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general characteristics communication

1. Communication as a form of interaction

Communication, the process of communication, is a broad and capacious concept. This is conscious and unconscious, verbal and non-verbal communication, transmission and reception of information, which is observed everywhere and always. Communication has many faces: it has many forms and types. Pedagogical communication is a particular type of communication between people. It has both general features of this form of interaction, and specific for educational process.

Let us consider the general characteristics of communication in order to characterize further pedagogical communication between the teacher and students from these positions. A.A. Leontiev singles out the following characteristics: contact, orientation, orientation, psychological dynamics of the process. In the latest edition, they are defined as specialization and degree of mediation, orientation of communication and psychological dynamics. The content of the specialization of communication emphasizes the importance of combining all means - verbal and non-verbal to increase the effectiveness of speech impact, contact is considered by the degree of convergence in time and space of spoken communication and its perception.

An important characteristic of communication is its psychological dynamics, determined by the characteristics of the impact of verbal information.

Let's add two more characteristics of communication: representativeness polyinformativeness. The first is the subjective representation of the speaker in the text, the second is the diversity of speech communication, where all its characteristics (content, expressiveness, impact) are simultaneously realized, different levels (subject, semantic, etc.) are reflected.

Representative communication assumes that any communication reflects the individual and personal characteristics of the communicants, their cultural level, age, gender, interests, etc. Of particular importance is the analysis of verbal communication-text, which allows you to reveal those social and social relations in which the people realizing this communication are included, their personal characteristics.

An equally important characteristic of verbal communication is polyinformativeness. It lies in the fact that the speech message transmitted in the process of verbal communication has a complex communicative and subject content, which is a unity of the actual content, expressive and incentive plans of the utterance.

Summarizing the above: speech (verbal) communication is described by at least seven characteristics: contact, orientation, orientation, semiotic specialization, dynamics, representativeness, polyinformativeness.

Defining communication as “the interaction of people, the content of which is mutual knowledge and the exchange of information through various relationships that are favorable for the process of joint activity”, V.N. Panorev singled out four points in communication: communication, interaction, cognition, relationship, respectively, and four approaches to the study of communication: communicative, informational, cognitive and regulatory.

B.F. Lomov described three sides (functions) of communication: information and communication; regulatory and communicative; affective-communicative, emphasizing the obligation of the actual communicative component as the reception and transmission of messages, the regulation of behavior and the presence of an attitude, experience, i.e. affective component.

M. defined speech functions somewhat differently. He singled out 7 functions of speech behavior: instrumental (satisfaction of material needs); regulatory (control of the behavior of others); interactions (maintaining contact); personal (self-presenting); heuristic search (why); imaginary (inner world); informative (message of new information). The multi-line content and purpose of speech functions is obvious. It is important that all of them are widely used in the interpretation of pedagogical communication, reflecting the aspects of communicative interaction.

Pedagogical communication is professional communication a teacher with students in the classroom and outside of it (in the process of training and education) having certain pedagogical functions directed (if it is full and optimal) to create a favorable psychological climate, as well as to another kind of psychological optimization learning activities and relations between the teacher and students within the student team.

Pedagogical communication is aimed not only at the interaction itself, and at students for the purpose of their personal development, but also at what is fundamental for the pedagogical system itself - at organizing the development of educational knowledge and the formation of skills on this basis.

Pedagogical communication is a form of educational interaction, cooperation between a teacher and students. This is a personal and socially oriented interaction. Pedagogical communication simultaneously implements communicative, perceptive and interactive functions, using the entire set of verbal, pictorial, symbolic and means.

Functionally, it is a contact, informational, incentive, coordination interaction that establishes the relationship of all subjects of the educational process. It is characterized by a full-object orientation, semi-informativeness, and a high degree of representativeness.

We add that pedagogical communication as a form of educational cooperation is a condition for optimizing learning and developing the personality of the students themselves. It is determined by a triple orientation: personal, social, subject. The teacher, working with one student on the development of any educational material, always orients its result to all those present in the class, and vice versa, working with the class, i.e. frontally, affects every teacher. Therefore, we can assume that the originality of pedagogical communication, being the totality of these characteristics, is expressed in an organic combination of elements of personality-oriented, socially-oriented and subject-oriented communication. At the same time, pedagogical communication, including all of the above elements, has a fundamentally new quality.

2. The specifics of pedagogical communication

The second quality of pedagogical communication is determined, first of all, by its teaching function, which includes the educational function, because the educational process has an educative and developing character. The learning function of communication can be correlated with the translational one. The teaching function of pedagogical communication is the leading one: part of the multilateral interaction of the teacher - students, students among themselves. At the same time, pedagogical communication reflects the specifics of the nature of human interaction.

“... In fact, no matter what subject the teacher teaches, he conveys to the student, first of all, convictions in the power of the human mind, a powerful craving for knowledge, love for truth and an attitude towards selfless socially useful work, ... When the teacher is able at the same time to demonstrate to students a high and a refined culture of interpersonal relations, justice combined with impeccable tact, enthusiasm combined with noble modesty - then, involuntarily imitating such a teacher, the younger generation is formed spiritually harmonious, capable of humanly resolving interpersonal conflicts so common in life.

