) Fundamentals of pedagogical skills (Speech technique, teacher communication styles). Zyazyun I.A.

THE CONCEPT OF PEDAGOGICAL TECHNIQUES

Delving into the secrets of success of master teachers, we discover the refinement of pedagogical influence techniques, skillful formulation and solution of a wide variety of practical problems. An important role here belongs to special skills: mobilizing students for intensive cognitive activity, asking questions, communicating with a group and an individual, making observations, organizing a team, controlling one’s mood, voice, facial expressions, and movement. “The student perceives your soul and your thoughts not because he knows what is in your soul, but because he sees you, listens to you,” said A. S. Makarenko.

Pedagogical technique precisely promotes the harmonious unity of the internal content of the teacher’s activity and its external expression. The skill of a teacher lies in the synthesis of spiritual culture and pedagogically appropriate external expressiveness.

Thus, technique is a set of techniques. Its means are speech and non-verbal means of communication.

Soviet pedagogical science assigns a service role to pedagogical technology and does not reduce the essence of pedagogical skill to it. But you can’t rush to the other extreme. It is not neglect of technology, but mastery of it that turns it into a subtle tool for solving important pedagogical problems facing the teacher.

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

The first group of components is related to the teacher’s ability to manage his behavior: control of his body (facial expressions, pantomime); managing emotions, mood (relieving excessive mental stress, creating creative self-esteem); social-perceptual abilities (attention, observation, imagination); speech technique (breathing, voice production, diction, speech rate).

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

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

TYPICAL MISTAKES OF A YOUNG TEACHER

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

All these mistakes prevent the teacher from effectively influencing students. Eliminating them in the process of teaching him at a university is one of the urgent tasks of preparing a teacher to lead the educational process.

PEDAGOGICAL FOCUSAND APPEARANCE OF THE TEACHER

The appearance of the teacher should be aesthetically expressive. A careless attitude towards one's appearance is unacceptable, but excessive attention to it is also unpleasant.

The hairstyle, the suit, and the decorations in the teacher’s clothes should always be subordinated to the solution of the pedagogical task - an effective influence on the formation of the student’s personality. Having the right to decorate clothes and cosmetics, the teacher must observe a sense of proportion and understanding of the situation in everything. The aesthetic expressiveness of the teacher is also reflected in how friendly his facial expression is, in his composure, restraint in movements, in his spare, justified gesture, in his posture and gait. Grimacing, fussiness, unnatural gestures, and lethargy are contraindicated for him. Even in the way you enter the children, how you look, how you greet them, how you push back a chair, how you walk around the classroom - in all these “little things” the power of your influence on the child lies. In all your movements, gestures, and gaze, children should feel restrained strength and great self-confidence. It is precisely this way - calm, friendly, confident - that you are most expressive as a person, this is precisely the way you are most powerful as an educator.

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

EMOTIONAL STATE MANAGEMENT

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

The ability to self-regulate can be tested using the following test.

Answer “yes” or “no” to questions regarding your well-being and mood:

Are you always calm and composed?

Is your mood usually positive?

Are you always attentive and focused during classes in the classroom and at home?

Do you know how to manage your emotions?

Are you always attentive and friendly when communicating with friends and loved ones?

Do you easily assimilate the studied material?

Do you have any bad habits that you would like to get rid of?

Have you ever regretted that in some situation you did not behave in the best way?

Count the number of “yes” and “no” and draw a conclusion. If all the answers are positive, then this indicates either calmness, lack of anxiety, ability to manage oneself, or high self-esteem; if the answers are negative to all or some of the questions, then this indicates anxiety, uncertainty, dissatisfaction with oneself, and self-criticism. Mixed answers (both “yes” and “no”) indicate the ability to see one’s shortcomings, and this is the first step of self-education. The next steps can be taken if you understand the methods of self-regulation and master its methodology. Among the most important methods of self-regulation are the following:

fostering goodwill and optimism;

control of your behavior (regulation of muscle tension, pace of movements, speech, breathing);

relaxation in activities (occupational therapy, music therapy, bibliotherapy, humor, simulation game);

self-hypnosis.

You should also comprehend the useful advice of V.A. Sukhomlinsky on the cultivation of mental balance: do not allow the germination of gloominess, exaggeration of other people's vices; turn to humor; be optimistic and friendly. The conditions for the development of these qualities are as follows: a deep awareness of the social role of one’s profession, a developed sense of duty, pedagogical vigilance, emotional responsiveness, as well as the desire for introspection and adequate self-esteem. All these methods of psychophysical self-regulation are associated with the formation of the orientation of the personality as a whole, its attitudes, value orientations, since without changes in this area all subsequent methods will be ineffective.

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

It is advisable for a young teacher preparing for an upcoming lesson and feeling a state of uncertainty and fear of children to conduct a relaxation session, achieving physical and mental relaxation. Autogenic training (mental self-regulation), a kind of psychophysical gymnastics, should become part of the teacher’s “pedagogical closet” along with breathing and articulation exercises. Mental self-regulation includes relaxation (a state of relaxation) and self-hypnosis of formulas in order to form professionally necessary qualities. To do this, in the “coachman’s pose”, using special formulas, you need to induce feelings of heaviness and warmth in the limbs, muscle relaxation, and peace. Then, instilling in yourself a given state and imagining the corresponding attitudes, it is useful to pronounce the following formulas of this nature:

"I am calm. I teach the lesson with confidence. The guys are listening to me. I feel relaxed in class. I am well prepared for the lesson. The lesson is interesting. I know and see all the guys. I'll teach you a good lesson. Children are interested in me. I'm sure full of strength. I have good self-control. The mood is cheerful and good. It's interesting to learn. Students respect me, listen to me and fulfill my demands. I like working in class. I'am a teacher".

Preparation for a lesson, in general for communication with children, requires a teacher, especially a young one, to have a psychological attunement to the lesson, which is facilitated by the search for an attractive core in the material and methodology of the lesson, anticipation of satisfaction from the upcoming communication with the class, and the search for an appropriate emotional state when studying a given topic.

However, you should not be disappointed by failures in the first lesson. This requires systematic work, training of the psychophysical apparatus, which will gradually become an obedient tool in pedagogical activity.

PANTOMIMIC

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

The beautiful, expressive posture of the teacher expresses the inner dignity of the individual. A straight gait and composure indicate the teacher’s confidence in his abilities and knowledge. At the same time, stooping, a lowered head, limp hands indicate a person’s inner weakness, his lack of self-confidence.

The teacher needs to develop a manner of correctly standing in front of students during the lesson (feet 12-15 cm wide, one leg slightly pushed forward). All movements and poses should attract students with their grace and simplicity. The aesthetics of the pose does not tolerate bad habits: rocking back and forth, shifting from foot to foot, the habit of holding on to the back of a chair, fiddling with foreign objects in your hands, scratching your head, rubbing your nose, pulling your ear.

The teacher’s gesture should be organic and restrained, without sharp wide strokes or sharp angles. Round gestures and sparing gestures are preferred.

There are descriptive and psychological gestures. Descriptive gestures depict and illustrate a train of thought. They are less necessary, but are common. Much more important are psychological gestures that express feelings. For example, when saying: “Be kind,” we raise our hand to chest level with our palm up, slightly moving it away from ourselves.

It should be taken into account that gestures, like other movements of the body, most often prevent the course of the expressed thought, and do not follow it.

Sports activities and special techniques help develop correct posture: imagine yourself standing on tiptoe, stand against a wall, etc.; Self-control of the teacher is very important, the ability to look at oneself from the outside, through the eyes of children first of all.

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

FAMILY

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

Children “read” the teacher’s face, guessing his attitude and mood, so the face should not only express, but also hide feelings. You should not bring a mask of household worries and troubles to class. It is necessary to show on the face and in gestures only what is relevant and contributes to the implementation of educational tasks.

Of course, facial expression must correspond to the nature of speech and relationships. It, like the entire external appearance, should express confidence, approval, condemnation, dissatisfaction, joy, admiration, indifference, interest, indignation in dozens of options. A wide range of feelings is expressed by a smile, which testifies to the spiritual health and moral strength of a person. Expressive details of facial expressions - eyebrows, eyes. Raised eyebrows express surprise, knitted eyebrows - concentration, motionless - calmness, indifference, those in motion - delight.

The most expressive things on a person's face are the eyes. “Empty eyes are the mirror of an empty soul” (K. S. Stanislavsky). The teacher should carefully study the capabilities of his face, the ability to use an expressive gaze, strive to avoid excessive dynamism of the facial muscles and eyes (“shifty eyes”), as well as lifeless static (“stone” face).

To develop orientation in understanding one's own behavior and the behavior of students, it is useful to become familiar with the standards presented in the works of psychologists." Here, for example, the standard of behavior in a state of joy: smile, eyes shine, gesticulates excessively, is verbose, desire to help another. The standard of behavior in a state of fear : eyes widened, posture frozen, eyebrows raised, voice trembling, face distorted, eyes darting, movements sharp, body trembling.

/The teacher’s gaze should be directed towards the children, creating visual contact. You should avoid contacting walls, windows, and ceilings. Eye contact is a technique that needs to be consciously developed. We must strive to keep all students in view.

SPEECH TECHNIQUE

The process of perception and understanding of a teacher’s speech by students is closely related to the complex process of educational listening. Therefore, it is clear that the process of students’ correct perception of educational material depends on the perfection of the teacher’s speech.

Children are especially sensitive to the speech data of the teacher. Incorrect pronunciation of any sounds makes them laugh, monotonous speech makes them bored, and unjustified intonation and loud pathos in intimate conversation are perceived as false and cause distrust in the teacher.

Some believe that both the voice and its timbre are only a natural gift of man. But modern experimental physiology claims that voice quality can be radically improved. History also shows the striking consequences of human self-improvement in this direction. Everyone has probably heard of Demosthenes and how he overcame his physical limitations to become an outstanding political orator. Ancient Greece. In the same way, twenty-year-old Vladimir Mayakovsky prepared himself for public speaking, who, taking pebbles into his mouth, made speeches on the banks of the noisy Rioni River.

But Demosthenes’ method is not the best for developing oratorical technique. She is an example for us in terms of how important the role is played great desire, strong will of a person and regularity of classes. Today, a system of exercises on speech technique has been developed, which, based mainly on the experience of theater pedagogy and representing a complex of skills in speech breathing, voice formation and diction, allows the teacher to convey to the student all the richness of the content of his word.

BREATH

Breathing performs a physiological function - it ensures the vital functions of the body. But at the same time it also acts as an energetic basic speech. Speech breathing is called phonation (from the Greek phono - sound). IN Everyday life When our speech is predominantly dialogical, breathing does not cause difficulties. But in a lesson, especially when the teacher has to speak for a long time, explaining the material, giving a lecture, untrained breathing makes itself felt: the pulse may increase, the face may turn red, and shortness of breath may appear.

