagogical interaction

A lot depends on the teacher, including the desire of students to study, to come to the university. Every teacher wants students to be attentive and active during classes. We willingly got involved in the work. So that they develop sensitivity, attention to the life around them, and accumulate productive knowledge of the subject.

And each teacher solves these issues in his own way. By their own methods. He goes his own way, depending on which school he belongs to, what national traditions he follows. What role does the teacher choose for himself, who he feels in relation to the students.

The efficiency of the work largely depends on the answer to the last question. Because it is not enough just for the teacher to know the basics of science and methods of teaching and educational work. After all, his knowledge and practical skills can be transferred to students only through a system of live and direct communication with them. In the arsenal of pedagogical science, there are the terms "pedagogical influence", "pedagogical interaction". What is behind these words in practice?

Imagine a teacher who “interacts”. Complete the same task. (Brainstorming discussion.)

What are the similarities, what are the differences between these teachers?

The tendency of transformation of teaching and upbringing into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative pedagogues (Sh.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F.Shatalov, etc. ).

The essence of cooperation between an adult and a child in the educational process is the dialogic nature of relations, communication. Thanks to this, they develop:

The ability to build one's action taking into account the actions of a partner, to understand the relativity of opinions, to detect the difference in the emotional states of the participants in joint activities.
Initiative, ability to obtain missing information through questions, dialogue, willingness to offer a partner a plan of common action.
Adequate self-esteem, self-criticism, friendliness in assessing a partner, the partner's ability without aggression, to rationally resolve the conflict.

Principles of pedagogical interaction

The role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process. But this requires a certain social attitude, the development of an individual style. D.A. Belukhin notes that the teacher must follow certain principles of pedagogical interaction, among which he names:

humanistic orientation (real ensuring the development of the positive sides of a person's personal potential);
creativity (the ability to create and implement new approaches to determining the content and forms of their pedagogical activity);
the anticipatory nature of pedagogical activity (the teacher works for the future);
equality in communication and partnership in joint activities;
psychotherapeutic nature of the interaction.
emotional involvement (experiencing an experience);

American psychologist, educator and psychotherapist G.L. Landgret. offers a number of its principles:

I am not a know-it-all and I will not try to be one. I want to be loved, so I will be open to children.
I know so little about the complex labyrinths of childhood that I will let the children teach me.
I am better at assimilating the knowledge gained through my own efforts, so I will combine my efforts with the efforts of the child.
Sometimes I need shelter, so I will give it to the children.
I love to be accepted for who I really am, so I will strive to empathize with the child and appreciate him.
I am inclined to be wrong, so I will be patient with the human nature of the child.
It’s nice to be a boss, so I’ll need to work hard to protect my children from myself.
I am the only one who can live my life, so I will not seek to control the life of a child.
I have learned almost everything I know from my own experience, so I will allow the children to acquire theirs.
I draw support and will to live within myself, so I will acknowledge and reaffirm the child's sense of self.
I cannot make the child's fear, pain, frustration and stress go away, but I will try to soften the blow.
I feel fear when I am defenseless, so I will touch the inner world of the child with kindness, affection and tenderness.

Pedagogical communication

Contributing to the self-affirmation of the personality, the teacher performs a difficult task - it helps the student create his “I”, the feeling of his personal significance, the formation of an adequate self-esteem and perspective of the individual, the level of her aspirations.

Professional pedagogical communication is a complex phenomenon. Obeying the general laws of communication, it has a certain structure that corresponds to the general logic of the pedagogical process.

If we proceed from the fact that the pedagogical process has the following stages: conception, embodiment of the conception, analysis and evaluation, then it is possible to single out the corresponding stages of professional and pedagogical communication.

Modeling by the teacher of the upcoming communication with the class in the process of preparing for a lesson, extracurricular activity (prognostic stage).

Communication styles

Psychologists and educators have proposed different options for communication styles.

Leadership styles

Authoritarian style. The teacher single-handedly determines all the activities of the group, suppresses any initiative of the students. The main forms of interaction: order, instruction, instruction, reprimand. A bossy tone prevails. In the absence of a teacher, work in the student collective slows down, or even stops altogether.

Democratic style. It manifests itself in the teacher's reliance on the opinion of the collective. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects to active participation in the discussion of the course of work. Students gain self-confidence. Self-government is developing. The loads are optimally distributed in the classroom, taking into account the inclinations and abilities of each, activity is encouraged, initiative develops. The main methods of communication with such a teacher are: request, advice, information.

Liberal style. Anarchic, conniving. The teacher tries not to interfere in the life of the team, does not show activity, questions are considered formally. The teacher removes himself from responsibility for what is happening, is not authoritative.

Communication styles

Communication based on passion for joint activities. This style is formed on the basis of the teacher's high professional and ethical attitudes, on the basis of his attitude to pedagogical activity in general. General creative activity reigns in the class.

Communication based on friendly disposition. Productive communication style. It is a prerequisite for successful teaching and educational activities. A friendly disposition is the most important regulator of communication, and together with a passion for a joint business, it can have a business orientation.

Communication - dialogue presupposes cooperation between the teacher and pupils on the basis of mutual respect.

Communication is distancing. This is a fairly common communication style. It is used by both novice teachers and experienced ones. Its essence is that in the relationship between the teacher and students, both sides constantly feel a distance that leads to formal relationships. But! This does not mean that distance should not exist at all: it is necessary in the general system of relations between the student and the teacher, their joint creative process, and is dictated by the logic of this process, and not simply by the will of the teacher.

Communication is intimidation. This is a negative form of communication. Most often, novice teachers resort to it, which is explained by their inability to organize productive joint activities with students.

Communication is flirting. This style of communication responds to the desire to gain cheap false authority from children, which is contrary to the requirements of pedagogical ethics.

Terminator management styles.

Methods, techniques, means of communication

Based practical work teacher, N.E. Shchurkova considers three groups of methods:

Methods with the help of which the behavior of pupils is influenced, their activities are organized, their positive motives are stimulated.

Methods by which help is provided in self-analysis and self-assessment of pupils [table 3].

Methods are closely related to methodological techniques. Techniques are of a private nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random choice, according to interests, according to leaders, etc.) is a methodological technique that can be subordinated to different tasks: to teach collective planning, to reveal individual characteristics, etc. the same techniques can be used in various methods.

Tab. 3

Methods
Formation of attitudes, Information exchange	Organization Activities	Stimulation Assessments and self-assessments
Dialog. Proof. Briefing. Lectures. Call. Suggestion. Narration.	Assignment. Requirement. Competition. Showing samples and examples. Creation of a situation of success. Perspective. An exercise.	Comment. Control situation. Encouragement and punishment. The situation of criticism and self-criticism. The trust. Public opinion.
At the heart of belief	It is based on exercise.	At the core - Self-esteem

I.A. Zazyun outlines a number of techniques that should be used by teachers when communicating with students:

Show of attention, respect.
Pedagogical tact.
Interest.
Kindness.
Care.
Support.
Positive attitude.
The teacher's faith in the presence of the educated person's abilities and positive qualities.

In unity with methods and techniques, the means of education are used. The means can be a collective (in the pedagogical sense of the word), various types of activity, as well as objects of material and spiritual culture (books, films, musical works, etc.). Each tool must be acceptable for solving a specific pedagogical problem. The larger the set of tools available to the teacher, the more effective his professional activity.