No less significant function of communication (K.). This means that the teacher helps the student to express himself, the positive that is in him. The need for the teacher's interest in the success of the student, which facilitates pedagogical interaction, contributes to the self-actualization of the student and his further development.

Thus, teaching, educating functions constitute the unity of pedagogical communication.

3. The concept of the technology of pedagogical communication

The productivity of pedagogical activity is largely determined by the level of mastery of the technology of pedagogical communication by the teacher.

V.A. Kann-Kalik noted that upbringing will be effective if it evokes positive attitudes in the child towards what we want to educate him. At the same time, this or that relationship is always formed through the established mechanism of communication. That is why every teacher faces the task of mastering the technology of pedagogical communication. Ignorance of such technology leads to the fact that communicative actions are carried out by trial and error.

The main difficulties that the teacher experiences in communicating with students are related to the inability to establish contact, manage student communication in the classroom, build relationships and rebuild them depending on the specifics of pedagogical tasks, with a lack of understanding of the student's internal psychological position. Finally, these are difficulties in verbal communication and the transfer of one's own emotional attitude to educational material, as well as the inability to manage one's own mental state in communication. The teacher's possession of the technology of pedagogical communication is also important because it determines the attitude of children towards the teacher, which they often transfer to the subject he teaches.

4. Communicative task

To understand the essence of the technology of pedagogical communication, it is necessary to refer to the concept of "communicative task", since the process of professional and pedagogical communication can be represented as a system of communicative tasks. The communicative task, being a derivative of the pedagogical task, and being its background, has the same stages of solution as the last one: analysis of the situation, enumeration of options and selection of the optimal one, communicative impact and analysis of its results.

Thus, the communicative task is the same pedagogical task, but translated into the language of communication.

At the same time, the communicative task, reflecting the pedagogical task, is auxiliary in relation to it (V.A. Kann-Kalik). Therefore, organizing a specific pedagogical impact, it is necessary to present ways of its communicative implementation.

It is customary to distinguish between the general communicative tasks of the upcoming activity, which, as a rule, are planned in advance, and the current communicative tasks that arise in the course of pedagogical interaction. The general communicative task is reduced to narration (message) and motivation. The narration is represented by the following varieties: the narration itself, the message, the name, the announcement, the enumeration, the answer, etc. The motivation has also types, such as an order, a demand, a request, an invitation, etc.

Thus, in the process of solving communicative tasks, the teacher realizes two main goals: to convey a message to students or to influence them, i.e. induce to action.

Communicative tasks can be considered as a means of solving a learning problem in the context of learning activities. In the process of communicating with students in the classroom, the teacher solves communicative tasks of different nature, realizing various pedagogical functions. Four functional series of teacher's communicative actions have been identified: stimulating, responsive (evaluative and corrective), controlling, organizing.

For a teacher who manages the student's learning activity, it is important not only to clearly understand and differentiate the types of communicative actions that guide the student's learning activity, but also to determine which of these actions can solve pedagogical communication tasks.

5. Stages of solving a communicative task

The technology of pedagogical communication will be disclosed, incompletely, if you do not characterize the stages of solving a communicative task. They can be presented as follows: orientation in the conditions of communication; attracting attention; "object"; implementation of verbal communication; organization of feedback meaningful and emotional connection.

At the stage of orientation in communication conditions, a complex process of “adjusting” the general style of communication to specific communication conditions (lesson, event, etc.) takes place. Such adaptation is based on the following components: the teacher's awareness of the style of communication with students; mental restoration of the previous features of communication in a given team - communicative memory; clarification of the style of communication in the new communicative conditions of activity, based on the situation in the classroom and current pedagogical tasks.

Here there is a concretization of the object of communication, which can be a class, a group of children or individual pupils.

The stage of attracting attention to oneself can be implemented in different ways: - speech - verbal communication with students; - pause with active internal requirement self-attention; - motor-sign - the use of talits, writing on the board; - a mixed version that includes elements of the three previous ones.

Most often, a mixed type of attracting attention is used.

Productive professional and pedagogical communication requires careful "probing of the soul of the object" (the term of K. S. Stanislavsky). At this stage, the teacher clarifies the ideas that have developed at the previous stages about the conditions of communication and possible communicative tasks, tries to catch the level of readiness of the audience to start productive communication.

The main stage in solving a communicative task is the implementation of verbal communication. The success of such communication presupposes that the teacher has a good verbal memory: the ability to correctly select language tools, providing a bright, expressive speech, logically build a presentation of the transmitted information, orient speech to the interlocutor; high level (anticipation).

The final stage of solving a communicative task is the organization of meaningful and emotional feedback. Informative Feedback provides information about the level of assimilation of educational material by students. Emotional feedback is established by the teacher through feeling the mood of the class at a given lesson or event, which can only be caught by the behavior of students, the expressions of their faces and eyes, by individual remarks and emotional reactions. Meaningful feedback in unity with emotional feedback gives the teacher information about the level of perception of the material and the cognitive and moral atmosphere of the lesson.