Let us briefly outline the basic principles of breathing techniques. There are four types of breathing depending on which muscles take part in the respiratory process.

Upper breathing is performed by the muscles that raise and lower the shoulders and upper chest. This is weak, shallow breathing; only the tops of the lungs are actively working.

Thoracic breathing is carried out by the intercostal muscles. The transverse volume of the chest changes. The diaphragm is inactive, so exhalation is not energetic enough.

Diaphragmatic breathing is carried out due to a change in the longitudinal volume of the chest, due to contraction of the diaphragm (in this case, a contraction of the intercostal respiratory muscles is observed, but very insignificant).

Diaphragmatic-costal breathing is carried out due to changes in volume in the longitudinal and transverse directions due to contraction of the diaphragm, intercostal respiratory muscles, as well as the abdominal muscles of the abdomen. This breathing is considered correct and is used as the basis for speech breathing.

Let's consider the "mechanism of diaphragmatic-costal breathing; The diaphragm, contracting, goes down, pressing on the internal organs located in the abdominal cavity. As a result, the upper part of the abdomen protrudes, the chest cavity expands in the vertical direction due to the descending diaphragm. The lower part of the lungs is filled with air.

Expansion of the chest occurs during inhalation due to the active work of the intercostal muscles, expanding the chest and increasing the volume of the chest cavity in the horizontal direction. The lungs expand in their middle part and fill with air.

Tightening the lower abdominal walls (oblique muscles) serves to create support for the diaphragm and partially move air from the middle and lower parts of the lungs to the upper, which helps fill the entire volume of the lungs with air.

What is the difference between phonation breathing and normal breathing?

Inhalation and exhalation of normal breathing is carried out through the nose, they are short and equal in time. The sequence of normal physiological breathing is inhalation, exhalation, pause.

Normal physiological breathing is not enough for speech. Speech and reading require large quantity air. Spending it economically and renewing it in a timely manner. In speech breathing, exhalation is longer than inhalation. The sequence of breathing is also different: after a short inhalation, there is a pause to strengthen the abdominal muscles, and then a long sound exhalation. Speech sounds are formed during exhalation. Therefore, its organization is of great importance for staging speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For example:

Lying on your back, take a deep breath through your nose. You will feel how air fills the lower lobes of your lungs, how your abdominal muscles move, and how your lower ribs move apart. You should try to do the same while standing. In this case, it is necessary to ensure that the air remains in the lower part of the lungs and does not rise to the upper chest. The air must be directed downward all the time.

The practical exercises presented in this manual, and mostly independent work, will be able to improve the breathing system of every teacher.

Among teachers there are people whose voice is given by nature itself, but these cases are rare.

The resonator system—the pharynx, nasopharynx, and oral cavity—provides static and dynamic speech.

The energy system, which includes the mechanism of external respiration, provides the speed of air flow and its quantity supplied to the phonation organs and necessary for the production of sound.

The voice is formed as a result of the passage of exhaled air through the larynx, where, after closing and opening the vocal cords, the sound - voice - appears. What are the characteristics of a teacher's voice? First of all, it is the power of sound. Strength depends on the activity of the organs of the speech apparatus. The greater the pressure of exhaled air through the glottis, the greater the strength of the sound.

Flexibility, mobility of the voice, and the ability to easily change it, obeying the content and the listeners, are essential. Voice mobility primarily concerns its changes in pitch. Pitch is the tonal level of the voice. The human voice can freely vary in pitch within approximately two octaves, although in ordinary speech we make do with three to five notes. Range - volume of voice. Its boundaries are determined by the highest and lowest tone. A narrowing of the vocal range leads to monotony. The monotony of sound dulls perception and lulls you to sleep.

A well-produced voice is characterized by rich timbre coloring. Timbre is the color of sound, brightness, as well as its softness, warmth and individuality. The sound of the voice always contains a main tone and a number of overtones, i.e. additional sounds of a higher frequency than the main tone. The more of these additional tones, the brighter, more colorful, and richer the sound palette of the human voice. The original voice timbre can be changed using resonators. There are two main types of resonators: upper (head) and lower (chest).

The trachea and large bronchi are the thoracic resonator. The skull, nasal cavity and mouth are the head resonator. Resonator sensations in the chest (and they can be detected if you put your hand to your chest) and especially in the area of the head resonator help organize the work of the vocal cords in such a way that the original timbre of the voice, born in the larynx, has those overtones that will cause resonance in head and chest resonators.

All these voice properties are developed through special exercises. Voice training is an individual and labor-intensive process. It requires strictly individual techniques and supervision by experienced specialists. Conscious training of the voice (changing the direction of sound to certain places of resonance) can affect the change in its timbre, remove unpleasant tones (nasality, shrillness), and reduce the overall tone. “..It has been experimentally proven that low voices (compared to high ones) are better perceived by children, they like them more, they are very impressive. A system of exercises for training the speaking voice can be found in the works of Z. V. Savkova and V. P. Chikhachev on the lecturer’s voice, in a manual for theater universities.

A few words about teacher voice hygiene. As special studies show, the incidence of diseases of the vocal apparatus in people of “vocal professions” is very high. For teachers, it averages 40.2%. The causes of voice disorders vary. There are four main ones: increased daily vocal load, inept use of the vocal apparatus, failure to comply with hygiene rules, and congenital weakness of the vocal organ. (See: Vasilenko Yu. S. About the voice of the teacher//Soviet pedagogy.- 1972.- No. 7.- P. 89.)

Overvoltage voice apparatus, which causes a voice disorder, is due to the fact that about 50% of the working time the teacher speaks, and during the lesson louder than usual. Increasing the intensity of the voice is associated with the need to cover the class noise, which averages 55-72 decibels, and the intensity of a healthy voice is in the range of 65-74 decibels. Overvoltage is also associated with inept use of the vocal apparatus. Often this can be stated literally from the first words of greeting, spoken after exhalation in the so-called residual air, when speech is constructed without sufficient respiratory support. If the exhalation is shortened, the teacher breathes more often, inhales unhumidified and unpurified air through his mouth, which dries and irritates the mucous membrane of the larynx and pharynx, which leads to chronic catarrh.

To prevent the development of occupational diseases, it is important to practice vocal hygiene and comply with certain working conditions at school. After the end of the working day, the teacher should avoid long conversations for 2-3 hours. If necessary, speech should be quieter, phrases shorter (more concise).

When drawing up a lesson schedule, it should be taken into account that fatigue of the vocal apparatus occurs when teaching for 3-4 hours of work and disappears after 1 hour of complete vocal rest (this applies to teachers with up to 10 years of experience). A teacher with extensive experience gets tired faster - after 2-3 hours - and rests longer - up to 2 hours.

It is necessary to pay attention to the healthy state of the upper respiratory tract, nervous system, diet. The vocal apparatus is very sensitive to spicy, irritating foods. Too cold, too hot, spicy foods, alcoholic drinks, smoking cause redness of the mucous membrane of the mouth and pharynx. To avoid dry throat, experts recommend gargling with a solution of soda and iodine. The following tips are also useful:

monotonous speech tires the muscles of the vocal apparatus, since during such speech only one group of muscles functions. The more expressive the speech, the healthier it is; inhaling chalk dust is harmful, so the chalkboard cloth should always be damp;

You should not walk quickly on cold days after voice work, since with intense movements, breathing becomes more frequent, becomes deeper and more cold air enters the respiratory tract.

DICTION.

For a teacher, clarity of pronunciation is a professional necessity that contributes to the correct perception by students of the teacher’s speech.

Diction is clarity and clarity in the pronunciation of words, syllables and sounds. It depends on the coordinated and energetic work of the entire speech apparatus, which includes the lips, tongue, jaws, teeth, hard and soft palate, small tongue, larynx, back wall of the pharynx (pharynx), vocal cords. The tongue, lips, soft palate, small uvula and lower jaw take an active part in speech, so they can be trained.

If deficiencies in speech are of organic origin, then it is not educational exercises that will help, but medical intervention: surgery of the frenulum (webbing under the tongue), the use of a special device for straightening teeth, the use of special probes to give the correct position to the tongue when pronouncing certain sounds, etc. . P.

Inorganic pronunciation deficiencies are a consequence of inattention to the child’s speech at home and at school. This is burr, lisp, lisp, lethargy or unclear speech caused by improper use of the speech apparatus. A common defect in diction is tongue twister, when words seem to jump at each other." 7 Slurred speech occurs due to sounding “through the teeth,” eating the final consonant or sounds inside the word. Some people have an unclear pronunciation of whistling and hissing consonants due to the motionless upper and flaccid lower lip.

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

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

TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

There are two sides to communication: attitude and interaction. This is like the underwater and surface part of an iceberg, where the visible part is a series of speech and non-speech actions, and the inner, invisible part is needs, motives, interests, feelings - everything that pushes a person to communicate.

As research shows, a teacher with a stable emotional and positive attitude towards children, a businesslike reaction to shortcomings in educational work and behavior, with a calm and even tone of address, schoolchildren are relaxed, sociable, and trusting. A negative attitude towards children (“I’m so tired of your class”, “They learned to be smart, but not to write correctly”, etc.), the instability of the position of a teacher who falls under the power of his moods and experiences, create the ground for the emergence of distrust and isolation? and even lead to such ugly forms of “self-affirmation” as hypocrisy, sycophancy, playing the role of the class clown, etc. All this leaves an imprint on the entire course of the educational process. The mentor has no right to forget even for a moment that the idea for the student is inseparable from the personality of the teacher: What a beloved teacher says is perceived completely differently than what a person despised by them, a stranger to them, says. The loftiest ideas in his mouth become hateful” (N.K. Krupskaya).

In general, researchers identify three main styles of teacher’s attitude towards the classroom staff: stable-positive, passive-positive, unstable. But there are also teachers who exhibit traits of a negative style of attitude towards children - situationally negative and even persistently negative.

The main conclusion about the role of the teacher’s style of attitude towards students is made by A. A. Leontyev, noting that both “negative” and “unstable” teachers cause a negative attitude towards themselves. This means that they work both against the school and against society.

WORK STYLE - ORGANIZER'S HANDBOOK

In Soviet psychology, fairly clear features of the socio-psychological portrait of various types of leaders have been developed, and the technique of their communication with team members is analyzed. The teacher is also a leader who carries out his interactions in different ways. Let us briefly consider the three main leadership styles, paying attention to the second side of communication - interactions. Their figurative names (“striking arrows”, “returning boomerang” and “floating raft”) are given in the book by A. N. Lutoshkin “How to Lead.”

Authoritarian style (“striking arrows”), the teacher single-handedly determines the direction of the group’s activities, indicates who should sit and work with whom, suppresses any student initiative, students live in a world of guesswork. The main forms of interaction are orders, instructions, instructions, conclusions, even rare gratitude sounds like a command or even like an insult: “You answered well today. I didn’t expect this from you.” Having discovered a mistake, such a teacher ridicules the culprit, often without explaining how it can be corrected. In his absence, work slows down or even stops altogether. The teacher is laconic, his tone is dominant, and he is impatient with objections.