Verbal and non-verbal communication

“A bullet will hit one, and with a well-aimed word, a thousand,” says a military proverb. Needless to say, for a teacher, the importance of verbal communication, including the explanation of new material in class, speaking to students and colleagues, educational conversation, and analysis of students' mistakes cannot be overestimated. “I am firmly convinced,” wrote V.A. Sukhomlinsky, - that many school conflicts, often ending in great trouble, have their source in the teacher's inability to speak with his students. " Practice shows that the effectiveness of educational work also decreases due to the teacher's inability to use the richest possibilities of the native language.

The amount of verbal influences is not the same in the work of different teachers. And the smaller it is, the higher should be the value of each word and the more significant is the role of the ability to own it. Moreover, verbal communication is not identical to the simple transfer of information. First of all, the student is not only an object, but also a subject of verbal contact. He actively perceives what he has heard. I don't always agree with my elders. Have the right to have your own point of view. And correct communication requires persuading him, and not silenced if he argues, if he does not agree with what he heard. Communication involves the exchange of information, i.e. the movement of information in both directions, as well as the ability of the elder not only to speak, but also to listen.

“Our physics teacher speaks to himself,” one student tells another. - "And yours?" "Ours too, but he thinks we're listening to him."

The expression "teacher's speech" (synonym - "pedagogical speech), as a rule, is used when speaking about the teacher's oral speech. Oral speech of a teacher is speech created by the teacher at the time of speaking.

Pedagogical speech is designed to provide:

Productive communication, interaction between the teacher and his pupils.

The positive impact of the teacher on the consciousness, feelings of students in order to form, correct their beliefs, motives of activity.

Full perception, awareness and consolidation of knowledge in the learning process.

Rational organization of educational and practical activities students.

Consider non-verbal communication using Table 4.

Non-verbal remedies

Kinesika (movement)

Acoustics (hearing)

Proxomica (proximity)

Visually perceived movements, human behavior.

Auditory perception of non-verbal indicators of information.

Spatial location of communicants (personal area)

Universal gestures of everyday communication, understandable without words (signs of greeting and goodbye, attracting attention, prohibition or permission, consent or objection).
Gestures that are organically included in the context of speech (size or shape of an object).
Parallel use of word and gesture

Pay attention to this table and the pointing gesture;
They can be autonomous: without interrupting the explanation of the material, the teacher makes a gesture-remark.

Intonation.
Pedagogical voice (between soft and loud).
Logical accents and pauses.

1 rule: knowledge of 4 zones of the spatial territory.

Intimate zone (15-46 cm) - violation of it is perceived by a person painfully. It is allowed to penetrate the mother, child, spouse.
Personal zone (46-1.2 m) - the distance of the hand stretched out for a handshake. Used in interpersonal communication.
Social communication area (1.2-3.6 m) - distance for business communication.
Public area (3.6 or more) for rallies.

Rule 2: always face to face during communication, see the student's eyes, catch movement, in order to feel the violation of contact in time.

Rule 3: movement is minimal and, most importantly, situationally justified.

Topic 10. Techniques for creating a favorable psychological climate in the team. The concept of a conflict as a collision that reflects the contradictions that have arisen.

Creation of a favorable psychological climate in the team

In medicine, there is a concept - "long-term consequences". And the doctor is required to be very careful when treating a patient. If a doctor gives a medicine, say for the heart, he must foresee the possibility of a relapse, the negative effect of the recommended drug on other organs. Thinking about the long-term consequences is not easy. But doctors do it. And the teachers?

IN recent times it became more difficult to work with children. But in the educational process, it is not the methods of demand and punishment that prevail, but the methods of persuasion and example. Why?

Family, society, educational institution where unconditional obedience prevails, they always make their members deeply unhappy. Force control causes defensive reaction, reduces the self-esteem of individuals and the self-determination of society as a whole. And violence, in turn, gives rise to violence. It is no coincidence that huge empires left the historical arena that had built their policy on violence and coercion.

Avoid national disaster and individual, a tactful and respectful attitude, an individual approach, knowledge of the basics of conflict, competent use of methods and techniques of influence and interaction, communication styles and attachments help to choose effective measures to influence members of an adult, children's collectives. This allows you to create a favorable psychological climate in the team, the constituent elements of which are:

trust and high exactingness of the group members to each other;
friendly and business-like criticism;
free expression of one's own opinion when discussing issues;
sufficient awareness of the team members about its tasks and the state of affairs during their implementation;
satisfaction with belonging to a team;
high degree emotional involvement and mutual assistance;
taking responsibility for the state of affairs in the group by each of its members, etc.

We see that pedagogical communication is a collective system of socio-psychological interaction. In this regard, V.A.Kan-Kalik identifies the following lines of communication:

communication of the teacher with individual students;
communication of the teacher through individual students with the collective as a whole;
communication of the teacher with the team as a whole;
communication of the teacher through the team with individual students.

Moreover, these lines of communication are in constant interaction, intersect, interpenetrate, etc. In pedagogical activity, the collectivity of communication is not just a communicative background of activity, but the most important regularity of communication.

One of the tasks of the teacher when communicating with children is to convey part of their knowledge. Confidence in the strength of his intellectual baggage will be expressed in how the teacher enters the classroom (will he confidently open and close the door, walk through the entire study, or, upon entering, will stand at the door for a long time), in what voice he will say the first words (calmly loud, not slowly), how it will occupy the teacher's table, how it will move through the classroom.

The teacher's vocabulary is also influenced by his appearance. It has been established that a person who has received a positive assessment for his appearance is most often positively characterized in terms of personal characteristics and vice versa. Sensing this, the experienced teacher is neatly dressed and tastefully combed. He invariably demonstrates confidence in his knowledge, concentration, purposefulness. It is unacceptable for a teacher to appear in class with an anxious or confused face. K. D. Ushinsky rightly believed that a teacher should convey to his pupils a charge of cheerfulness, optimism, and a major mood. If the teacher has hunched shoulders, lowered head, arms hanging loosely along the body - this is the first stage of readiness. In this case, the teacher will not achieve discipline, there will be no respect for him. But it is even worse when the elder begins to appeal to the students: Why are you making a noise? Don't you want to study? Don't you need knowledge?

Research on the problem of communication shows that in the process of pedagogical communication there is a "mutual contamination" of the communicants, the communicative "mutual contamination" of the teacher and students, significantly affects the creative well-being of the teacher and the class, the psychological climate. This "mutual contamination" arises on the basis of the emotional community of the experiences of the teacher and the students, strengthens it, and acts simultaneously as a result of emotional community. This effect most significantly affects the content side of pedagogical communication, the level of cognitive activity of students, etc. there is a pedagogical empathy. The teacher acts as an activator of empathy and infects students with a problem, a joint search, and the empathy caused by him in students, in turn, affects the teacher himself.

It is important to be able to perceive and evaluate the emotional reaction of the class as a whole and of each student individually as an indicator of the level and depth of information perception, comfort in the class.

It is very easy to learn about a person's state of satisfaction while communicating. The analysis of "extensions" helps in this.

In transport, each of us can easily notice one of the seated passengers who will soon be leaving. Will notice by his adaptation to getting up. And at the bus stop, out of all those waiting, we will immediately single out those for whom the arriving bus turned out to be with the required route number - according to how they prepare to enter the bus in advance.