6. Stages of pedagogical communication and technology for their implementation

Pedagogical communication has dynamics corresponding to the logic of the pedagogical process (intention, implementation of the idea, analysis and evaluation). Hence its stages:

Stage 1 - modeling of pedagogical communication is associated with the implementation of a kind of planning of a communicative structure of interaction that is adequate to pedagogical tasks, the current situation, the individuality of the teacher, the characteristics of individual students and the class as a whole. At this stage, pedagogical tasks are transferred to the sphere of communicative tasks, their correspondence is achieved, which ensures the productive implementation of the goals of pedagogical interaction. A necessary element of modeling the upcoming communication is the prediction of a possible psychological atmosphere. This determines the actual pedagogical aspects of interaction, allows the teacher to present his communicative behavior and emotional state.

Stage 2 - the organization of direct communication, during which the teacher takes the lead in managing communication. This is where the concretization of the object of communication (usually the class as a whole) takes place.

It is important for the teacher to attract the attention of students, because effective communication with the class is possible only if the attention of students is focused on the teacher.

Stage 3 - communication management, the essence of which is the communicative support of the applied methods of influence. Communication management consists of concretizing the communication model, clarifying the conditions and structure of communication, and implementing direct communication.

The main condition for managing communication is the initiative of the teacher, which allows you to solve a number of strategic and tactical tasks: to provide guidance for the process, create an emotional atmosphere, etc.

Stage 4 - analysis of the course and results of the implemented technology of pedagogical communication. Most often, it is called the feedback stage in communication and, in terms of its content and implementation technology, corresponds to final stage solving a communication problem. The main significance of this stage is diagnostic and corrective.

These stages characterize the phased deployment of pedagogical communication.

The development of a child's personality depends not only on the nature of relationships with adults, but also on the influence of peers. Sympathy for another child gradually turns into a need to communicate with him.

The need for communication with peers develops, first of all, on the basis of the joint activities of children in the game, as well as about the game.

Peers influence each other. It is in the process of communication that the child is faced with the need to put into practice the learned norms of behavior in relation to other people, to adapt these norms and rules to a variety of specific situations. In the joint activities of children, situations constantly arise that require coordination of actions, manifestations of a benevolent attitude towards peers. Students give up personal desires in order to achieve a common goal. In these situations, children do not always find the right ways to behave. Often conflicts arise between them, when each defends his desire, regardless of the desires and rules of his peer. But it is precisely at this age that the child discovers for himself the truth that without empathy for another, without concession to another, he himself will remain a loser. Relations about the game and the relationship of the game act in reality as a school of social relations.

7. Teacher Communication Styles

The teacher in the lesson has the opportunity to influence the class and each child individually through those accepted norms that are prescribed by the traditions and rules of the school. Usually the teacher stands in front of the class, and all the children should sit and listen to the teacher when he explains. The teacher walks between the rows and controls the work of everyone, when the children write, draw. The teacher is busy in the lesson with the implementation of the work plan for teaching children. With all the uniformity of the outer side of the teacher's work in the classroom, a number of typical styles of influencing students can be distinguished.

1. With an authoritarian style of communication, the teacher alone decides all issues related to the life of both the class team and each student. Teachers do not allow students to show independence and initiative. The authoritarian style of communication gives rise to inadequate self-esteem of students, instills a cult of power, forms neurotics, and causes an inadequate level of claims in communicating with people around them.

2. Permissive (ignoring) is characterized by the desire of the teacher to be minimally involved in the activity, which is explained by the removal of responsibility for its results.

The common features of the conniving and authoritarian communication styles, despite the seeming opposite, are the relationship between the teacher and students, the lack of trust between them, the teacher's obvious isolation, alienation, demonstrative underlining or his dominant position.

3. Democratic (collaboration style) - the teacher is focused on increasing the student's subjective role in interaction, on involving everyone in solving common problems. The main feature of this style is mutual acceptance and mutual orientation.

8. The dependence of the child's behavior in the classroom on the communication style of the teacher

The younger student is in great emotional dependence on the adult. The so-called emotional hunger - the need for positive emotions of a significant adult - largely determines the behavior of the child. The communication style of an adult determines their behavior in the classroom during the lesson, in game room and other places reserved for activities and entertainment.

So the imperative style is distinguished by the alienated position of the teacher in relation to the children. Not feeling emotional closeness with his teacher, the child unconsciously seeks to compensate for the unfulfilled need for positive emotions. As soon as, in the opinion of the child, there is an opportunity to turn to his neighbor on the desk or to someone else, he immediately begins to communicate on any occasion. The tension of will, not encouraged by adults, quickly tires and exhausts the child, he unconsciously seeks to relieve tension. However, the vigilant eye of the teacher takes the violator of discipline by surprise. The teacher makes a remark, punishes the child. The researchers observed the work of teachers with different communication styles and studied the types of punishment of children for disciplinary violations. It turned out that teachers with an imperative communication style make more comments, write in the diary, rate the behavior as "2", put the child at the desk more often, in the corner, etc.