Democratic style (“returning boomerang”). It manifests itself in the leader’s reliance on the opinion of the team. The teacher tries to convey the purpose of the activity to the consciousness of everyone, involves everyone in active participation in discussing the progress of the work; sees his task not only in control and coordination, but also in education; every student is encouraged and gains self-confidence; self-government is developing. A democratic teacher tries to distribute the workload in the most optimal way,” taking into account the individual inclinations and abilities of each; encourages activity, develops initiative. The main methods of communication for such a teacher are request, advice, information.

The liberal style (“floating raft”) is anarchic, permissive. The teacher tries not to interfere in the life of the group, does not show activity, considers issues formally, and easily submits to other sometimes contradictory influences." In fact, he removes himself from responsibility for what is happening.

An authoritarian leadership style can ensure the apparent effectiveness of group activities and creates an extremely unfavorable psychological climate. With this style, the formation of collectivist qualities is delayed." According to sociologists, it is in such groups that neurotics are formed.

Schoolchildren develop an inadequate level of aspirations when communicating with people around them.

Authoritarianism in communication has many faces, is often skillfully disguised, remaining, in essence, a soulless bureaucratic administration, and can manifest itself as hidden, indirect, generating violence from within. (See: Azarov Yu. P. The art of education.)

The best leadership style is democratic. Although the quantitative indicators here may be lower than under an authoritarian one, the desire to work does not dry up even in the absence of a leader. Creative tone increases, a sense of responsibility and pride in one’s team develops. -The worst leadership style is the liberal style; with it, work, as a rule, is performed less and its quality is worse. As for authoritarianism, it feeds on the insufficient maturity of the teacher, his moral and political bad manners. It is determined by the low level of culture of the teacher, neglect of the individual characteristics of children, and ignorance of the principle of independent organization of children's life.

Overcoming an authoritarian leadership style is associated with the formation of highly moral relations in the team, a genuine culture of communication based on the humane positions of the teacher, on the development of genuine self-government in combination with pedagogical leadership.

PEDAGOGICAL COMMUNICATION STYLE

So, the style of relationships and the nature of interactions in the process of managing the upbringing of children together create a style of pedagogical communication.

Kan-Kalik (see the indicated book. - P. 97) identifies the following communication styles:

communication based on passion for joint creative activities,

communication based on friendship,

communication - distance,

communication is intimidation,

communication - flirting.

Communication based on passion for joint creative activities is based on the teacher’s stable positive attitude towards children and the work, the desire to jointly (and therefore democratically) solve issues of organizing activities. Passion for joint creative search is the most productive style of communication for all participants in the pedagogical process. As experience shows, the entire system of relationships with children among master teachers is built precisely on this basis. “For things to go well, following Makarenkov’s tradition, schoolchildren and teachers must have the same, common concerns. Teachers do not manage schoolchildren, but together with them take care of the affairs of the school, there is no “we” and “you”. Instead of the one-sided influence of the teacher on the students, there is the general creative activity of the students together with the teachers and under their guidance.”

This is the essence of communard pedagogy. The style of pedagogical communication based on friendly disposition is closely related to the first - in fact, this is one of the conditions for the formation of a communication style based on passion for joint creative activity. Think about the thought of Sh. A. Amonashvili, his answer to the question he himself posed (“How can we raise a child if he runs away from us?”): “Only a spiritual community - and nothing that can split this community.”

Considering the system of relationships between the teacher and students, S. Makarenko repeatedly insisted on the formation of a friendly tone in the relationship between the teacher and the staff: “In relation to students, management and teaching staff should always be polite and restrained, except in cases where a slight increase in tone is required in connection with new requirements, or the same increase in the direction of greater emotionality - during general meetings of general work, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: ridicule, telling jokes, any liberties in language, mimicking, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, loud" .

(^Cultivating a friendly disposition towards children in your activities, the prospect of developing a communication style should be to have a creative union based on passion for the work. Going with children to the subject is one of the principles of cooperation pedagogy.*

Unfortunately, the style is quite common aboutdistance-distance. Its essence is that in the system of relationships between the teacher and students, distance constantly appears as an important limiter: “You don’t know - I know”; “Listen to me - I’m older, I have experience, our positions are incomparable.” Such a teacher may have a generally positive attitude towards children, but the organization of activities is closer to an authoritarian style,” which reduces the overall creative level of collaboration with students. Ultimately, despite the apparent external order, “this style of communication leads to pedagogical failures.

An extreme form of communication-distance is a style such as in generalnie-intimidation. It combines a negative attitude towards students and authoritarianism in the way activities are organized. Here are typical forms of manifestation of intimidating communication: “Listen, carefully, otherwise I’ll challenge you and give you a bad mark,” “You find out from me, I’ll ask you,” etc.

This style usually creates an atmosphere of nervousness and emotional distress in the classroom, and inhibits creative activity. Since it does not focus on a program of action, A on her restrictions and prohibitions.

A manifestation of liberalism, undemandingness with a possible positive attitude towards children is style communication-zaigtearing It is caused by the desire to gain false, cheap authority) The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the class, and on the other hand, a lack of skills professional activity.

All variants of communication styles can be reduced to two types: dialogical and monological. In monologue communication, interaction is based on the performance of one of the parties. But the essence of education is communication-dialogue. It was in the construction of dialogical communication that V. A. Sukhomlinsky, J. Korczak and other outstanding humanist teachers saw the essence of interaction.

What is communication-dialogue, what are its signs?

The main feature of communication as a dialogue is the establishment of special relationships that can be defined in the words of V. A. Sukhomlinsky: “spiritual community, mutual trust, frankness, goodwill.” Dialogue with the student involves a shared vision and discussion of situations. In other words, dialogue is not the glances of teacher and student, child and parents directed at each other, but the views of both directed in the same direction.

Dialogue will not take place without equality of positions between the teacher and the student, which means recognition of the active role of the student in the education process. For V. A. Sukhomlinsky, the terms “education” and “self-education” are essentially synonymous. In addition, equality of positions means that the teacher himself is under the influence of the student.

A feature of communication-dialogue is that the results of communication are not reducible to evaluation. In the pedagogy of cooperation there is no place for labels, once and for all established opinions, or rigid assessments. This, of course, does not mean that assessment is completely excluded, it is simply necessary to change the authorship of the assessment, making it mutual assessment and self-assessment.

So, productive pedagogical activity takes place in an atmosphere of a positive attitude of the teacher towards children, democratic organization of work, and passion for joint creative activity.

PEDAGOGICAL TACT OF THE TEACHER

WHAT IS PEDAGOGICAL TACT

As we see, in the process of communication between teachers and students, two emotional poles of communication can develop. A true educational effect comes from the teacher’s ability to organize relationships based on positive emotions. Negative emotional states may arise, but not as the final goal of influence, but as a possible situational means that can be overcome to achieve a positive emotional effect (for example, fear of losing respect).

As experience shows, it is the presence of pedagogical tact that allows a teacher to build communication on positive emotions, establish and maintain psychological contact with children.

Following the requirements of pedagogical tact, the teacher will be able to develop a democratic style of communication with children and achieve a genuine culture of communication with students.

Soviet pedagogy and psychology have a large number of works on pedagogical tact, knowledge of which helps the teacher avoid conflicts in communicating with children and build relationships correctly. All researchers of the teacher’s pedagogical tact emphasize the capacity of this concept and note the absence of a single definition. The difficulty of revealing the essence of pedagogical tact is due to the specificity of this phenomenon in comparison with the generally accepted concept of “tact”.

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

So, pedagogical tact is a measure of the teacher’s pedagogically appropriate influence on students, the ability to establish a productive communication style. Pedagogical tact does not allow extremes in communicating with schoolchildren. Characterizing the work of a teacher, K. D. Ushinsky wrote: “Seriousness should reign in school, allowing for jokes, but not turning the whole thing into a joke, affection without cloying, justice without pickiness, kindness without weakness, order without pedantry and, most importantly, constant reasonableness.” activity".

The dosage of influence is also manifested in the use of educational means. Just as medicines in medicine require precise packaging and dosage regimen, so the word of the teacher and his methods must be applied optimally, unobtrusively, and delicately. Excessiveness can lead to To reverse reaction: excessive demands lead to disobedience, excessive condescension leads to rudeness. While respecting students, a teacher must be able to show his respect for children. Showing respect builds a child’s sense of self-esteem, disarms those who resist pedagogical influence, and makes them accomplices in education.

Shows of attention, care, and kindness should change depending on the age of the children. In relation to children - directly and specifically: the teacher can hug the child, pat him on the head, call him by a diminutive name. With elders this is permissible only in certain cases. In relationships with teenagers, restraint and simplicity of relationships are important, because they want to be adults and the “childishness” of treatment irritates them. The books of A.V. Mudrik provide interesting material about the peculiarities of communication between a teacher and children of different ages.

Pedagogical tact is manifested in the balance of the teacher’s behavior (restraint, self-control, combined with spontaneity in communication). It presupposes trust in the student, approaching him with an “optimistic hypothesis,” as A. S. Makarenko said, even with the risk of making a mistake. A teacher who pessimistically assesses the capabilities of students and emphasizes this at every opportunity is tactless. The teacher's trust should become an incentive for students to work. To do this, you can also resort to some deliberate exaggeration of the student’s first successes, so that he feels joy from his efforts and success. Trust is not connivance, it is effective if it is manifested sincerely, reinforced by specific deeds, if combined with control, a certain amount of vigilance of the teacher in relation to the student. But control should not be pedantic, oppressive suspicion.

The teacher’s culture of communication and tact are manifested in various forms of interaction between him and the student: in class, in extracurricular activities, and at leisure.

PEDAGOGICAL TACT IN THE LESSON

An analysis of conflicts between students and teachers shows that one of the reasons for them is the teacher’s tactlessness, which manifests itself in the teacher’s rude remarks regarding appearance, intelligence, abilities of young interlocutors. Some teachers consider the following comments normal: “Why are you fidgeting, does it look like there are nails under you?” etc. An angry teacher remembers in class where and with whom he saw a student on the street, how they were dressed. This is where conflict often begins.

The teacher needs tact at all stages of the lesson. He should pay special attention to his behavior when testing and assessing students' knowledge. Here tact is expressed in the ability to listen to the student’s answer: to be interestedly attentive to the content and form of the answer, to show restraint when difficulties arise for the students) And of course, remarks like: “This is of no use!”, ““Sit down. As always, nothing” is acceptable do not you know!" There are cases when children who stutter forget about their illness in the lessons of a master teacher and become numb with a tactless teacher.

All students love to respond to someone who knows how to listen carefully, respectfully, and with participation. At the same time, support during the answer with a smile, glance, facial expression, nod is important; Comments along the way that interrupt the answer are undesirable. Seventh-graders say that the biggest obstacle to answering is the teacher’s indifference, and tenth-graders consider it undesirable when teachers listen to the answer with superiority and comment on it with irony and sarcasm.