Of particular interest to us is how the nature of the attachments of one person to another or others changes. It depends on one person's perception of their right to this moment that is how to influence the other person. If the influencing person feels this right, then all his outbuildings have the features of an outbuilding “from above”, if he feels his powerlessness, he attaches himself “from below”, in the case of the “golden mean”, he attaches himself “on an equal footing”.

Proposed by P.M. Ershov's criterion for distinguishing "attachments" of a person to a person - from above, from below, on an equal footing - is simple and understandable to observe, although it is rather difficult to substantiate. It can be difficult to explain why a teacher, a student, any person at the moment is "attached" exactly "on a par", "above" or "below". But to see, to recognize this extension is quite simple.

"Attachment from above" manifests itself in straightening the back, "increasing" the height of a person in order to send words from top to bottom, so that obedience, assent, diligence of the one to whom the followers are addressing themselves. Boldly approach, resolutely reach out, take a thing without asking, pat on the shoulder - and all this with the confidence that the partner cannot have any objections.

"Attachment from below" looks like a more careful adaptation of the speaker to the one from whom he expects a response. A person tries to take as little space as possible, to meet in the shortest possible time, the ability to less disturb the interlocutor who is significant for himself, so that he can easily agree, fulfill the request, help.

"An extension on an equal footing" is recognized by the following signs: the person did not mobilize, did not spend a single extra effort when applying, did not additionally adapt in any way.

Remember your acquaintances, friends, relatives, classmates, teachers, observe the communication of people, determine the extension. Are they the same?

"Attachments" of each species for any person are very diverse. They subtly reflect all changes in the person's perception of his partner, and in his attitude towards him, and help to understand who is comfortable in a given situation, and who is not very comfortable, who understands the level of the material presented, and who does not.

When organizing correct mutual understanding in the process of pedagogical communication, emotional identification and empathy play an essential role as the ability to “emotionally (and not only rationally) perceive another person, penetrate him inner world, accept it with all thoughts and feelings. " To be able to emotionally identify oneself with a child, to heal him with feelings and thoughts, which means that it is difficult to adequately understand his thoughts and feelings. The correct idea of a partner is a condition for the productivity of all influences. Teacher W.P. Korolenko wrote: “When feelings do not find an appropriate expression, the possibility of mutual understanding is sharply reduced. Cause? Low emotional culture, inability to master the form of emotional experiences and read other people's emotions. It is disastrous for a teacher. "

Thus, emotional identification is the most important component of the process of pedagogical communication both before the organization of the impact and after it. The following structure is built:

Emotional Pedagogical Emotional Pedagogical

Identification impact identification impact

Here emotional identification acts as an advanced (prognostic) and final (evaluative - clarifying) element. These are the functions of emotional identification in the process of professional and pedagogical communication.

To create the most favorable climate, optimize communication, we can recommend a kind of guidance that you can focus on:

Appearance in the class is cheerful, confident, energetic, etc.
The general state of health in the initial period of communication is vigorous, productive, confident.
The presence of a communicative mood: a pronounced willingness to communicate.
An energetic manifestation of communicative initiative, an emotional attitude to activity, a desire to convey this state to the class.
Creation of the necessary emotional mood in the lesson. Student indifference often appears only because the interest with which the teacher prepared the lesson does not manifest itself in the teacher's behavior in the lesson itself, so the students are not able to "catch" the teacher's interest.
Organic management of one's own well-being during the lesson, extra-curricular activities and communication with children: an even emotional state, the ability to control well-being, despite the prevailing circumstances, disruptions in mood, displacement of negative thoughts and desires.
Communication management: efficiency, flexibility, a sense of one's own communication style, the ability to organize the unity of communication and the method of influence.
Manifestation of pedagogical tact.
Knowledge of the culture of speech: bright, imaginative, emotionally rich, accessible, logical, laconic.
Voice control: diction, intonation.
Mimicry management: energetic, bright, pedagogically expedient.
Management of pantomime: expressive, adequate gestures, plastic imagery, emotional richness of gestures.
Formation of a friendly student body: the inclusion of students in a common cause, that is, the discovery of common goals for all.
Using the ancient pedagogical advice: "Never make a remark to all participants in the disorder, but only one by arranging a study for the whole class or part of it, teachers often unwittingly help children to unite in bad deeds."
Determination of the child's condition by external signs.
When communicating, listen with attention and respect, without interrupting the interlocutor.
The final, general characteristics of communication.

But all these "technological" techniques will actively work only if the main condition is present - interest in teaching profession, taste for teaching, love for children, mutual understanding and mutual respect of the subjects of the educational process, in other words - subject to the professional and pedagogical orientation of the teacher's personality. However, life is full of contradictions, and in professional activity the teacher often faces a problem: how to resolve the conflict with the student, with colleagues, with the student's parents.

The essence of the concept of "conflict"

Conflicts arise in any human relationship, and the teacher-student, teacher-teacher relationship is no exception.

Almost all people, when they think about conflicts, think in terms of "victory", "defeat", this orientation prevails in school as well. Many teachers believe that they can only be strict or conniving, hard or soft, permitting or forbidding. The relationship with students is perceived as a continuous war, competition. It is quite understandable that schoolchildren also consider teachers their natural enemies - dictators who need to resist, or “rags” about which you can wipe your feet.

The culture of conflict resolution is of great educational and didactic value. In order to characterize any phenomenon, it is necessary to study the complex of internal and external relations, their interdependence. WITH scientific point view, it is important to highlight and clearly define the content of terms, with the help of which one or another pattern is described. The main conflictological concepts include: contradiction, conflict, conflict situation, incident. Let's consider them.

Conflict - (Latin word - collision) the process of a sharp exacerbation of the contradiction and the struggle of two or more parties in solving a problem that is significant for each of the participants.

Signs of conflict:

Discomfort is the intuitive feeling that something is wrong.
Misunderstanding - we draw false conclusions from a situation, most often due to a lack of understanding.
Tension is a state of a person, when the perception of another person and his actions is distorted, relationships are burdened with the weight of negative attitudes and preconceived opinions, feelings for the opponent change significantly for the worse.
Crisis - a person in his imagination, and sometimes in fact, becomes capable of extremes.
An incident is some trifle (remark, glance, reaction) that can cause irritation or excitement, after a few days it is often forgotten, but it may serve as the beginning of a struggle between the parties to the conflict.

A conflict arises when there are participants (or initiators of the conflict), contradictions, conflict situation, incident.

A conflict situation is a situation of latent or open confrontation between the parties due to emerging contradictions.

When people interact, there are always contradictions:

Motives, needs, value orientations;
Views, beliefs:
Understanding and interpreting information;
Expectations, positions;
Assessments and self-assessments;
Knowledge, skills, abilities;
Emotional and mental states;
Goals, means, ways of carrying out activities.

Before the onset of the conflict, when the balance in the classroom is lost, communication is disturbed.

Topic 11. Designing pedagogical interaction. Methods of indirect influence of the teacher, the conditions for their successful application. Pedagogical ethics, tact - the teacher's ability to establish an appropriate tone and style in the relationship "person - person".