At the same time, teachers with a democratic style of communication never pat the child by the ear, do not exert any physical violence. They make verbal remarks, strictly look at the child who violates discipline, but, most importantly, they work with the class, organizing it for learning activities, forming a cognitive interest.

It was found that children respond differently to the question: "Why do you follow the rules of conduct in the classroom", depending on the style of communication: 1. Imperative style - the answer: "I'm afraid that ..." The child is afraid of the teacher; he is afraid that the teacher will “shout”, “scold”, etc. The imperative communication style of the teacher, although it affects the discipline of the class, is an unproductive style in terms of educating the personality of the child. This style develops negative reflection - the ability to correlate one's behavior with subsequent results. And the desire to extract the maximum benefit from this for himself. The child tries to learn how to act in such a way that the teacher does not see his indiscipline, he begins to act on the sly.

Democratic style of communication generates motives good relations with the teacher, motives for learning activities, motives for cooperation with the whole class. The child begins to be shy about remarks, because ashamed to break the rules. He wants his teacher to love him, his parents to be happy with him, his comrades to treat him well. He begins to strive to fulfill the rules, because. this is his duty, giving him the opportunity to exercise the right to silence in the classroom during the lesson.

An experienced teacher will not tell a child “Get up! You're misbehaving." He will say differently: “Who prevents the class from working, the cat deprives us of the right to silence.” In this case, the child's behavior is evaluated from the point of view of his attitude towards others. The good behavior of everyone is understood as the key to the success of all. The democratic style develops positive reflection - the ability to correlate one's behavior with subsequent results and the desire to build one's behavior so that it helps the work of the whole class, the teacher and the child himself. An analysis of teacher communication styles showed that the only productive style is democratic.

9. The influence of the teacher's communication style on the activity of the student

We can consider activity in all its three forms: physical, psychological, social.

Physical activity: his tone, the need for tireless movement, dexterity is an indicator of health and potential for the development of his psyche. A healthy child is curious and inquisitive. He craves knowledge about the world around him. The physical and psychological activity of the child is in close interaction: a vigorous, healthy child is mentally active, a tired, tortured child is no longer interested in anything.

Mental activity is the need of a normal developing child to learn about the surrounding life: nature, human relations; the child's need for self-knowledge.

Democratic style implies the full involvement of the teacher in the state of the class and each individual student. Numerous studies by psychologists and teachers have shown the importance of including so-called physical education minutes, movements to music in the content of the lesson.

Understanding that children must be disciplined, and the desire to be disciplined, should be rewarded with the child's right to rest.

The imperative style disciplines the class in terms of obedience to the external established order, the children do not talk and sit still.

Special studies have shown that the very style of communication, which is characteristic of a teacher, determines the measure of a child's success in learning activities. Depending on the style of communication of the teacher with the class and with the individual child, the efficiency and success of cognitive activity, the psychological activity of the child changes. Democratic style carries a call for cooperation and cognitive activity. Normativeness, clothed in an attractive form of confidential communication for the child about the current educational task, organizes his attention, makes memory and thinking work. Special study showed that only a democratic style creates conditions for the development of a child's mental activity. The child's social activity develops along with his psychological activity, when, under the guidance of an adult, the child's self-awareness is revealed.

10. Junior student in communication with a teacher

Research by A.E. Lagutina show that children deprived of close adults, growing up in a lack of communication, cannot fully experience the events of their own lives. Life situations not shared by anyone, unconscious and not experienced, are not remembered at all.

Thus, at the age of 6 to 10 years, children need an adult organizing experience of their life and helping to perceive and realize it.

During this period, the formation of the child's personality takes place, and communication with adults is one of the most important conditions for it. In the period from 6 to 10 years, the child is open in relation to the normative socio-cultural representatives existing in society.

The assimilation of ethical norms and rules. the desire to follow cultural patterns allows him to easily, without showing criticism and resistance, "grow" into the culture in which he lives.

However, knowledge and ideas alone are not enough for the formation of a personality. The child for quite a long time shows quite noticeable between verbal and real behavior. Knowing the rules, not following them, correctly assessing events and heroes, behaves impulsively, sometimes unpredictably.

Personal development requires the ability to analyze one's own behavior, restrain immediate impulses, and resolve internal conflicts. That is why psychologists only talk about creating the prerequisites for personal development during this period of life. In order for such prerequisites to develop, it is necessary to master the “general arbitrariness of one’s behavior” (L.S. Vygodsky), the subordination of the motives of one’s actions (A.N. Leontiev), as well as the experience and emotional acceptance of those moral norms and rules that become regulators of behavior (L.I., V.V. and others)

By the age of 5-7, under the influence of communication with adults, a special type of relationship is formed, called M.I. outside the situational-personal. A child and an adult enter into partnerships not about objects and actions with them, but about personal manifestations of people. The child is interested in a wide world of universal values, judgments, assessments, and the opinion of an adult.