The timing of the assessment is also important. Sometimes the teacher comments in such a way that it seems to the students that he is dissatisfied with the good grade: “You surprised me, I have to give you a “4.” But he should have sincerely rejoiced at the successful answer of the weak student and worried about him. And these are also components of the art of communication.

An interesting study of the psychology of pedagogical assessment was conducted by B. G. Ananyev, who showed that the lack of a motivated assessment of students’ weak answers can lead to the fact that within three months the student ceases to understand the teacher’s questions, because of uncertainty, he acquires the habit of asking again, remaining silent when asked again . The author proves that evaluative judgments that are negative in form should also have a positive meaning and be of a guiding, forward-looking nature, for example: “It would be true if this were indicated...”, “Don’t rush, you’ll have time.”

Independent work requires the teacher to combine control with trust. A tactful teacher does not need to constantly monitor students, controlling their every movement. His attitude towards the student is based on trust, his communication is confidential.

TACT AND TACTICS

Pedagogical tact also presupposes flexibility in the teacher's behavior - tactics. After all, the teacher appears in front of children in different roles that require tact in different keys. In the lesson - clarity, correctness, rigor and a dry tone of address when the class is not ready for class. In extracurricular activities- ease, sincerity, relaxedness, which are especially necessary in an individual conversation, hike, excursion; friendly communication during the game, trust in free evening time or while camping around the fire. That's why different shapes communication: meeting, debate, leisure - require the teacher to have a specific communication style and change its tone.

The choice of tactics in communication is associated with the ability to use role positions. Their description can be found in the books of psychotherapist A. B. Dobrovich. (See, for example: To the educator about the psychology and psychohygiene of communication / - P. 68-74.) "These are four positions: “extension from above,” “extension from below,” “extension nearby” and “position of non-participation.”

In the “extension from above” position, the teacher demonstrates independence, the decision to take responsibility. This position is called the "parent" position.

In the “attachment from below” position, a dependent, subordinate and insecure personality is revealed. According to A. B. Dobrovich, this is the position of a “child”.

The position “an extension nearby” expresses correctness and restraint of behavior, the ability to take into account the situation, understand the interests of others and distribute responsibility between oneself and them. This is the position of an “adult”.

The use of one or another position is dictated by the situation (conditions, goal, position of the student). Since communication is a two-way process, when choosing a position it is important for a teacher to take into account the attitudes of the other and his role. The usual position of a teacher is a collaborating adult, implying a business level of communication. This position creates an equal interaction partner in the student and creates a trusting atmosphere. Techniques for implementing this position can be as follows: “I want to consult with you (you)”, “Let’s think about it, decide”, etc.

At the same time, the teacher often uses the position of a “child” in his behavior (as strange as it may seem!). For example, the head of the Frunze commune F. Ya. Shapiro, as a rule, at one of the stages of organizing collective creative works, began to express doubts about success, even fears, thereby providing the opportunity for high school students to take upon themselves the defense of the cause 1 . Sometimes the teacher takes the position of “an extension from below,” as if playing along with the students, for example, “he makes a mistake on the board,” and the students correct the teacher with great joy. The “bottom extension” used by the teacher is designed to allow the student to demonstrate independence.

The “extension on top” position - the “parent” position - is organic for pedagogical activity, but cannot be the only one and the same throughout the entire path of a student’s upbringing, because it presupposes dialogic interaction only in the case when the student is constantly in the role of a child. This either inhibits personal development or leads to conflictual communication.

So, the study of role positions again turns us to the need for a teacher to be able to cooperate with students, maintain pedagogical tact, and master communication tactics.

CONDITIONS FOR MASTERING PEDAGOGICAL TACT

Pedagogical tact is cultivated and acquired along with skill. He is the result of the spiritual maturity of the teacher, great job over oneself" on acquiring special knowledge and developing communication skills with children, 1 First of all, this is knowledge of the psychology of age and the individual characteristics of modern children.

No less important is knowledge of the basics of morality, the ability to see moral meaning in actions. And of course, knowledge of ways to influence students is necessary, which should turn into skills:

love children, show your love;

observe, see the inner springs of children’s behavior;

navigate the environment;

choose an appropriate method of influence (what is important here, as we said, is knowledge of workarounds for education: “You know better, but I would advise you...”);

talk with children (a tactless teacher assigns the student the position of a passive listener, shows condescension in words, gestures, and facial expressions).

Of great importance in the formation of the correct style of communication are endurance, self-control, fairness, a creative approach to the experience of others, the development of pedagogical techniques, and a sense of humor. At the same time, the teacher must always respect the person in his students and take care of his own dignity.

It should be borne in mind that conflicts as a discrepancy between the positions of teacher and student are a frequent occurrence in teaching activities. Therefore, a teacher, especially a young one, must take into account the already proven rules of behavior in conflict situations, which can help in restructuring the difficult conditions that have been created in a manner that suits pedagogical plans.

Rule one. First of all, you should try to master the conflict situation, and this means defusing mutual emotional tension. (See: Anikeeva I.P. To the teacher about the psychological climate in the team. - P. 88-93.)

How? Start with yourself: remove “extra” physical tension, stiffness, aimless movements. Facial expressions, posture, gestures, as we know, not only express the internal state, but also influence it. So, external calm and restraint!

Rule two. Influence your partner (student, colleague) with your behavior. Silent examination of the face of an accomplice in the conflict helps to remove effectiveness, which will enable the teacher to concentrate and study his state.

Rule three. Try to understand the motives of the interlocutor’s behavior. Incorporating mental analysis reduces emotional arousal. It is better to express an understanding of the difficult situation: “I understand your (your) condition,” etc., convey your state: “It upsets me.” So, do not try to immediately evaluate the action, first try to express your attitude to the current situation.

Rule four. Agree on the goal. It is necessary to realize as early as possible what the student has in common, to see the “common point of reference” for interaction, and to demonstrate it by taking the “we” position.

Rule five. Strengthen your position with confidence in the possibility of a productive solution. And finally, after resolving the conflict, mentally return to it, analyzing the reasons for its occurrence and the possibilities of prevention. It is always easier to avoid an acute collision than to extinguish it.

DEVELOPMENT OF COMMUNICATION ABILITIESTEACHERS

Ensuring the teacher’s correct communication style and adherence to pedagogical tact in any activity require developed communication skills. A. N. Leontyev gave a detailed description of communication skills:

have social perception or “face reading”;

understand, and not just see, i.e. adequately model, the student’s personality, his mental condition etc. according to external signs;

“present yourself” in communication with students;

optimally build your speech in psychological terms, i.e. the ability to verbally communicate, verbal and non-verbal contact with students. (See his book: Pedagogical communication. - P. 34.)

Particular attention should be paid to developing the ability to make contact and organize cooperation in the communication process. Many books that we talked about can help in this matter, in particular by A. B. Dobrovich, V. Levi; V. A. Kan-Kalika. The advice of D. Carnegie is interesting and witty, and much can be learned from the recommendations of L. B. Filonov.

ADVICE FOR BEGINNING TEACHERS

When communicating with schoolchildren, the teacher must proceed from the understanding that the school is part of our socialist state, and the teacher’s attitude towards children is an expression of social demands.

2. Realizing his role as a trustee of society and following its principles, the teacher should not openly demonstrate a pedagogical position. For children, the words and actions of a teacher should be perceived as a manifestation of his own beliefs, and not just as a performance of duty. The sincerity of the teacher is the key to his strong contacts with students; it is based on the fact that the learned requirements of society were passed through the teacher’s own attitudes and became the needs of his personality.

To successfully interact with schoolchildren, you must first of all adequately assess your own personality. Self-knowledge and self-management should become a constant concern of every teacher. The ability to manage one’s emotional state requires special attention: an irritable tone, a predominance of negative emotions, and screaming are harmful to the educational process. You should always be aware of what the teacher himself brought into a conflict situation.

Pedagogically appropriate relationships are built on mutual respect between teachers and students, on affirming the dignity of the individual students and the self-esteem of the teacher. It is necessary to respect the individuality of each student, understand each one, create conditions for self-affirmation in the eyes of peers, and support the development of positive personality traits.

The teacher also needs to take care of a favorable self-presentation: to show the children the strength of his personality, hobbies, skill, breadth of erudition, without, of course, sticking out his merits.

6. Due to the fact that a characteristic element of communication is uncertainty associated with insufficient information regarding the mental state and motives of the student’s behavior, the teacher should develop observation, pedagogical imagination, the ability to understand the emotional state, expression of behavior, and correctly interpret it. A creative approach to analyzing situations and making decisions is based on the teacher’s ability to take the role of another - student, parent, colleague - and take their point of view.

7. An important indicator of a teacher’s mastery of communication with students in and outside of class is an increase in students’ speech activity by reducing the teacher’s speech activity, a decrease in unproductive silence, and an increase in the number of contacts (questions and answers). Activation of communication is facilitated by the use of repetitions of students’ thoughts, references to student statements, and a reduction in direct demands.

Even with minor successes, children should be generous with praise. You need to praise in the presence of the team, but it’s better to blame in private. The teacher’s speech should not be “anemic.” And even if you don’t have a good voice, gestures, facial expressions, and glances can help you out.

9. If, having started work, for some time you still do not notice the changes that you hoped for, still do not overuse complaints about students, do not start the conversation with complaints. Your task is to make parents allies of your pedagogical intentions, to call them to co-reflection. And this is only possible if the teacher shows sincere interest in the student’s fate, concern for him, respect for the parents’ opinions, and a desire to cooperate. It is necessary to bring joy to the family more often, to be their helper, and not to look in the person of parents for a means of reprisal for one’s own helplessness in communicating with children.

A novice teacher often lacks the ability to come to mutual understanding due to the pointlessness of the conversation or, worse, tactless questioning. The content of the conversation should be interesting to both parties, and the teacher himself should take care of this. Do you have “options” for such conversations?

Since situations during the lesson and extracurricular activities are not repeated in full, it is impossible to give exact recipes for resolving any problem that arises in teaching practice. You can “form attitudes towards a certain style of behavior, which in real conditions will prompt a rational reaction to the situation that has arisen.

It may not seem strange for a university graduate, but when communicating with schoolchildren you should remember to maintain the authority of your work colleagues. The loss of a colleague’s authority may, to a certain extent, also be a weakening of your personal pedagogical influence on the children.

The textbook examines the process of acquiring pedagogical skills, reveals the basics of nurturing the culture of a future teacher, and presents a block of practical tasks and exercises aimed at developing pedagogical communication skills.
For secondary pedagogical students educational institutions. It may be useful for teachers, graduate students of psychological and pedagogical educational institutions, and heads of educational institutions.

Pedagogical culture.
Pedagogical culture is part of universal human culture; it integrates the sphere of pedagogical and historical-cultural experience, regulates the sphere of pedagogical interaction.