Designing pedagogical interaction

When designing pedagogical interaction, the teacher must master the grammar of pedagogical communication. If we proceed from the fact that the pedagogical process has the following stages: conception, embodiment of the conception, analysis and evaluation, then it is possible to single out the corresponding stages of professional and pedagogical communication.

Modeling by the teacher of the upcoming communication with the class in the process of preparing for the lesson (prognostic stage).
Organization of direct communication with the class (the initial period of communication).
Communication management in the pedagogical process.
Analysis of the implemented communication system and modeling of a new communication system for the upcoming activity.

All these stages form the general structure of the process of professional and pedagogical communication.

An important stage of pedagogical communication is its modeling(Stage 1). We also carry out a certain forecast of the upcoming communication in everyday communication, when we are preparing, for example, for a serious, responsible conversation, message.

Let's remember how the process of preparing for a speech develops: we work on a synopsis, select the necessary material, plan ... And in our mind's eye there are those people to whom we will communicate something. In other words, there is a communicative forecasting of forthcoming activities.

So the teacher carries out a kind of planning of the communicative structure of the lesson, activities that correspond to the didactic goals and objectives of the lesson, extracurricular activities, the pedagogical and moral situation in the classroom, the creative individuality of the teacher, the characteristics of individual students and the class as a whole.

It is extremely important to carry out preliminary forecasting of the upcoming communication, since it helps the teacher to concretize the picture of communication and, accordingly, adjust the methodology of educational influence. In addition, at this stage, there is a complex process of transferring pedagogical tasks into the sphere of communicative tasks, their correspondence is achieved, ensuring the productive, realization of the pedagogical goals of the activity. At the same time, the probabilistic perception of the lesson material and the personality of the teacher himself is planned. In general, the listed elements form a kind of advanced stage of communication, in which the contours of the forthcoming interaction are laid.

Check for yourself how communicative forecasting affects your performance, and remember that this process can take place at home, in college, etc. Consider the significance of this preliminary phase of pedagogical communication. Try to compose a kind of communicative summary of the report, in which each pedagogical task corresponds to a communicative task and a way to solve it. In other words, planning general activities, always keep in mind the activity-communication.

An important condition for modeling the upcoming communication is the emotional unity of the teacher and students, which helps the teacher to foresee in advance the possible atmosphere of the lesson, to feel how the relationship will develop in this lesson, to see the prospect of their development and, on the basis of all this, to plan the logical, pedagogical and emotional structure of the upcoming activity, which allows create a truly creative atmosphere. The more accurately the teacher foresees the atmosphere of communication in the classroom, the more productive the subsequent communication process will be.

An analysis of the experience of leading teachers shows that predicting the upcoming communication to a large extent determines the didactic aspects of the lesson, tunes the teacher, forms a certain attitude towards interaction with the class. Sometimes this setting is done quickly and immediately before the lesson, and sometimes it is more lengthy. It gives the teacher the opportunity, as it were, to present their own communicative behavior and emotional state in the classroom, extracurricular activities, parenting meetings, etc.

Now try to create a holistic image of communicative preparation for a lesson, class hour, class:

Imagine a specific class, or a series of classrooms in which you have to give lessons, class hours.
Try to restore in your communicative memory the experience of communication with this particular team. Strive to develop positive feelings from the class and block negative ones - they will get in your way.
Remember what type of communication is peculiar to you. Is it possible when communicating with schoolchildren of this class, does it fit into the lesson, class hour.
Try to imagine how the class will perceive you and the lesson material, class hour.
Correlate your inherent style of communication with the class with the tasks (teaching, developing, educating) of the lesson, class hour. Try to achieve their unity.
While working on the synopsis, planning the fragments and parts of the lesson, class hour, imagine the general psychological atmosphere of their implementation. This will help you choose the means of influence and interaction, training, and make planning more targeted.
Do not forget to "remember" your relationship with individual students, avoid stereotypical psychological attitudes in relation to children.
Finally, try to get a general feel for the upcoming communication atmosphere in the lesson - this will make you more confident.

Often, a well-planned communication system in the lesson dictates both the selection of material and teaching methods. In general, thinking through the upcoming communication with the class will certainly optimize the entire educational process.

Of great importance in the educational process is the organization of direct communication with the class in the initial period of contact with him (stage 2). This period can be conditionally called "Communication attack", during which initiative is gained in communication and a holistic communicative advantage, which makes it possible to manage communication in the future.

Modern socio-psychological research shows that a person can act in different ways in the communication procedure: firstly, he can be an initiator, secondly, a subject, and thirdly, in different situations he can act either as an active or passive participant in interaction. The peculiarity of professional and pedagogical communication lies in the fact that initiative here acts as a way of managing communication and, accordingly, an integral educational process. We can say that in terms of social and psychological control of cognitive search in the classroom and the joint creative activity of the teacher and students is carried out through a correctly organized communication system.

Initiative in communication enables the teacher to solve a number of strategic and tactical educational and psychological tasks: to provide a managerial (leadership) role in the educational process, to give a pedagogically expedient direction to the forms of communication and, accordingly, to the moods, feelings and activities of children, to create the necessary socio-psychological climate , adjusting educational and educational activities to the corresponding situation.

Are there any sustainable and proven ways to gain initiative in communication. In this regard, we can recommend the following:

Clarity in the organization of initial contact.
Prompt transition from organizational procedures (greeting, sitting down, etc.) to business communication.
The appearance of the teacher (neatness, smartness, composure, activity, benevolence, charm)
Implementation of speech and non-verbal means of communication, active inclusion of facial expressions, micromimics, eye contact.
The ability to "translate" into the class their own disposition to children, friendliness.
Setting bright and attractive goals for the activity.
Prompt achievement of social and psychological unity with the class.
Organization of holistic contact with the whole class.
Setting tasks and questions that at the initial moment of interaction are able to mobilize the team.

Pedagogical tact

In the process of communication between the teacher and students, two emotional poles of communication can develop. A true educational effect is given by the teacher's ability to organize relationships based on positive emotions. Experience shows that it is the presence of pedagogical tact that allows the teacher to build communication on positive emotions, to establish and maintain psychological contact with children.

Beat literally means touch. This is a moral category that helps regulate relationships between people. Based on the principle of humanism, tactful behavior requires that in the most difficult and controversial situations, respect for the person is preserved. To be tactful is a moral requirement for every person, especially for a teacher who communicates with a developing personality. Pedagogical tact differs from the general concept of tact in that it denotes not only the characteristics of the teacher's personality (respect, love for children, politeness), but also the ability to choose the right approach to students, i.e. it is an upbringing, effective means of influencing children.

Choose one of the given definitions of the pedagogical tact, which is provided to you the most successful in terms of its essential characteristics.