Children from 6 to 7 years old need special attention. The cognitive development of the child allows him to become a student, and personal development indicates that psychologically he is still a preschooler. As M.I. established, the child still expects praise and approval from an adult, and he overestimates himself, however, this, but the view of adults, self-esteem is completely adequate to the tasks of personal development. Its meaning is in special activity and courage, in the desire to experiment with the world, in a positive sense of self, cheerfulness, emotional self-acceptance.

In the period from 7 to 10 years, according to teachers, psychologists, doctors, various developmental difficulties sharply occur. Younger schoolchildren often lose the emotional activity inherent in preschoolers, cheerfulness, experience difficulties in learning and behavior. Decreased self-esteem, manifestation of anxiety, insecurity, fear and many other manifestations of psycho-emotional instability become quite typical. A child of primary school age is in great emotional dependence on the teacher. The so-called emotional hunger - the need for positive emotions of a significant adult, and the teacher is just such an adult - largely determines the behavior of the child. Communication with an adult should not be limited to the transfer of certain knowledge, instructions, norms, rules. In the space of "must" and "should" there is no room for personal initiative, creativity, and one's own search. The pressure of the teacher can turn into suppression of the personality, entail psychological problems and difficulties.

A child of primary school age strives to receive approval from an adult for his achievements that meet social expectations.

During this period, the motives of behavior and activity are saturated with new social content. Educational motives for establishing relationships with adults and peers regarding educational activities with all its components are beginning to take on a special place in the claims of a child of primary school age. This finds expression in the child's relationship with the teacher.

At school, a special type of relationship develops between the student and the teacher. A teacher is not just an adult who arouses or dislikes a child. He is an intermediary of knowledge, whose function is to transfer the achievements of the culture of the experience of mankind to a child.

In addition, the teacher is a real carrier public demands to the child as a student. Joint participation in learning activities generates a new type of relationship; the teacher asks - the student must understand and fulfill, the teacher evaluates - the student takes for granted. At the same time, the child is focused on meeting the expectations of the teacher and being recognized by him.

The child, prompted by an adult, begins, strives to develop the skills of self-control and self-esteem.

Changing place in style public relations- the transition to the position of a student, schoolchild - creates a situation of psychological openness of the child. And without that, trusting an adult, in a new life situation for him, the child readily accepts the requirements of the teacher. At the same time, the child does not appropriately and insensibly new rules for him, but experiences a measure of permissibility, the possibility of breaking these rules, avoiding their implementation, or engaging in a discussion with the teacher.

A younger student is capable of displaying reflection - the ability to go beyond a specific situation and consider the mental actions he performs, is able to realize and control his learning actions. However, new abilities are not directed by him in the learning situation to himself. He learns at school about nature, about the world, and learns very little about himself.

At the same time, personality development is carried out in the course of a person's awareness of himself and his capabilities. To do this, the teacher needs to help students in the development of self-knowledge, in mastering the means of self-knowledge and self-regulation.

In the education of a younger student, there is little space left for personal communication with adults, and the child’s previous emotionally colored personal experience, including psychological, his concepts and ideas, is not sufficiently taken into account. All these circumstances can create difficulties in the process of communication with the teacher.

Thus, younger students in the process of communication show the following pronounced features:

Discrepancy between verbal and real behavior;

Decreased self-esteem, emotional activity;

Manifestation of anxiety, uncertainty, fear and other signs of psycho-emotional instability; the emergence of emotional dependence on the teacher - on the recognition by adults of their achievements, the desire to meet the expectations of the teacher, to be recognized;

Psychological openness;

Learning motives and motives for establishing relationships with adult peers begin to take on a special place;

The desire for self-affirmation, self-control and self-esteem.

In the process of communication, the teacher should instill in the student confidence in their own abilities, stimulate positive self-education, self-development and overcoming difficulties. The development of younger students is largely determined by the pedagogical communication that the teacher creates in the learning space.

Based on the fact that pedagogical communication is aimed at creating optimal conditions for the development of each individual, it is necessary to implement the following educational and didactic goals:

Creation of the best conditions for the development of learning motivation and the creative nature of educational activities;

Contributing to the formation of personality;

Maintaining a favorable emotional climate for each student;

Stimulation of the processes of self-knowledge, self-education, the creation of adequate self-esteem;

Organization of conditions for self-realization of students;

Providing conditions for mental, social and physical activity.

11. Methodology of self-learning skills and abilities of pedagogical communication

The inability to communicate and solve various issues in the process of communication is characteristic not only of children, but also of ourselves as teachers and educators, and until we ourselves learn this, we can hardly count on the fact that we will be able to teach this to children.