The total object of pedagogical culture is the entire society, which determines the goals and content of the processes of socialization, upbringing and education, and its “agents” in pedagogical interaction are teachers and parents who implement this order in specific historical and pedagogical experience.

Let us remember the statement of A.V. Lunacharsky, who said that educated person- this is the one in whom the human image dominates. The embodiment of pedagogical culture is precisely humanity.

Today, it is unlikely that a teacher can satisfy anyone if he does not fulfill his duties professionally, works only “from start to finish,” and does not carry the multifaceted qualities of a creative personality. Without professionalism and individuality, modern training and education are essentially impossible. The future of our society, the ideals and actions of future workers, field farmers and livestock breeders, engineers, doctors, writers, and artists largely depend on what properties of their “I” the teacher conveys to students, what strings of their souls he can touch. It is quite clear that this can be done by someone who possesses professional skills to the highest degree, who is capable and knows how to creatively convey the wealth of human culture to all his students. And the high title “Teacher” acquires true meaning only when it is inseparable from the concept of culture.

TABLE OF CONTENTS
Preface 3
Chapter 1. Pedagogical skill and its meaning 5
Chapter 2. Pedagogical culture: essence, content and ways of formation 16
Chapter 3. Professional competence of a teacher 27
Chapter 4. Pedagogical technique as an element of pedagogical mastery 39
Chapter 5. Artistry is a component of a teacher’s creative individuality 46
Chapter 6. Teacher’s speech culture 59
Chapter 7. Self-education and self-education - a factor in improving professional skills 70
Chapter 8. Mastery of pedagogical communication 79
Chapter 9. Pedagogical ethics 99
Practical tasks and exercises
Lesson 1. Elements of acting and directing skills in teaching 109
Lesson 2. Basics of facial and pantomimic expressiveness of a teacher 125
Lesson 3. Teacher’s speech culture 134
Lesson 4. The art of oral and public speaking 162
Lesson 5. Teacher's skill in self-management. Basics of self-regulation techniques 170
Lesson 6. Mastery of pedagogical communication 175
Lesson 7. Teacher’s appearance culture 190
Lesson 8. Pedagogical conflict resolution 194
Conclusion 254.

Free download e-book in a convenient format, watch and read:
Download the book Fundamentals of Pedagogical Mastery, Yakusheva S.D., 2008 - fileskachat.com, fast and free download.

Recommendations for developing a teacher training program for teaching essay writing (exposition) for teachers of Russian language and literature

133.5 KB
downloaded 1911 times
added 04/19/2011

Fundamentals of pedagogical mastery./ Edited by Zyazyun I.A. – M: Enlightenment, 1989. pp.85-91; 142-154.

1. SPEECH TECHNIQUE

The process of perception and understanding of a teacher’s speech by students is closely related to the complex process of educational listening, which, according to scientists, accounts for approximately ¼ - ½ of the teaching time. Therefore, it is clear that the process of students’ correct perception of educational material depends on the perfection of the teacher’s speech.

Children are especially sensitive to the speech data of the teacher. Incorrect pronunciation making any sounds makes them laugh, monotonous speech makes them bored, and unjustified intonation and loud pathos in an intimate conversation are perceived as false and cause distrust in the teacher.

Some believe that both the voice and its timbre are only a natural gift of man. But modern experimental physiology claims that voice quality can be radically improved. History also shows the striking consequences of human self-improvement in this direction. Probably everyone has heard about Demosthenes and how he, having overcomedue to his physical limitations, he became the outstanding political orator of Ancient Greece. In the same way, twenty-year-old Vladimir Mayakovsky prepared himself for public speaking, who, taking pebbles into his mouth, made speeches on the banks of the noisy Rioni River.

But Demosthenes’ method is not the best for developing oratorical technique. She is an example for us in terms of how important a person’s desire, strong will and regularity of exercise are. Today, a system of exercises on speech technique has been developed, which, based mainly on the experience of theater pedagogy and representing a complex of skills in speech breathing, voice formation and diction, allows the teacher to convey to the student all the richness of the content of his word.

BREATH.

Breathing performs a physiological function - it ensures the vital functions of the body. But at the same time it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phono - sound). In everyday life, when our speech is predominantly dialogical, breathing does not cause difficulties. But in a lesson, especially when the teacher has to speak for a long time, explaining the material, giving a lecture, untrained breathing makes itself felt: the pulse may increase, the face may turn red, and shortness of breath may appear.

Let us briefly outline the basic principles of breathing techniques. There are four types of breathing depending on which muscles take part in the respiratory process.

Upper breathingperformed by the muscles that raise and lower the shoulders and upper chest. This is weak, shallow breathing; only the tops of the lungs are actively working.

Chest breathingcarried out by the intercostal muscles. The transverse volume of the chest changes. The diaphragm is inactive, so exhalation is not energetic enough.

Diaphragmatic breathingis carried out due to a change in the longitudinal volume of the chest, due to contraction of the diaphragm (in this case, a contraction of the intercostal respiratory muscles is observed, but very insignificant).

Diaphragmatic-costal breathingis carried out due to changes in volume in the longitudinal and transverse directions due to contraction of the diaphragm, intercostal respiratory muscles, as well as the abdominal muscles of the abdomen. This breathing is considered correct and is used as the basis for speech breathing.

Let's consider the mechanism of diaphragmatic-costal breathing. The diaphragm, contracting, moves down, pressing on the internal organs located in the abdominal cavity. As a result of this, the upper abdomen protrudes, and the chest cavity expands in the vertical direction due to the lowered diaphragm. The lower part of the lungs fills with air.

Pulling up the lower walls of the abdomen (oblique muscles) serves to create support for the diaphragm and partially move air from the middle and lower parts of the lungs to the upper, which helps fill the entire volume of the lungs with air 1 .

How is exhalation performed? The diaphragm, relaxing, rises, protruding into the chest cavity, the longitudinal volume of which decreases, and the ribs descend, reducing the transverse volume of the chest. The total volume of the chest decreases, the pressure in it increases, and air escapes out. What is the difference between phonation breathing and normal breathing? Inhalation and exhalation of normal breathing is carried out through the nose, they are short and equal in time. The sequence of normal physiological breathing is inhalation, exhalation, pause.

INHALE EXHALE

PAUSE

Normal physiological breathing is not enough for speech, and reading requires a large amount of air, sparing itexpenditure and its timely renewal. In speech breathing, exhalation is longer than inhalation. The breathing sequence is also different. After a short inhalation, a pause to strengthen the abdominal muscles, and then a long sound exhalation.

INHALE PAUSE

EXHALATION

Speech sounds are formed during exhalation. Therefore, its organization is of great importance for staging speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For example:

The practical exercises presented in this manual and mostly independent work can improve the breathing power of each teacher.

Among teachers there are people whose voice is given by nature itself, but these cases are rare. And a good voice, in the absence of special training, degrades, deteriorates, and wears out over the years. And yet we can say that every person is endowed with a voice that can become strong, flexible, and resonant.

The resonator system - pharynx, nasopharynx, oral cavity - provides static and dynamic speech.

The energy system, which includes the mechanism of external respiration, provides the speed of air flow and its quantity,supplied to the phonation organs and necessary for the production of sound.

The voice is formed as a result of the passage of exhaled air through the larynx, where, after closing and opening the vocal cords, sound appears - the voice. What are the characteristics of a teacher's voice? First of all, it is the power of sound. Strength depends on the activity of the organs of the speech apparatus. The greater the pressure of exhaled air through the glottis, the greater the strength of the sound.

A well-produced voice is characterized by rich timbre coloring. Timbre - sound color, brightness, as well as its softness, warmth, individuality. The sound of a voice always contains a fundamental tone and a number of overtones, i.e. additional sounds, higher frequency than the main tone. The more of these additional tones, the brighter, more colorful, and richer the sound palette of the human voice. The original voice timbre can be changed using resonators. There are two main types of resonators: upper (head) and lower (chest). The trachea and large bronchi are the thoracic resonator. The skull, nasal and oral cavities are the head resonator. Resonator sensations in the chest (and they can be detected if you put your hand to your chest) and especially in the area of the head resonator help organize the work of the vocal cords in such a way that the original timbre of the voice, born in the larynx, has those overtones that will cause resonance in head and chest resonators.

All these voice properties are developed through special exercises. Voice training is an individual and labor-intensive process. It requires strictly individual techniques and supervision by experienced specialists. Conscious training of the voice (changing the direction of sound to certain places of resonance) can affect the change in its timbre, remove unpleasant tones (nasality, shrillness), and reduce the overall tone. It has been experimentally proven that low voices (compared to high ones) are better perceived by children, they like them more, and they are very impressive. A system of exercises for training the speaking voice can be found in the works of Z. V. Savkova and V. P. Chikhachev on the lecturer’s voice, in a manual for theater universities.

A few words about teacher voice hygiene. As special studies show, the incidence of diseases of the vocal apparatus in individuals. “voice professions” is very high. For teachers it averages 40.2%. The causes of voice disorders are varied. There are four main ones: increased daily vocal load, inept use of the vocal apparatus, failure to comply with hygiene rules, and congenital weakness of the vocal organ.

Overstrain of the vocal apparatus, which causes voice impairment, is due to the fact that about 50% of the working time the teacher speaks, and during the lesson louder than usual. Increasing the intensity of the voice is associated with the need to cover the class noise, which averages 55-72 decibels, and the intensity of a healthy voice is in the range of 65-74 decibels. Overvoltage is also associated with inept use of the vocal apparatus. Often this can be stated literally from the first words of greeting, pronounced after exhalation in the so-called residual air, when speech is built without sufficient respiratorysupports. If the exhalation is shortened, the teacher breathes more often, inhales unhumidified and unpurified air through his mouth, which dries and irritates the mucous membrane of the larynx and pharynx, which leads to chronic catarrh.

It is necessary to pay attention to the healthy state of the upper respiratory tract, nervous system, and diet. The vocal apparatus is very sensitive to spicy, irritating foods. Too cold, too hot, spicy foods, alcoholic drinks, smoking cause redness of the mucous membrane of the mouth and pharynx. To avoid dry throat, experts recommend gargling with a solution of soda and iodine.

The following tips are also useful:

- monotonous speech tires the muscles of the vocal apparatus, since with such speech only one muscle group functions, the more expressive the speech, the healthier it is;

- inhaling chalk dust is harmful, so the chalkboard cloth should always be damp;

You should not walk quickly on cold days after voice work, since with intense movements breathing becomes more frequent, becomes deeper and more cold air enters the respiratory tract.

DICTION

For a teacher, clarity of pronunciation is a professional necessity that contributes to the correct perception by students of the teacher’s speech. Diction is clarity and clarity in the pronunciation of words, syllables and sounds. It depends on the coordinated and energetic work of the entire speech apparatus, which includes the lips, tongue, jaws, teeth, hard and soft palate, small tongue, larynx, back wall of the pharynx (pharynx), vocal cords. The tongue, lips, soft palate, small uvula and lower jaw take an active part in speech, so they can be trained.