Pedagogical tact is a measure of the teacher's pedagogically expedient influence on students, the ability to establish a productive style of communication. Pedagogical tact does not allow for extremes in communication with schoolchildren.
Practically, tact is expressed in the observance of a pedagogically grounded measure in the use of educational influences, in their pedagogically expedient optimization, and the measure is regulated by a complex psychological and moral-psychological content.
This is the observance of measure in following the norm and inventing a new one ... Pedagogical tact is always a creative, unconventional application of pedagogical ethics.
“... Pedagogical tact will be considered a category of ethical, professionally significant quality of the teacher's personality. The pedagogical tact determines the culture of pedagogical communication between the teacher and the student, the teacher and the parents of the students, the teacher with his colleagues in the organization and implementation of the educational process and contributes to the greatest effect in education and communication. "

The teacher's pedagogical tact is manifested from the first to the last minute of contact with students, in any class. Pedagogical tact involves:

respect for the student and exactingness to him;
development of students' independence in all types of activities and firm pedagogical guidance of their work;
attentiveness to mental state the student, the rationality and consistency of requirements for him;
development of thinking and will of schoolchildren, thoughtful help to them in their work, responsiveness, manifestation of care for them;
the teacher's persistence in working with students and the use of various methods, techniques of educational influence, taking into account their pedagogical effectiveness;
trust in students;
pedagogically justified combination of business and emotional nature of relations with students;
calm confidence, poise and expressiveness in handling.

The teacher, with pedagogical tact, treats children with care, especially in their difficult, crisis periods. He is not like those adults about whom the teenager writes in his poems:

There are so many superficial things in us,

There is so much unnecessary in us,

There is so much outside in us,

There are so many messengers in us,

There are so many good things in us

And people walk around and don't believe us ...

They are big and dry

They walk along the shore

Around the raging elements.

Pedagogical tact is necessary both in teaching and in upbringing. But in education, his role is special. Children will still be able to learn something from a tactless teacher, although this will be a "bitter" teaching. And in education, a tactless teacher will achieve nothing. “You cannot impose convictions by force,” KD said. Ushinsky. And for this, students must respect their teacher. A tactless teacher is rarely respected by anyone.

Independent work of students

Lesson 1... Purpose: Development of skills and abilities in compiling a questionnaire.

On the example of the proposed questionnaire for self-assessment of the knowledge and skills of a teacher in the transition to learning on a new pedagogical technology, develop independently another questionnaire to identify the teacher's self-esteem. See Appendix 1.

Session 2... Purpose: the development of a positive emotional attitude towards the study of pedagogical disciplines and the chosen profession, through understanding the role of the teacher in modern society... Formation of the ability to work with different sources of information.

Tasks to choose from:

Option 1. Find literature related to the study of this discipline in general. From various information sources (fiction, educational, popular science literature, periodicals, etc.), write down 2-3 examples of pedagogical skills of creatively working teachers. Explain why you think these teachers are masters of their craft.

Option 2. Using a piece of paper, thread, and tape, craft a Material Model of Teaching Excellence. Suggest an explanation for this model. Provide a brainstorming model. Know how to answer questions about your model.

Session 3... Purpose: development of skills of introspection, the ability to build individual programs for professional and personal growth through the development of analytical and synthetic skills.

Tasks to choose from:

Option 1. Make an individual program for professional and personal growth, self-improvement, based on your personality card (Table). Choose the variant of the table that best suits your requirements and fill it in:

Tab.

Basic qualities and skills of a person	Quality baseline assessment	Planned work	Timing work
I General qualities citizenship moral intelligence hard work, efficiency humanistic orientation	By 10 point system		When you plan to achieve the results of your work.
	By 10 point system		When you plan to achieve the results of your work.
II Special qualities theoretical and methodological preparedness in the specialty psychological - pedagogical readiness for professional activity development of pedagogical skills diagnostic communicative organizational research design development of teaching skills didactic perceptual expressive organizational creative emotional - value		(rules, exercises, actions to form, develop qualities, skills)
III Individual qualities features of cognitive processes, their pedagogical orientation emotionally - moral responsiveness culture of appearance (posture, clothing, facial expressions, pantomime) volitional qualities (relieve excessive stress, overcome indecision in oneself or, on the contrary, control incontinence, create the necessary mood, restrain oneself in stressful situations) culture of speech (grammar, lexical richness, speech technique)		(rules, exercises, actions to form, develop qualities, skills)

Tab.

Individual program of professional and personal growth

Literature: 4, 8, 12, 16.

Session 4.Purpose: to develop the skills of logical text processing.

Write a review of Chapter 3, pages 79 - 92 from the book Fundamentals of pedagogical skills: Textbook for ped. specialist. higher. study. institutions / Ed. M. A. Zyazyuna. - M .: Education, 1989.

A review is a presentation of the analysis of a text, in which its content, form is considered, its advantages and disadvantages are noted and argued, conclusions and generalizations are drawn.

Lecture number 4 (2 hours)

TECHNOLOGY OF PEDAGOGICAL

INTERACTIONS

It's good to be a ladder for children who want to grow up to the sun on a gloomy day.

V. Kupriyanov

Algorithm for analyzing the pedagogical situation and solving pedagogical problems.

The essence of pedagogical interaction.

The fabric of the educational process is created from a wide variety of events, numerous situations. And the result of upbringing depends on what is the position and behavior of the teacher in them.

Pedagogical influence in the educational process allows you to effectively achieve the set goals. At the same time, the teacher demonstrates the necessary samples, the algorithm that must be followed. The child must remember and repeat it. For example, in the lesson, the teacher explains how to solve a new type of problem, leads a certain sequence of actions. If the student is already able to reproduce this on his own, then he achieves success.

Thus, the main unit of the educational process is pedagogical interaction, which presupposes the mutual and fruitful development of the personality traits of the teacher and his students on the basis of equality in communication and partnership in joint activities.

Interaction is a coordinated activity to achieve joint goals and results, by the participants in solving a problem or task that is significant for them. Interaction is one of the main ways to enhance the child's self-development.

Principles of pedagogical interaction.

Pedagogical interaction, cooperation play a developmental role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and human personality traits. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the birth of the dictator of the educational process, requires a certain social attitude, the development of an individual style. D.A. Belukhin notes that the teacher must follow certain principles of pedagogical interaction, among which he names:

Humanistic orientation (real ensuring the development of the positive sides of a person's personal potential);

Creativity (the ability to create and implement new approaches to defining the content and forms of their pedagogical activity);

The anticipatory nature of pedagogical activity (the teacher works for the future);

Equality in communication and partnership in joint activities;

The psychotherapeutic nature of the interaction;

Emotional involvement (experiencing).

Methods, techniques, means of education.

Russian Pedagogical Encyclopedia (M., 1993) defines methods of education as a set of the most common ways of implementing educational interactions, ways of solving educational, tasks 2.

Methods of exposure and methods of interaction- these are specific ways of building a subject - object or subject - subject relations in the process of education. In everyday educational practice, more often than not, an immediate reaction to a specific situation, the resolution of a momentarily arisen task is necessary. After all, the educational process is a kind of chain of interdependent and interdependent pedagogical situations.

Pedagogical situation- This is a certain state of the pedagogical system in a specific period of time. The teacher's behavior in this situation depends on the goal of upbringing, his position, professional knowledge of the entire range of methods and techniques, as well as the algorithm for solving pedagogical problems. Methods are closely related to methodological techniques.

Reception- this is a method of pedagogical actions in certain conditions (= the concept of "operation") 1. Techniques are of a private nature and do not have an independent pedagogical task. For example, dividing a class into micro-groups (by random choice, by interests, by leaders, etc.) is a methodological technique that can be subordinated to different tasks: to teach collective planning, to reveal individual abilities, etc. The relationship of methods and techniques is flexible, the same techniques can be used in different methods.