The ability of a teacher to communicate with children is sometimes interpreted as the ability of a teacher to correctly present and explain material to students in the classroom, to talk with children on topics of interest to them. This, of course, is included in the structure of pedagogical communicative abilities, but the abilities themselves are not limited to the corresponding skills and abilities. In addition to the above, the presence of pedagogical abilities to communicate with children implies:

1. The ability to correctly understand the child, to see things through his eyes.

2. The ability to see in him an equal personality.

3. Willingness to be critical of oneself and openly acknowledge criticism of oneself by students and pupils.

4. The ability not to deceive, not to cheat, always and everywhere to tell only the truth.

5. The ability to exert the necessary pedagogical influence on students.

6. Mastering a sense of humor.

7. Possession of the word.

The educator may also from time to time ask himself or ask others to answer the following questions about him:

1. What impression do I make on children

2. Am I being casual and risky enough with them?

3. Sincere or not sincere, I look from their side

4. Do I have enough developed ability to have children to myself

5. Can I have a conversation with children on any topic

6. Do the children feel as free as I do when interacting with me

7. Do I always manage to convince children or sometimes I have to order

8. Do I have a sense of humor

9. How my children perceive my joke

10. Are there any children who avoid communicating with me

11. Are there any situations in which children are reluctant to communicate with me

After self-assessment and self-analysis of data on communication skills and abilities, the teacher can, for himself personally, independently or with the help of his colleagues, develop recommendations for their correction.

1. These signals must meet regularly and be seen daily by the person.

2. They should come into view just in those moments when it is necessary to apply the necessary communication skills and skills.

In conclusion, we will form several general rules, following which could also help the teacher develop his pedagogical abilities:

1. Avoid frequent moralistic judgments about the student, but it is better not to use them at all.

2. Avoid the use of punishments and any threats against the child.

3. Avoid shifting your own problems and difficulties onto children, complain less to children.

4. Avoid manifestations of intolerance, irritability towards children and in their presence.

5. Avoid making fun of children and other people.

6. Avoid anything that can somehow humiliate the child.

7. Avoid making premature, and most importantly, "final" conclusions about the child as a person, a person.

8. Recognize and respect, not in words, but in deeds, the right of the child to have, and dare openly, express their opinions on any issues.

Only by mastering all these rules and strictly following them, the teacher can bring up in the child the personality that we urgently need now.

Communication is an independent sphere of people's life, and on the other hand, it permeates all its other spheres - knowledge, subject-practical and spiritual- practical activities, game, sport.

Communication plays an important role in human development: in mastering the norms of socio-political behavior, emotional development, in acquiring individual social experience, in realizing and asserting oneself as a person.

Pedagogical communication consists of a number of components. It includes scientific knowledge in pedagogy and psychology, i.e. professional abilities, pedagogical ethics and pedagogical technique.

Pedagogical technique allows the teacher to choose the right tone in communicating with students and their parents. Tone, style of relationships with children right choice diction, facial expressions, gestures - all this is included in the concept of pedagogical technology.

The teacher is obliged to constantly check his pedagogical communication by the extent to which the solution of professional problems is subject to him, to look for the best ways to the children's mind and heart.

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16. Yakobson P.M. Communication of people as a socio-psychological problem. M.; 1973.

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Classification of pedagogical abilities.

Characterization of the main psychological traits of the personality of the teacher as an individual.

One of the main professionally significant qualities of a teacher's personality is his "personal orientation".

Three directions can be distinguished that determine the essence of pedagogical orientation: an emotional and value attitude to the teaching profession, a tendency to engage in activities that embody the specifics of this profession; a professionally significant quality of a teacher's personality or a component of pedagogical abilities; reflexive management of student development.

Pedagogical orientation is the motivation for the teaching profession, the main thing in which is an effective orientation towards the development of the student's personality. A sustainable pedagogical orientation is the desire to become, be and remain a teacher, helping him to overcome obstacles and difficulties in his work. The orientation of the teacher's personality is manifested in all his professional life and in individual pedagogical situations, determines his perception and logic of behavior, the whole appearance of a person. The development of the pedagogical orientation is facilitated by the shift in the teacher's motivation from the subject side of his work to the psychological sphere, interest in the personality of the student.

The main motive of a truly pedagogical orientation is the interest in the content of pedagogical activity. The pedagogical orientation as its highest level includes a vocation that correlates in its development with the need for the chosen activity. At this highest stage of development - vocation - "a teacher cannot imagine himself without a school, without the life and work of his students."

Teachers oriented towards "development" are relatively more likely to pay attention to the variable factors of educational achievement (for them, diligence or diligence of schoolchildren is of paramount importance); teachers focused on "performance" pay more attention to stable factors of achievement in studies (the abilities or inclinations of schoolchildren are significant for them). In accordance with this, “performance-oriented” teachers consider it possible to make long-term forecasts of school performance and the future professional career of schoolchildren.

Pedagogical abilities are called a set of individual psychological characteristics of a teacher's personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills lies in the fact that pedagogical abilities are personality traits, and pedagogical skills are separate acts of pedagogical activity carried out by a person at a high level.

Each ability has its own structure, it distinguishes between leading and auxiliary properties.

The leading properties in pedagogical abilities are: pedagogical tact; observation; love for children; need for knowledge transfer.