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

Helpful tips for correcting some speech impediments can be found in the college manual on expressive reading. Thus, lisp, which happens if a person presses his tongue very hard against the inside of the upper teeth or places it on his teeth, can be eliminated: one must learn to hide the tongue behind the teeth. The “s” sound is pronounced with the teeth not clenched: the tongue lies below, barely touching the lower teeth. Exercises with a match in your teeth are useful. There are also simple exercises to eliminate lisps, burrs, dullness of voice, and nasal sounds.

Naturally, incorrect skills that are ingrained in speech will not be able to quickly disappear. It takes work, patience, and regular training.

RHYTHMIC

The overall speed and duration of the sound of individual syllables, as well as pauses, combined with the rhythmic organization and regularity of speech make up its tempo-rhythm. This is a very important element of speech, since “intonation and pauses themselves, in addition to words, have the power of an emotional impact on the listener” (K. S. Stanislavsky).

Speech speed depends on individual qualities teacher, holding his speech and communication situations. The optimal speech rate of Russians is about 120 words per minute (English - from 120 to 150). But, as experimental data show, in grades V-VI it is better for a teacher to speak no more than 60, and in grade X - 75 words per minute. The duration of the sound of individual words depends not only on their length, but also on their significance in a given context. “An empty word spills out like peas from a sieve; a rich word turns slowly, like a ball filled with mercury.”{ S. Stanislavsky). How the word is more important, text, the slower the speech.

The teacher presents the difficult part of the material at a slow pace, then you can speak faster. Speech necessarily slows down when it is necessary to formulate this or that conclusion - a definition, a rule, a principle, a law. The degree of excitement of students should also be taken into account. The more excited the student, the slower and quieter the teacher should speak.

To achieve expressive sound, you should skillfully use pauses, logical and psychological. Without logical pauses, speech is illiterate, without psychological pauses it is lifeless. Pauses, tempo and melody of speech together make up intonation. Monotonous speech causes boredom, decreased attention and interest. Academician I. P. Pavlov called boredom “sleep with with open eyes" The teacher’s speech should attract with its naturalness, conversational melodic pattern and, unlike ordinary conversation, be more contrasting and expressive. To develop the intonation richness of speech, special exercises can help the teacher.

So, after an objective assessment of your speech data, you need to start regular exercises: establish breathing, practice diction, tempo, and strengthen your vocal cords. The teacher's voice should be bright, rich, sonorous, clear, attract attention, call to thinking, to action, and not lull. However, if the activity of a teacher is not inspired by citizens’ feelings and ideals, then no matter how brilliantly he masters technology, his behavior and speech will be nothing more than falsehood, imaginary elation. The inner truth of pedagogical technique is necessary, expressed in the entire behavior of the teacher.

2. TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

As research shows, a teacher with a stable, emotionally positive attitude towards children, a business-like reaction to shortcomings in academic work and behavior, a calm and even tone of address, schoolchildren are relaxed, sociable, and trusting. A negative attitude towards children (“I’m so tired of your class”, “You’ve learned to be smart, but write correctly = no”, etc.), the instability of the position of a teacher who falls under the power of his moods and experiences, create the ground for the emergence of distrust, isolation, and even and lead to such ugly forms of “self-affirmation” as hypocrisy, sycophancy, playing the role of the class clown, etc. All this leaves an imprint on the entire course of the educational process. The mentor has no right to forget even for a moment that the idea for the student is inseparable from the personality of the teacher: “What a beloved teacher says is perceived completely differently than what a person despised by them, a stranger to them, says. The loftiest ideas in his mouth become hateful” (N.K. Krupskaya).

WORK STYLE - ORGANIZER'S HANDBOOK

In modern psychology, fairly clear features of the socio-psychological portrait of various types of leaders have been developed, and the technique of their communication with team members is analyzed. The teacher is also a leader who carries out his interactions in different ways. Let us briefly consider the three main leadership styles, paying attention to the second side of communication - interaction. Their figurative names (“striking arrows”, “returning boomerang” and “floating raft”) are given in the book by A. N. Lutoshkin “How to Lead.”

Authoritarian style (“striking arrows”).The teacher alone determines the direction of the group’s activities, indicates “who ka He must sit, work, suppresses any initiative of students, students live in a world of guesswork. The main forms of interaction are order, instruction, instruction, reprimand. Even rare gratitude sounds like a command, or even an insult: “You answered well today. I didn’t expect this from you.” Having discovered a mistake, such a teacher ridicules the culprit, most often without explaining how it can be corrected. In his absence, work slows down or even stops altogether. The teacher is laconic, he hasa commanding tone prevails, impatience with objections.

Democratic style (“returning boomerang”). It manifests itself in the leader’s reliance on the opinion of the team. Teacher With tries to convey the goal of the activity to the consciousness of everyone, involves everyone in active participation in discussing the progress of the work; sees his task not only in control and coordination, but also V education; every student is encouraged and gains self-confidence; self-government is developing. A democratic teacher tries to distribute the workload in the most optimal way,taking into account the individual inclinations and abilities of each; encourages activity and develops initiative. The main ways of communication for such a teacher are request, advice, information.

Liberal style (“floating raft”)- anarchic, conniving. The teacher tries not to interfere in the life of the team (does not show activity, considers issues formally, easily submits to other sometimes contradictory influences. In fact, he removes himself from responsibility for what is happening. There can be no talk of authority here.

An authoritarian leadership style can ensure the apparent effectiveness of group activities and creates an extremely unfavorable psychological climate. With this style, the formation of collectivist qualities is delayed. According to sociologists, it is in such groups that neurotics are formed. Schoolchildren develop an inadequate level of aspirations when communicating with people around them.

As for authoritarianism, it feeds on the insufficient maturity of the teacher, hismoral and political bad manners, is determined by the low level of culture of the teacher and neglect of the individual characteristics of children, ignoring the principle of independent organization of children's life.

PEDAGOGICAL COMMUNICATION STYLE

So, the style of relationships and the nature of interactions in the process of managing the upbringing of children together create a style of pedagogical communication. V. A. Kan-Kalik identifies the following communication styles:

Communication based on passion for joint creative activities,

Communication based on friendship,

Communication - distance,

Communication is intimidation

Communication is flirting.

Communication based on passion for joint creative activities is based on a stable positive attitudeteacher towards children and business, the desire to jointly (and therefore democratically) solve issues of organizing activities. Passion for joint creative search is the most productive style of communication for all participants in the pedagogical process. As experience shows, the entire system of relationships with children among master teachers is built precisely on this basis. “For things to go well, following Makarenkov’s tradition, schoolchildren and teachers must have the same, common concerns. Teachers do not manage schoolchildren, but together with them take care of the affairs of the school, there is no “we” and “you”. Instead of the one-sided influence of the teacher on the students, there is the general creative activity of the students together with the teachers and under their guidance.” The style of pedagogical communication based on friendly disposition is closely related to the first - in fact, this is one of the conditions for the formation of a style of communication based on passion for compatible creative activities. Think about the thought of Sh. A. Amonashvili, his answer to the question he himself posed (“How can we raise a child if he runs away from us?”): “Only a spiritual community - and nothing that can split this community.”

Considering the system of relationships between the teacher and students, A. S. Makarenko repeatedly insisted on the formation of a friendly tone in the relationship between the teacher and the staff: In relation to students, management and teaching staff should always be polite and restrained, except in cases where a slight increase in tone is required in connection with new requirements, or the same increase in the direction of greater emotionality - during general meetings, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: ridicule, telling jokes, any liberties in language, mockery, antics, etc. On the other hand, it is completely unacceptable for teachers and management in the presence of students They were gloomy, irritable, loud."

Some teachers misinterpret this category of the communication process and turn friendliness into familiar relations with students, which negatively affect the entire course of the educational process. By cultivating a friendly disposition towards children in your activities, the prospect of developing a communication style is to have a creative union based on passion for the work. Going with children to the subject is one of the principles of cooperation pedagogy.

Unfortunately, the style is quite commoncommunication-distance. Its essence is that in the system of relationships between the teacher and students, distance constantly appears as an important limiter: “You don’t know - I know”; “Listen to me, I’m older, I have experience, our positions are incomparable.” Such a teacher may have a generally positive attitude towards children, but the organization of activities is closer to an authoritarian style, which reduces the overall creative level of collaboration with students. Ultimately, despite the apparent external order, this style of communication leads to pedagogical failures.

An extreme form of communication-distance is a style such ascommunication-intimidation. It combines a negative attitude towards students and authoritarianism in the way activities are organized. Here are typical forms of manifestation of intimidating communication: “Listen, carefully, otherwise I’ll challenge you and give you a bad mark,” “You find out from me, I’ll ask you,” etc. This style usually creates an atmosphere of nervousness, emotional distress in the lesson, and inhibits creativity. activity, since it focuses not on a program of action, but on its limitations and prohibitions.

A manifestation of liberalism, undemandingness with a possible positive attitude towards children is stylecommunication-flirting. It is caused by the desire to conquer a false and cheapauthority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the class, and on the other, the lack of professional skills.

What is communication-dialogue, what are its signs? The main feature of communication as a dialogue is the establishment of special relationships, which can be defined in the words of V. A. Sukhomlinsky: “spiritual community, mutual trust, frankness, goodwill.” Dialogue with the student involves a shared vision and discussion of situations. In other words, dialogue is not the glances of teacher and student, child and parents directed at each other, but the views of both directed in the same direction.

Dialogue will not take place without equality of positions between the educator andeducated, which means recognition of the active role of the pupil in the education process. For V. A. Sukhomlinsky, the terms “education” and “self-education” are essentially synonymous. In addition, equality of positions means that the teacher himself is under the influence of the student.

So, productive pedagogical activity takes place in an atmosphere of a positive attitude of the teacher towards children, democratic organization of work, and passion for joint creative activity.

3. PEDAGOGICAL TACT OF A TEACHER WHAT IS PEDAGOGICAL TACT

As we see, in the process of communication between teachers and students, two emotional poles of communication can develop. A true educational effect comes from the teacher’s ability to organize relationships based on positive emotions. Negative emotional states can arise, but not as the final goal of influence, but as a possible situational means that can be overcome to achieve a positive emotional effect (for example, fear of losing respect). .

As experience shows, it is the presence of pedagogical tact that allows a teacher to build communication on positive emotions, establish and maintain psychological contact with children. Following the requirements of pedagogical tact, the teacher will be able to develop a democratic style of communication with children and achieve a genuine culture of communication with students.

Modern pedagogy and psychology have a large number of works on pedagogical tact, knowledge of which helps the teacher avoid conflicts in communicating with children and build relationships correctly. All researchers of the teacher’s pedagogical tact emphasize the capacity of this concept and note the absence of a single definition. The difficulty of revealing the essence of pedagogical tact is due to the specificity of this phenomenon in comparison with the generally accepted concept of “tact”.