The means of education are used in unity with methods and methodological techniques. These include the material and ideal elements of reality, used as tools, instruments of pedagogical activity.

Classification of methods of pedagogical interaction.

Persuasion techniques

Consciousness develops in a person in a natural way only in joint activities with other people, that is, CO-knowledge is necessary. Organization of work with information implies its perception, analysis, modeling of possible consequences and testing of Polunin's results in practice. The persuasion method is a way of influencing consciousness. It can be carried out in different forms: suggestion, narration, dialogue, lecture, etc. The teacher must remember the main rule: "Developing children, I develop myself!" This is why relying on imagination combined with explanation (surprise and warning) is important. D. A. Belukhin draws attention to the need to induce a positive attitude of awareness of something, supported by verbal influences such as encouragement or approval.

Exercise methods

The next group of methods contributes to the formation of the unity of consciousness and behavior. It is based on exercise (training) - such a method of managing the activities of schoolchildren with the help of various and repetitive tasks, where everyone performs certain assignments (tasks). It is necessary to ensure that the fulfillment of the requirements, exercises becomes necessary for the child himself. Only then will his personality develop.

The organization of joint activities of schoolchildren is unthinkable without thoughtful, well-grounded requirements of the teacher. An experienced teacher goes to children with a detailed program of actions, and his requirements are a means of implementing this program in the deeds and actions of the pupils.

Self-assessment methods

Encouragement and punishment is a method of pedagogical stimulation, which, while encouraging pupils to certain activities, at the same time inhibits their unwanted actions and deeds. The content of encouragement and punishment consists in making; adjustments in individual rights and obligations of students as members of the team, as well as in the moral assessment of their activities.

Methods of upbringing - a set of the most common ways of implementing educational interactions, ways of solving educational problems.

The teacher and the pupil are subjects of interaction. This means that each of them in a situation of communication and activity is able to be active. But the educator and the pupil are not completely equal subjects of educational interaction. The inequality of the educator and the pupil is the inequality of responsibility for the development of the pedagogical situation. The teacher, by virtue of his social role should strive to achieve specific goals. The upbringing method is a way of interaction between the educator and the pupil, aimed at achieving the goals of upbringing.

At the moment, there are various classifications of educational methods. Let us dwell on the traditional classification presented in the textbook by T.A. Ilyina. T.A. Ilyina relied on the results of the discussion about the classification of methods of education, which unfolded on the pages of the journal "Soviet Pedagogy" in 1970-1972. The generalized result of the discussion took the following form.

The first group - methods of persuasion: suggestion, explanation, conversation, example, etc. These methods are based on reliance on consciousness and feelings.

The second group - methods of organizing activities: training, exercise, assignment, etc.

The third group is incentive methods: demand, encouragement, punishment, etc.

Persuasion method.

Consciousness develops in a person in a natural way only in joint activities with other people. Organization of work with information implies its perception, analysis, modeling of possible consequences and approbation of the results obtained in practice. The persuasion method is a way of influencing consciousness. It can be implemented in various forms:

Suggestion is a method of upbringing, which is based on the readiness of the pupil "on faith" to accept ideas and, without a struggle of motives, to fulfill the requirements of the educator.

The condition under which such an influence of one person on another is possible is trust in the one who exerts the influence. This method is good in situations where a person is not able, for various reasons (age, health, emotional state), to assess the situation with a sufficient degree of criticality and accept independent decisions... But at the same time, the constant use of this method can lead to the habit of blindly following directions from the outside.

Explanation is an upbringing method based on the interpretation of the content of certain norms, requirements, rules of behavior in the part that is not clear to the pupil.

This method is appropriate when a person is faced with a new situation and he himself does not have enough experience and knowledge to correctly assess it and develop adequate behavior. It is important that the facts, examples confirming the need to comply with certain norms, requirements and rules are convincing and justify the need to follow certain norms.

Explanation should not turn into annoying edification, common truths should not be explained, and therefore this method should be used when a person really does not understand the content of certain norms, requirements and rules of behavior.

Conversation is a question-and-answer method of interaction, based on enhancing the mental activity of subjects and focused on a joint search for truth.

Conversation involves an exchange of views. The success of the conversation is achieved with the mutual interest of the interlocutors in the search for truth, with the desire and desire to know the point of view of another person, to understand his position. While conducting a dialogue with the pupil, the teacher must give up the desire to convince "at any cost". In order for the dialogue to take place, the educator must master the technique of posing the question. E. N. Ilyin is a master of such a dialogue. He owns the authorship of such a technique as "asking yourself." Its essence lies in the fact that the question should be formulated with the expectation not of abstract-logical thought-creation, but of an emotional-sensual attitude to the situation under discussion, that it was personally significant for the interlocutors.

Persuasion by example is an upbringing method based on the demonstration by persons significant for the pupil of a model of behavior and attitudes (towards himself, people, towards the world), which he perceives as worthy of imitation.

Persuasion by example is calculated on the inclination of children to imitate. "Especially childhood in general, it is motivated and directed to action more by examples than by rules, ”wrote Ya. A. Komensky. The tendency to imitate is explained by the fact that the child has poor life experience, there are no stable habits of behavior. Because of this, the child can take as a basis both positive and negative role models. Educational influence is to help the child choose a role model and develop a negative assessment of negative examples.

It must be remembered that education cannot be built only on imitation and copying, each person goes through his own life path, in his actions he must realize his unique individuality.

Methods for organizing activities.

A pedagogical requirement involves placing the pupil in a situation of performing certain actions. It provides stimulation or inhibition of certain actions of children, their actions, behavior in general, through the manifestation of the teacher's personal attitude to the pupil. Organization of joint activities of schoolchildren is unthinkable without thoughtful, well-grounded requirements of the teacher. An experienced teacher goes to children with a detailed program of actions, and his requirements are a means of implementing this program in the deeds and actions of the pupils.

Depending on how the educator treats the child and what and how he does, indirect requirements are divided into three groups.

Training is a method of upbringing, based on the gradual development to the level of a habit of any method of action under the control and support of the educator.

The formation of a habit is evidenced by the prevailing dynamic stereotype behaviors, for example: brushing your teeth in the morning, sitting down on time to do your homework, and greeting each other when you meet.

Learning begins with showing a pattern of a particular behavior, it is based on external control. Training is carried out, as a rule, in combination with exercise, since the usual way of behavior requires the consolidation of the necessary skills.

Exercise is a method of education based on the organized repetition of certain actions and deeds in order to form skills.

If we want to cultivate any quality in a person, we must put him in a condition where he would be forced to manifest this quality. You cannot educate a courageous person if you do not give him the opportunity to show courage - no matter what: in restraint, a direct open word, some deprivation, patience, courage.

Along with the fact that the exercise involves the presence of elements of mechanical repetition, the use of this method gives a positive effect if a person clearly understands the result that he must achieve, and consciously strives to improve his performance. Having mastered certain skills and abilities, a person enters a new qualitative level, which will inevitably affect his communication and activities.

Assignment is a method of education based on the transfer of personal responsibility for the case.

The assignment puts a person in a situation where he inevitably becomes a subject of activity, which means that he must direct his activity towards achieving a result. External control, as a rule, concerns the result of an activity, while a person must organize the process himself: allocate resources, develop a certain rhythm of work, plan, exercise self-control. Assignments are of varying degrees of complexity, but in any case, in fulfilling them, a person must show initiative and responsibility.