Pedagogical tact is the observance by the teacher of the principle of measure in communicating with children in a wide variety of fields of activity, the ability to choose the right approach to students. Pedagogical tact involves: respect for the student and exactingness to him; development of students' independence in all types of activities and firm pedagogical guidance of their work; attentiveness to the mental state of the student and reasonableness and consistency of requirements for him, etc.

Pedagogical observation is the ability of a teacher, manifested in the ability to notice the essential, characteristic, even subtle properties of students.

Didactic abilities - the ability to convey to students educational material, making it accessible to children, presenting the material or problem to them clearly and understandably, arousing interest in the subject, arousing active independent thought in students. Academic ability - ability in the relevant field of science (mathematics, physics, biology, literature, etc.).

Perceptual abilities - the ability to penetrate the inner world of the student, pupil, psychological observation associated with a subtle understanding of the student's personality and his temporary mental states.

Speech abilities - the ability to clearly and clearly express one's thoughts, feelings through speech, as well as facial expressions and pantomime.

Organizational skills are, firstly, the ability to organize a student team, rally it, inspire it to solve important problems, and, secondly, the ability to properly organize one's own work.

Communication skills - the ability to communicate with children, the ability to find the right approach to students, to establish with them appropriate relationships from a pedagogical point of view, the presence of pedagogical tact.

Pedagogical imagination (or prognostic abilities) is a special ability, expressed in anticipation of the consequences of one's actions, in the educational design of the student's personality, associated with the idea of ​​what the student will become in the future, in the ability to predict the development of certain qualities of the student.

The ability to distribute attention simultaneously between several activities; is of particular importance for the work of the teacher.

Pedagogical communication is a specific form of communication that has its own characteristics and at the same time obeys the general psychological patterns inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components. Pedagogical communication is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and students.

Studies in the field of educational psychology show that a significant part of pedagogical difficulties are due not so much to shortcomings in scientific and methodological training teachers, how much deformation of the sphere of professional and pedagogical communication. An analysis of the very first professional steps of teachers reveals a phenomenon that could be called pedagogical imprinting (instant imprinting): the results of the very first contacts with students determine the choice of the direction in which the further evolution of professional and pedagogical communication will go.

14.1.1. Definitions of the concept of communication

Communication is an extremely complex and capacious concept. Often it is interpreted as the interaction of two or more people in order to establish and maintain interpersonal relationships, to achieve a common result of joint activities. From the standpoint of the domestic activity approach, communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person (Psychology ..., 1996. P. 224) (http://www.psy.msu.ru/about/lab/semantec.html).

Human communication can be considered not only as an act of conscious, rationally formalized verbal exchange of information, but also as a direct emotional contact between people. It is diverse both in content and form of manifestation. Communication can vary from high levels of spiritual interpenetration of partners to the most convoluted and fragmented contacts (Stankin M.I., 2000; see abstract).

Communication is a rather multifaceted phenomenon (Fig. 1). It represents the attitude of people to each other, and their interaction, and the exchange of information between them, their spiritual interpenetration. The aspect of personal attitude is only one of the components, one of the facets of this phenomenon.

14.1.2. Interdisciplinary approach to communication

Communication is the subject of study of many sciences (Fig. 2, Fig. 3). For the convenience of analysis, N.P. Erastov singles out as independent logical-epistemological, functional-linguistic, complex-associative and general psychological approaches to communication (Erastov N.P., 1979).

In the logical and epistemological terms, communication is considered as a special kind of cognitive and practical activity of people aimed at an adequate reflection of reality, carried out under certain conditions with certain goals and with the help of certain means. This approach to communication allows you to concretize it social entity to the level of structural components and their connections with each other in an extremely general form.

The process of communication cannot take place without any means. Analysis of the correspondence of these means to the content, setting, goals and partners of communication largely contributes to understanding its essence and mechanisms. It is clear that a psychological analysis of communication is also impossible without a thorough study of specific means and methods of conveying thoughts, feelings, and intentions of people in real acts of communication.

Language is the main means of communication. Therefore, the study of its content, forms, types, possibilities and norms is the most important problem of the theory of communication as such. These aspects of communication are the subject of his study in the functional-linguistic approach to communication.

Actually, the psychological analysis of communication begins where psychological research methods are used, and the observed facts are fixed in terms of psychology as a science and are considered in comparison with already known psychological patterns. Communication for a psychologist is, first of all, the patterns of the course of the mental activity of people communicating with each other with certain goals in certain conditions of his activity.

In the practice of scientific analysis, the various options combinations of the actual psychological approach to communication with approaches to it from other sciences (sociology, philosophy, physiology, medicine, pedagogy, etc.). Complex-combinative approaches form a single alloy, or complex, of psychological and non-psychological information (socio-psychological and psycholinguistic theory of communication), others remain ordinary combinations (psychophysiological and medical-psychological theory of communication).

Many of the complex-combinative approaches to communication are developed within the framework of traditional applied branches of psychology (social psychology, educational psychology, labor psychology, forensic psychology, pathopsychology, zoopsychology, etc.). Some of the approaches are relatively independent in nature (psycholinguistic, logical-psychological, psychophysiological analysis of communication).