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

So, pedagogical tact is a measure of the teacher’s pedagogically appropriate influence on students, the ability to establish a productive communication style. Pedagogical tact does not allow extremes in communicating with schoolchildren. Characterizing the work of a teacher. K.D. Ushinsky wrote: “Seriousness should reign at school, allowing for a joke, but not turning the whole thing into a joke, affection without cloying, justice without pickiness, kindness without weakness, order without pedantry and, most importantly, constant reasonable activity.”

The dosage of influence is also manifested in the use of educational means. Just as medicines in medicine require precise packaging and dosage regimen, so the word of the teacher and his methods must be applied optimally, unobtrusively, and delicately. Excessiveness can lead to the opposite reaction: excessive demands lead to disobedience, excessive indulgence leads to rudeness. While respecting students, a teacher must be able to show his respect for children. Showing respect builds a child’s sense of self-esteem, disarms those who resist pedagogical influence, and makes them accomplices in education.

Respect, warmth, affection do not exclude demandingness, but presuppose it. The connection between respect and exactingness is dialectical. The demands placed on individuals increase and become more complex as respect for them increases, taking into account the individual characteristics of schoolchildren. Depending on the level of education of the student’s personality, the teacher varies the shades of his relationship with him: from hidden sympathy to emphasized coldness, from cordiality to dryness, from softness to severity. Shows of attention, care, and kindness should change depending on the age of the children. In relation to children - directly and specifically: the teacher can hug the child, pat him on the head, call him by a diminutive name. With elders this is permissible only in certain cases. In relationships with teenagers, restraint and simplicity of relationships are important, because they want to be adults and the “childishness” of treatment irritates them. The books of A.V. Mudrik provide interesting material about the peculiarities of communication between a teacher and children of different ages.

The teacher’s culture of communication and tact are manifested in various forms of interaction between him and the student: in class, in extracurricular activities, and at leisure.

PEDAGOGICAL TACT IN THE LESSON

An analysis of conflicts between students and teachers shows that one of the reasons for them is the teacher’s tactlessness, which manifests itself in the teacher’s rude remarks regarding the appearance, intelligence, and abilities of the young interlocutors. Some teachers consider the following comments normal: “Why are you fidgeting, does it look like there are nails under you?” etc. An angry teacher remembers in class where and with whom he saw a student on the street, how they were dressed. This is where conflict often begins.

The teacher needs tact at all stages of the lesson. He should pay special attention to his behavior when testing and assessing students’ knowledge. Here tact is expressed in the ability to listen to the student’s answer: to be interestedly attentive to the content and form of the answer, to show restraint when difficulties arise for the students. And of course, remarks like: “This is useless!”, “Sit down” are unacceptable. As always, you don’t know anything!” There are cases when children who stutter forget about their illness in the lessons of a master teacher and become numb with a tactless teacher.

All students love to respond to someone who knows how to listen carefully, respectfully, and with participation. At the same time, support during the answer with a smile, glance, facial expression, nod is important; comments along the way that interrupt the answer are undesirable. Seventh-graders say that the biggest obstacle to answering is the teacher’s indifference; tenth-graders consider it undesirable when teachers listen to the answer with superiority and comment on it with irony and sarcasm.

The timing of the assessment is also important. Sometimes the teacher comments in such a way that it seems to the students that he is dissatisfied with the good grade: “You surprised me, I have to give you a “4.” But he should have sincerely rejoiced at the successful answer of any student and worried about him. And these are also components of the art of communication.

An interesting study on the psychology of pedagogical assessment was conducted by B. G. Ananyev, who showed that the lack of a motivated assessment of students’ weak answers can lead tothe fact that within three months the student ceases to understand the teacher’s questions and, due to uncertainty, acquires the habit of asking again and remaining silent when asked again. The author proves that evaluative judgments that are negative in form should also have a positive meaning and be of a guiding, forward-looking nature, for example: “It would be true if this were indicated...”, “Don’t rush, you’ll have time.”

TACT AND TACTICS

Pedagogical tact also presupposes flexibility in the teacher’s behavior- tactics. After all, the teacher appears in front of children in different roles that require tact in different keys. In the lesson - clarity, correctness, rigor and a dry tone of address when the class is not ready for class. In extracurricular work - ease, sincerity, looseness, which are especially necessary in an individual conversation, a hike, an excursion; friendly communication during the game, trust in free evening time or while camping around the fire. Therefore, different forms of communication: meetings, debates, leisure - require the teacher to have a specific communication style and change its tone.

The choice of tactics in communication is associated with the ability to use role positions. Their description can be found in the books of psychotherapist A. B. Dobrovich. (See, for example: To the teacher about the psychology and psychohygiene of communication.) These are four positions: “annex on top”, “annex on below”, “annex next” and “position of non-participation”.

In position "extension on top"the teacher demonstrates independence, the decision to take responsibility. This position is called the "parent" position.

In position "extension from below"a dependent, submissive and insecure personality is revealed. According to A. B. Dobrovich, this is the position of a “child”.

In position "outbuilding nearby"expresses correctness and restraint of behavior, the ability to take into account the situation, understand the interests of others and distribute responsibility between oneself and them. This is the position of an “adult”.

At the same time, the teacher often uses the position of a “child” in his behavior (as strange as it may seem!). For example, the head of the Frunze commune F. Ya. Shapiro, as a rule, at one of the stages of organizing collective creative works, began to express doubts about success, even fears, thereby providing the opportunity for high school students to take upon themselves the defense of the cause. Sometimes the teacher takes the position of “an extension from below,” as if playing along with the students, for example, “he makes a mistake on the board,” and the students correct the teacher with great joy. The “bottom extension” used by the teacher is designed to allow the student to demonstrate independence.

Position “extension on top” - position“parent” is organic for pedagogical activity, but cannot be the only and identical throughout the entire path of a student’s upbringing, because it presupposes dialogic interaction only in the case when the student is constantly in the role of a child. This either inhibits personal development or leads to conflictual communication.

So, the study of role positions again turns us to the need for a teacher to be able to cooperate with students, maintain pedagogical tact, and master communication tactics.

CONDITIONS FOR MASTERING PEDAGOGICAL TACT

I Pedagogical tact is cultivated and acquired along with skill. It is the result of the teacher’s spiritual maturity, a lot of work on himself to acquire special knowledge and develop communication skills with children. First of all, this is knowledge of the psychology of age and the individual characteristics of modern d children.

No less important is knowledge of the basics of morality, the ability to see moral meaning in actions. And of course, knowledge of ways to influence students who must move in skills:

Love children, show your love;

Observe, see the inner springs of children’s behavior;

Find your bearings in the environment;

- choose an appropriate method of influence (here it is important, as we said, knowledge of workarounds for education: “You know better, but I would advise you...”);

- talk with children (a tactless teacher assigns the student the position of a passive listener, shows condescension in words, gestures, and facial expressions). Great importance in the formation of the correct communication style they have restraint, self-control, fairness, a creative approach to the experience of others, the development of pedagogical techniques, and a sense of humor. At the same time, the teacher must always respect the person in his students and protect his own dignity.

It should be borne in mind that conflicts as a discrepancy between the positions of teacher and student are a common occurrence in teaching activities. Therefore, a teacher, especially a young one, must take into account the already proven rules of behavior in conflict situations, which can help in restructuring the difficult conditions that have been created in a manner that suits pedagogical plans.

Rule one. First of all, you should try to master conflict situation, and this means defusing mutual emotional tension. (See: Anikeeva I.P. To the teacher about the psychological climate in the team.) How? Start with yourself: remove “extra” physical tension, stiffness, aimless movements. Facial expressions, posture, gestures, as we know, not only express the internal state, but also influence it. So, external calm and restraint!

Rule two. Influence your partner (student, colleague) with your behavior. Silent examination of the face of an accomplice in the conflict helps to relieve affectivity, which will enable the teacher to concentrate and study his state.

Rule three. Try to understand the motives of the interlocutor’s behavior. Incorporating mental analysis reduces emotional arousal. It is better to express an understanding of the predicament: “I understand your (your) condition,” etc., to convey your condition; “It makes me sad.” So, do not try to immediately evaluate the action, first try to express your attitude to the current situation.

Rule four.Agree on the goal. It is necessary to realize as early as possible what the student has in common, to see the “common point of reference” for interaction, and to demonstrate it by taking the “we” position.

DEVELOPMENT OF TEACHER'S COMMUNICATION ABILITIES

Possess social perception or “face reading”; understand, and not just see, i.e. adequately model, the student’s personality, his mental state, etc. based on external signs;

- “present yourself” in communication with students;

It is optimal to structure your speech psychologically, i.e. skills of verbal communication, verbal and non-verbal contact with students. (See his book: Pedagogical Communication. )

Particular attention should be paid to developing the ability to make contact and organize cooperation V process of communication. Many books that we talked about can help in this matter, in particular A. B. Dobrovncha, V. Levn, V. A. Kan-Kalika. The advice of D. Carnegie is interesting and witty, and much can be learned from the recommendations of L. B. Filonov.

To narrow down the search results, you can refine your query by specifying the fields to search for. The list of fields is presented above. For example:

You can search in several fields at the same time:

Logical operators

The default operator is AND.
Operator AND means that the document must match all elements in the group:

research development

Operator OR means that the document must match one of the values in the group:

study OR development

Operator NOT excludes documents containing this element:

study NOT development

Search type

When writing a query, you can specify the method in which the phrase will be searched. Four methods are supported: search taking into account morphology, without morphology, prefix search, phrase search.
By default, the search is performed taking into account morphology.
To search without morphology, just put a “dollar” sign in front of the words in the phrase:

$ study $ development

To search for a prefix, you need to put an asterisk after the query:

study *

To search for a phrase, you need to enclose the query in double quotes:

" research and development "

Search by synonyms

To include synonyms of a word in the search results, you need to put a hash " # " before a word or before an expression in parentheses.
When applied to one word, up to three synonyms will be found for it.
When applied to a parenthetical expression, a synonym will be added to each word if one is found.
Not compatible with morphology-free search, prefix search, or phrase search.

# study

Grouping

In order to group search phrases you need to use brackets. This allows you to control the Boolean logic of the request.
For example, you need to make a request: find documents whose author is Ivanov or Petrov, and the title contains the words research or development:

Approximate word search

For an approximate search you need to put a tilde " ~ " at the end of a word from a phrase. For example:

bromine ~

When searching, words such as "bromine", "rum", "industrial", etc. will be found.
You can additionally specify the maximum number of possible edits: 0, 1 or 2. For example:

bromine ~1

By default, 2 edits are allowed.