Perspective is a method of pedagogical interaction that stimulates socially useful activities of children by setting exciting meaningful goals for them. At the same time, their achievement becomes a personal aspiration, desire and interest of the pupil. The purpose of the perspective method is to transform the goal and objectives of the socially useful activity of a collective of students from an external stimulus into an internal motivation of each of its members. The method of perspective allows the teacher, student self-government bodies to consistently guide the development of the team, enrich its content. This is achieved by building perspectives of different scales into a specific system.

Incentive methods.

Requirement is a method of upbringing based on the presentation of a personality in a more or less categorical form of certain norms and rules of behavior.

A. S. Makareno deduced a kind of theorem of application of the demand method and tried to follow it in his practice: “Where I am not sure whether it is possible to demand something, right or wrong, I pretended that I did not see anything. I was expecting a case when it became obvious to me and to every person with common sense it became clear that I was right. In this case, I made dictatorial demands to the end, and since they seemed better from such an obvious truth, I acted more courageously, and the guys understood that I was right, and easily yielded to me. " A.S. Makarenko in his pedagogical activity combined adamant exactingness and firmness with respect for the personality of the pupil.

Encouragement is a way of supporting a particular form of behavior through an endorsement or reward.

For a person, regardless of age, for psychological comfort, it is absolutely necessary to receive approval from the outside. The forms of encouragement can be very different: diploma, cash bonus, oral gratitude. It is necessary to reward for real successes in order not to devalue the situation of reward. But the teacher must create situations of success, since not every child is able to independently reach the level that allows him to be encouraged. In encouraging a child, we must cultivate the desire for self-improvement, not the expectation of encouragement.

Punishment - limiting the arbitrariness of a person, a measure of influence applied to a person for any guilt, misconduct. The meaning of punishment is to make adjustments in human behavior, to achieve the fulfillment of certain requirements. A. S. Makarenko wrote: “I am personally convinced that punishment is not such a great blessing. But I am convinced of the following: where it is necessary to punish, there the teacher has no right not to punish ”. A.S. Makarenko believed that the punishment should be individual, adapted to the individual. One must be very careful about the right to punish. "I cannot imagine a healthy team," he said, "where 10 people may have the right to punish." The team must define the legal mechanisms of punishment, the child must be protected from the arbitrariness of the personality of the educator.

Punishment makes sense when a person realizes the justice of the punishment and experiences what happened. The purpose of punishment should not be to inflict suffering. The punishment must be accompanied by the experience of making a mistake. It must resolve and destroy the conflict and not create new conflicts.

Public opinion is a method of pedagogical interaction that, as it were, absorbs all the others, since it attracts students to develop and present socially and morally valuable requirements to each other, formulate and implement socially and personally significant prospects, has a decisive influence on the effectiveness of encouragement and punishment. The purpose of the method of public opinion is to stimulate everything positive in the life of the collective and to overcome negative phenomena and trends.

Educational functions public opinion is reflected in the fact that the children's collective itself uses all methods of pedagogical interaction in their various forms and forms.

Public opinion can manifest itself in the discussion and decision-making by the management bodies of the collective, in the actions of authorized persons, members of the student collective responsible for various areas of work in the printed organs of the collective and on the school radio, in the personal relations of the members of the collective.

In communicating with each other, children learn to truly adhere to principles, criticality and self-critical assessment of their own behavior and the behavior of their comrades. The atmosphere of a sensitive, benevolent and at the same time demanding, comradely exacting attitude of pupils to each other is not created by special methods, but is formed thanks to the constant unobtrusive participation of teachers in all the affairs of the team, real democracy of school self-government. The effectiveness of public opinion is ensured by directing public opinion towards solving the most urgent and significant educational problems and by expanding the scope of public opinion, both in terms of the number of students it effectively affects, and in terms of the breadth of issues covered. The poorer, the more monotonous the activity of the collective, the narrower the circle of interests of children, therefore, the more one-sided is the formation of public opinion.

For the successful application of methods and techniques of pedagogical interaction, it is especially important to be able to foresee the educational effect that can be achieved in a given situation.

Conclusions for chapter 1

During theoretical research general concepts of personality, collective and educational process, the following conclusions were drawn:

1. Personality is:
1) a stable system of socially significant traits that characterize the individual as a member of society, community, group;
2) an individual carrier of these traits as a free and responsible subject of conscious volitional activity. Sociological analysis of a personality involves the identification of social-typical ones in it, which are necessary for performing public functions characterological and moral qualities, knowledge and skills, value orientations and social attitudes, the prevailing motives of activity.
2. A team is a group of people performing socially useful and personally significant activities, for example, educational, industrial, scientific, etc. Possesses the properties of a social group and social institution. Primary collectives are distinguished, then - indivisible groups of people who are in direct communication and interaction (brigades, school classes, student groups, etc.).
3. Education is a process of systematic purposeful impact on the spiritual and physical development of an individual in order to prepare it for production, social and cultural activities... Upbringing has a close connection with education, training and is realized in the process of creative mastering of all cultural achievements available to mankind, characteristic of a given socio-historical context. Upbringing is closely related to education and training and is the development of certain human qualities in an individual and his assimilation of moral, scientific-cognitive and artistic culture, which naturally orients the individual towards certain values; attitude to goodness, truth, beauty.

The upbringing of a person is possible only when surrounded by people. Only in a society of his own kind, he can learn all the knowledge and skills necessary for life. Education in a team is natural for him. It gives a person the necessary experience of communication and interaction with others. The effectiveness of such education is also determined by the fact that public opinion most often has for a person great importance... Consequently, the collective has a significant influence on the personality. This influence can be effectively used for educational purposes.

The purpose of upbringing is to correctly orient the formation of the personality, and this is possible only on the basis of a deep knowledge of the driving forces, motives, needs, life plans and value orientations of the pupils.

The essence of education. Education as an abstract universal category, the idea reflects and expresses an objective, concrete historical process - the movement of relations, communication, activities in society, thanks to which continuity between generations is carried out through the transmission of culture and the reproduction of productive forces.

Appointment. Upbringing as a social phenomenon has as its purpose the fulfillment of the objective function of the social mechanism of interaction between generations. It ensures the entry, growth of the growing generations into the life of society, their becoming a productive force and personalities.

Content. Upbringing as an objective concrete historical phenomenon has its content primarily empirical (the source and criterion of cognition is sensory experience, observation) experience of human cognition of the world, gradually comprehended and theoretically generalized. This experience is passed on to children, especially in these types social activities as productive labor, life support and culture.

So, a social phenomenon - education - is necessary as a way to ensure the life of society and the individual; it is carried out in specific historical conditions as a result of the prevailing public relations and the way of life of the community; the main criterion for its implementation, implementation is the degree of correspondence of the properties and qualities of the individual to the requirements of life.