Proximity criterion

To search by proximity criterion, you need to put a tilde " ~ " at the end of the phrase. For example, to find documents with the words research and development within 2 words, use the following query:

" research development "~2

Relevance of expressions

To change the relevance of individual expressions in the search, use the " sign ^ " at the end of the expression, followed by the level of relevance of this expression in relation to the others.
The higher the level, the more relevant the expression is.
For example, in this expression, the word “research” is four times more relevant than the word “development”:

study ^4 development

By default, the level is 1. Valid values are a positive real number.

Search within an interval

To indicate the interval in which the value of a field should be located, you should indicate the boundary values in parentheses, separated by the operator TO.
Lexicographic sorting will be performed.

Such a query will return results with an author starting from Ivanov and ending with Petrov, but Ivanov and Petrov will not be included in the result.
To include a value in a range, use square brackets. To exclude a value, use curly braces.

1.1. The content of the concept of “pedagogical skill”

Mastery in any activity is a kind of qualitative benchmark to which one must strive. Mastery(in the “Dictionary of the Russian Language” by S.I. Ozhegov) is defined as high art in any field.

The word “master” comes from the Latin “magister” - “chief, teacher” and means a person who has achieved high level excellence and creativity in their work. IN AND. Dahl defined the concept of “master” this way - a person who is especially skilled or knowledgeable in his craft. A teacher is a doubly master: as a deep expert in the psychology of personality and what to teach, and as a person who knows the methods of teaching and education.

Pedagogical skill is expressed in the professional activity of a teacher, therefore, it can be considered as a particular version of professional skill. Professional skill is manifested in the professional activity of an individual and does not exist separately from the individual.

Like every activity, pedagogical activity includes the following components: goal, means, object, subject, procedure, result, differing in their specificity. What is this specificity?

1. Goals The work of a teacher is determined by society, i.e. The teacher is not free to choose the final results of his work; his actions should be aimed at nurturing the student’s personality, modernly educated, socially active, capable of independently making responsible decisions in a situation of choice, characterized by mobility, dynamism, and a sense of responsibility for the fate of the country. The goal of pedagogical activity is always socially defined in the final result and is non-standard in terms of tasks in specific pedagogical actions.

2. An object pedagogical work - a person. The specificity of the object of pedagogical activity is as follows:

a) The object of pedagogical activity is at the same time its subject, an actor who can have different attitudes towards pedagogical influence, since he perceives it through his own inner world, your settings.

b) The teacher deals with a constantly changing, growing person, to whom stereotyped approaches and stereotypical actions are not applicable. And this is difficult and requires constant creative search.

c) Simultaneously with the teachers, the child, teenager, young man is affected by the whole life around him, often spontaneously, multifacetedly, in different directions. Therefore, pedagogical work involves simultaneously adjusting all influences, including those coming from the student himself, i.e. organization of education, re-education, and self-education of the individual.

3. Subject - the one who influences the student - teacher, parents, team. A true educator becomes one who has a positive moral influence on a person, and this is possible only under the condition of constant moral self-improvement of the teacher.

4. The main means of education – different kinds activities in which pupils are involved: work, communication, play, learning.

And here we approach understanding the essence of pedagogical skill from the standpoint of a personal-activity approach.

Pedagogical excellence– a complex of personality traits that ensures a high level of self-organization of professional activity.

To such important properties personality include the humanistic orientation of the teacher’s activities, his professional knowledge, pedagogical abilities and pedagogical technique.

In this definition, the following points need to be emphasized.

1. Pedagogical skill is a self-organizing system in the structure of the individual, where the system-forming factor is a humanistic orientation, which makes it possible to expediently build the pedagogical process in accordance with the requirements of society.

2. The foundation for the development of a teacher’s professional skills, giving him depth, thoroughness, and meaningfulness of actions, is professional knowledge.

3. Pedagogical abilities are the conditions for the development of skill, ensuring the speed of its improvement.

4. A technique based on knowledge and abilities, allowing all means of influence to be linked to the goal, thereby harmonizing the structure of pedagogical activity.

Thus, all four elements in the system of pedagogical mastery are interconnected; they are characterized by self-development, and not just growth under the influence external influences. The basis for self-development of mastery is a fusion of knowledge and orientation; an important condition for success is ability; a means that imparts integrity, coherence, direction and effectiveness - skills in the field of pedagogical technology.

Pedagogical activity– is a manifestation of constant versatile creativity. It presupposes that the teacher-educator has a set of creative abilities, qualities, and research skills. Among them, an important place is occupied by initiative and activity, deep attention and observation, the art of thinking outside the box, rich imagination and intuition, a research approach to the analysis of teaching and educational situations, solving pedagogical problems, independence of judgments and conclusions.

Pedagogical skill is associated with the personality of the teacher, with a set of qualities that contribute to ensuring a high level of self-organization of professional activity. The set of qualities of a professional teacher, which helps him ensure the educational process at a high creative level, is quite extensive. The most important of them are citizenship and patriotism, humanism and intelligence, high spiritual culture and responsibility, hard work and efficiency. The main qualities of a master teacher are philanthropy and the ability to communicate with people.

At the same time, the purpose of pedagogical skill, which is to ensure a high level of knowledge and skills of students, to successfully solve the problems of the educational process, allows us to determine the criteria for a teacher’s skill.

Criteria pedagogical skills can be:

– expediency of pedagogical activity (by focus);

– productivity, determined by the result of pedagogical activity - the level of knowledge, education of schoolchildren);

– optimality of pedagogical activity (in the choice of means), allowing to achieve the desired result with minimal expenditure of time, effort, and money;

– pedagogical creativity(according to the content of the activity).

The most important indicator of pedagogical excellence should be the high level of education, good manners and independence of schoolchildren, their unity.

1.2. Structure of pedagogical excellence

Let us dwell in more detail on the characteristics of these components of pedagogical skill.

A) Humanistic orientation of the teacher’s personality. The orientation of a teacher’s personality is the ideals, interests, and value orientations through the prism of which the teacher approaches his work and children. The orientation of a teacher's personality is multifaceted. It consists of value orientations aimed at: 1) oneself (self-affirmation); 2) on the means of pedagogical influence; 3) per schoolchild, children's group; 4) for the purposes of pedagogical activity - a humanistic strategy, creative transformation of the means, the object of activity.

b) Professional knowledge. Professional knowledge is the foundation for the development of pedagogical skills. The content of a teacher’s professional knowledge consists of knowledge on the subject taught, methods of teaching it, knowledge in the field of developmental, pedagogical, general psychology and pedagogy. Professional knowledge presupposes the scientific solution of complex issues in the theory and practice of education and training of the younger generation based on knowledge of the laws of the process of formation of the student’s personality. Psychological and pedagogical erudition is the fundamental basis of high professionalism; underestimating or ignoring it leads some teachers to handicraft, cliches, primitivism, and routine. The rate of acquisition of mastery is not strictly regulated by the growth of professional knowledge. There are individual prerequisites successful activities, stimulants of professional growth are abilities.

V) Basic teaching abilities. In psychology, abilities are those psychological properties of a person that are a condition for successful performance. certain types activities. Abilities for teaching activities are a defining component of pedagogical mastery.

The following are noted in the psychological and pedagogical literature: kinds main abilities personalities to teaching activities.

1. Didactic abilities- these are the abilities that form the basis of the ability to present material to students in an accessible, interesting, clear, and clear manner. A teacher with didactic abilities shows ingenuity, evokes the mental activity of students, introduces something new and unusual into the educational process, affecting not only the mind, but also the feelings. Didactic abilities can function at two levels - reproductive and adaptive. The reproductive level is characterized by the fact that a person knows how to transfer to others the knowledge that he himself possesses. But even excellent knowledge of the subject cannot protect such teachers from mistakes, since they do not know how to teach others. Adaptive level – new level knowledge, which includes knowledge not only of the subject, but also of the characteristics of its assimilation, perception, and understanding by those to whom the teaching is directed. This level is usually formed in the process independent work and its reflexive analysis.

2. Organizational skills- this is the ability to organize students, involve them in various types of socially useful activities, create a team and make it an instrument with the help of which an appropriate personality structure is formed, as well as organize one’s own activities and behavior. Organizational abilities are closely related to professional vigilance, empathy, pedagogical intuition, the ability to exercise willpower and persuasion. Accuracy, accuracy, discipline, responsible attitude to business, composure - all these are personality traits that are a consequence of organizational abilities.

3. Communication skills- These are the abilities that allow you to establish correct relationships with students. This gives rise to trust and goodwill in the latter, and a willingness to go along with the teacher. Communication skills interact with organizational skills and together provide the proper influence on the student, management of the children's team, making it socially oriented, with a healthy public opinion, and with correct interpersonal relationships.

4. Perceptual abilities- these are the abilities that underlie the ability to penetrate into the inner world of a child. “You need to be able to read on a human face,” said A. S. Makarenko, “on the face of a child... There is nothing cunning, nothing mystical in learning from the face about some signs of mental movements.” Perceptual abilities equip the teacher with a “second vision”, the ability to observe, capture subtle and very difficult questions psyche, not only to see, but also to “hear” the mental state of the student.

Perceptual abilities underlie the live contact between teacher and students, because both in class and during recess, the teacher lives by the mistakes and guesses of the children, their findings and ideas, and that is why the ability to see everything human in a person works.

5. Suggestive abilities- these are the abilities to suggest, the ability to achieve the desired result of influence with the help of a strong-willed word. Suggestive abilities presuppose an emotional-volitional influence that forces students to agree with the teacher’s attitude and accept it. Suggestive abilities are closely related to authority, strong-willed qualities the personality of the teacher, his conviction in the correctness of his actions and actions. We can say that there is a dialectical relationship between the authority of a person and suggestive abilities. But authority must come from children. Authority “from above”, that is, imposed, does not lead to suggestion; it is impossible to achieve influence on students through mere demands and firmness of influence on students. That is why a teacher who loves his job and the children he teaches and educates, in order to increase the effectiveness of educational and educational work, must strive to earn the love of children.

6. Scientific and cognitive (academic) abilities– this is the ability to master information and knowledge from the relevant field of science. This helps the teacher to keep up with modern thought, to master in detail, absolutely fluently educational material, creatively, consistently approach the problems that educational work poses to them.

7. Constructive ability– these are abilities that make it possible to determine the strategic line of teaching and education, providing the ability to focus on final goal, solve everyday problems with overall goals in mind. These abilities make it possible to take into account the place of the subject in the general knowledge base, to establish the necessary relationships with other subjects and educational tasks. Constructive abilities are decisive in achieving a high level of pedagogical skill. The effectiveness of using knowledge and skills, which can lie “dead weight” or can be actively used, depends on them.

Among the basic abilities there is also the ability to control oneself, that is, emotional stability; optimistic forecasting; the ability to create (creativity), the teacher’s ability to orient and restructure methods of activity in changing conditions.

It should be noted that pedagogical abilities do not manifest themselves and act in isolation; they are closely related to each other and complement each other, which gives rise to the possibility of compensating for absent or underdeveloped abilities with other personality qualities and characteristics of mental processes.