Reeducation methods	Appointment	Specific methods and techniques
Persuasion	A radical change in the justifying motives of improper behavior, the formation of socially valuable	Public opinion, persuasion by word, deed, example, creation of socially valuable individual life experience
Retraining	Elimination of negative habits, unhealthy needs, wrong actions... Changing life experiences	Prohibition, control, verification of compliance with requirements, inclusion in active socially valuable activities, support of positive manifestations
Explosion	Destruction of negative qualities, negative stereotypes of behavior	Forcing negative experiences to the limit, bringing the negative in the behavior of a teenager to the point of absurdity
"Reconstruction" of the character	Making certain adjustments to the child's spiritual world, preserving valuable, eliminating negative	System of perspectives, highlighting a leading positive quality, drawing up a reconstruction program
Switching	Change in focus, reorientation to follow a positive example	Methods and techniques for organizing socially valuable activities
Encouragement and punishment	Encouraging positive behavior, containing negative	The system of rewards and punishments, adjusted for educational difficulties
Self-correction	The development of the activity of adolescents in the restructuring and alteration of their character	Introspection, self-esteem, self-accustoming, self-exercise, self-condemnation, self-punishment

METHODS, PRACTICES AND MEANS OF EDUCATION

Parenting methods- a set of the most common ways of implementing educational interactions, ways of solving educational problems.

Pedagogical situation- This is a certain state of the pedagogical system in a specific period of time.

The behavior of the teacher in this situation depends on the goal of education, and on his position, and on professional knowledge of the entire range of methods and techniques, as well as the algorithm for solving pedagogical problems. Methods are closely related to methodological techniques.

Reception- this is a method of pedagogical actions in certain conditions (equal to the concept of "operation").

Techniques are of a private nature and do not have an independent pedagogical task. For example, dividing a class into microgroups (by random choice, according to interests, according to leaders, etc.) is a methodological technique that can be subordinated to different tasks: to teach collective planning, to reveal individual abilities, etc. the same techniques can be used in different methods.

Educational tools are used in unity with methods and methodological techniques. These include the material and ideal elements of reality, used as tools, instruments of pedagogical activity. The means can be a collective (in the pedagogical sense of the word), various types of activity, as well as objects of material and spiritual culture (books, films, musical works, etc.). Each tool must be acceptable for solving a specific pedagogical problem. The larger the set of tools available to the teacher, the more effective his professional activity.

Based on the practical work of the teacher N.E.Shchurkova considers the following groups of methods:

the methods with the help of which the consciousness of the pupils is influenced, their views (ideas, concepts) are formed, the operational exchange of information in the pedagogical system between its members is carried out;

methods with the help of which the behavior of pupils is influenced, their activity is organized, its positive motives are stimulated;

methods by which help is provided in the self-analysis and self-assessment of pupils.

Persuasion methods.

Consciousness develops in a person in a natural way only in joint activities with other people, i.e. Consciousness is necessary. Organization of work with information implies its perception, analysis, modeling of possible consequences and approbation of the results obtained in practice. The persuasion method is a way of influencing consciousness. It can be carried out in various forms: suggestion, narration, dialogue, lecture, etc. The teacher must remember the main rule: "Developing children, I develop myself!" This is why relying on imagination combined with explanation (surprise and warning) is important.

Exercise methods.

The next group of methods contributes to the formation of the unity of consciousness and behavior. It is based on exercise (training) - such a method of managing the activities of schoolchildren with the help of various and repetitive tasks, where everyone performs certain assignments (tasks). It is necessary to ensure that the fulfillment of requirements, exercises becomes necessary for him. Only then will the development of the child's personality take place.

Pedagogical requirement involves placing the pupil in a situation of performing certain actions. It provides stimulation or inhibition of certain actions of children, their actions, behavior in general, through the manifestation of the teacher's personal attitude to the pupil. Organization of joint activities of schoolchildren is unthinkable without thoughtful, well-grounded requirements of the teacher. An experienced teacher goes to children with a detailed program of actions, and his requirements are a means of implementing this program in the deeds and actions of the pupils. In practice, two main types of teacher requirements have developed: direct, when they are addressed to those children from whom the educator is seeking certain actions, and indirect, when the educator, with his requirements, causes the children to make their subsequent demands on their comrades.

Table 3

Indirect requirements

These types of claims can be made in direct and indirect form. A direct requirement contains a clear, specific instruction (“Go to the blackboard with a notebook,” “Bring a ruler, pencil to class,” etc.). It is especially effective at the beginning of work with a children's team. As early as A.S. Makarenko wrote: "Without a sincere, open, convinced, ardent and decisive demand, it is impossible to start educating the collective, and those who think to start with hesitant, greasing persuasions make a mistake. A direct demand is also necessary where the teacher organizes new activities for children. In this case, it is similar to instruction. Applying direct requirements, the teacher enters into a certain relationship with children and at the same time forms their attitude towards the activity being performed. Thus, it prepares the conditions for a wider application of indirect requirements. In indirect requirements, not only the content of the requirements themselves is used as incentives, but also those feelings and experiences of children that are caused by this form of appeal to them are taken into account. Depending on how the educator treats the child and what and how he does, indirect requirements are divided into three groups (see Table 3).

Perspective - a method of pedagogical interaction that stimulates socially useful activities of children by setting exciting meaningful goals for them. At the same time, their achievement becomes a personal aspiration, desire and interest of the pupil. The purpose of the perspective method is to transform the goal and objectives of the socially useful activity of a collective of students from an external stimulus into an internal motivation of each of its members. The method of perspective allows the teacher, student self-government bodies to consistently guide the development of the team, enrich its content. This is achieved by building perspectives of different scales into a specific system.

Self-assessment methods.

Encouragement and punishment - a method of pedagogical stimulation, which, while encouraging pupils to certain activities, at the same time inhibits their undesirable actions and deeds.

The content of encouragement and punishment consists in making adjustments to individual rights and obligations of students as team members, as well as in the moral assessment of their activities. Encouragement and punishment can be associated with a change in the responsibilities of children. In these cases, the expansion and limitation of responsibilities alternately acts as a measure of encouragement or punishment, especially at the initial stage of team organization. Rewards and punishments can be linked to changes in children's rights. Expansion of rights acts as a measure of encouragement, and their restriction is a punishment.

Public opinion - the method of pedagogical interaction, which, as it were, absorbs all the others, since it involves students in the development and presentation of socially and morally valuable requirements to each other, the formulation and implementation of socially and personally significant prospects, has a decisive influence on the effectiveness of encouragement and punishment. The purpose of the method of public opinion is to stimulate everything positive in the life of the collective and to overcome negative phenomena and trends.

Public opinion is also present in a poorly organized collective, but in this case it can also have a negative orientation, resist common pedagogical requirements, and be false.

The educational functions of public opinion are reflected in the fact that the children's collective itself uses all the methods of pedagogical interaction in their various forms and forms.

In communicating with each other, children learn to truly adhere to principles, criticality and self-critical assessment of their own behavior and the behavior of their comrades. The atmosphere of a sensitive, benevolent and at the same time demanding, comradely exacting attitude of pupils to each other is not created by special methods, but is formed thanks to the constant unobtrusive participation of teachers in all the affairs of the team, real democracy of school self-government. The effectiveness of public opinion is ensured by directing public opinion towards solving the most urgent and significant educational problems and by expanding the scope of public opinion, both in terms of the number of students it effectively affects, and in terms of the breadth of issues covered. The poorer and more monotonous the activities of the school collective, the narrower the circle of interests of children, therefore, the more one-sided is the formation of public opinion.

See: Brief Pedagogical Dictionary / Comp. A. V. Mudrik.- Perm, 1994 .-- P. 21.