Each of these approaches has its own specifics, its own problems. But in general, these problems are based on a general psychological analysis of communication as a phenomenon of mental activity.

14.2. The specifics of pedagogical communication

14.2.1. Features of pedagogical communication

Pedagogical communication is a specific interpersonal interaction between a teacher and a pupil (student), mediating the assimilation of knowledge and the formation of a personality in the educational process (Pedagogical ..., 1993-1996. Vol. 2). Often pedagogical communication is defined in psychology as the interaction of the subjects of the pedagogical process, carried out by sign means and aimed at significant changes properties, states, behavior and personal-semantic formations of partners. Communication is an integral element of pedagogical activity; outside it, it is impossible to achieve the goals of training and education (Leontiev A.A., 1996) (http://www.avpu.ru/project/sbornik2004/161.htm).

A.N. Leontiev In the psychological and pedagogical literature, there are different interpretations of pedagogical communication (Fig. 4). Let's take a look at some of them. For example, A.N. Leontiev defines pedagogical communication as "professional communication of a teacher with students in the classroom and outside it (in the process of training and education), which has certain pedagogical functions and is aimed (if it is full and optimal) at creating a favorable psychological climate, as well as at another kind of psychological optimization. educational activity and relations between the teacher and the student within the student team "(Leontiev A.N., 1979. P. 3). I.A. Zimnyaya draws attention to the fact that pedagogical communication "as a form of educational cooperation is a condition for optimizing learning and developing the personality of the students themselves."

Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is determined, first of all, by the goals and values ​​of communication, which must be accepted by all subjects of the pedagogical process as an imperative of their individual behavior. It is possible to single out the corresponding levels of pedagogical communication (Fig. 5).

The main goal of pedagogical communication is both the transfer of public and professional experience(knowledge, skills) from the teacher to students, and in the exchange of personal meanings associated with the objects being studied and life in general (Fig. 6). In communication, the formation (i.e., the emergence of new properties and qualities) of the individuality of both students and teachers takes place (Cialdini R., 2001; see annotation).

In addition to the information function, a number of others can be distinguished, for example:

contact - establishing contact as a state of mutual readiness for reception and transmission educational information and maintaining the relationship in the form of constant mutual orientation;

incentive - stimulation of the student's activity, directing him to perform certain learning activities;

amotive - inducing the necessary emotional experiences in the student ("exchange of emotions"), as well as changing their own experiences and states with its help, etc.

Pedagogical communication creates conditions for the realization of the potential essential forces of the subjects of the pedagogical process.

The highest value of pedagogical communication is the individuality of the teacher and the student. The dignity and honor of the teacher, the dignity and honor of students are the most important value of pedagogical communication.

In connection with this, the leading principle of pedagogical communication can be accepted by the imperative of I. Kant: always treat yourself and students as the goals of communication, as a result of which there is an ascent to individuality. An imperative is an unconditional requirement. It is this ascent to individuality in the process of communication that is an expression of the honor and dignity of the subjects of communication.

Pedagogical communication should focus not only on human dignity as the most important value of communication. Of great importance for productive communication are such ethical values ​​as honesty, frankness, disinterestedness, trust, mercy, gratitude, care, loyalty to the word.

The specificity of pedagogical communication, first of all, is manifested in its orientation. It is aimed not only at the interaction itself and at the students for the purpose of their personal development, but also, which is the main thing for the pedagogical system itself, at organizing the development of educational knowledge and the formation of skills on this basis. Because of this, pedagogical communication is characterized, as it were, by a triple focus - on the educational interaction itself, on students (their current state, promising lines of development) and on the subject of development (assimilation) (Ershov P.M., 1998; see abstract).

At the same time, pedagogical communication is also determined by a triple focus on subjects: personal, social and subject. This is due to the fact that the teacher, working with one student on the development of any educational material, always orients its result to everyone present in the class, i.e. frontally affects each student. Therefore, we can assume that the originality of pedagogical communication, revealed in the totality of these characteristics, is also expressed in the fact that it organically combines elements of personality-oriented, socially-oriented and subject-oriented communication (Mitina L.M., 1996; see abstract).

The quality of pedagogical communication is determined, first of all, by the fact that it implements a specific teaching function, which includes education. After all, the starting point for organizing an optimal educational process is the nurturing and developing nature of learning. The learning function can be correlated with the translational function of communication, according to A.A. Brudny, but only in general terms. The teaching function of pedagogical communication is the leading one, but it is not self-sufficient, it is a natural part of the multilateral interaction of the teacher - students, students among themselves.

Klimov E.A. Pedagogical communication reflects the specifics of the nature of human interaction, described by the "man - man" scheme (according to E.A. Klimov).

Recall that among the main characteristics of this group of professions are the following:

The ability to lead, teach, educate, "perform useful actions to serve the various needs of people."

The ability to listen and listen.

Broad outlook.

Speech (communicative) culture.

"The spiritual orientation of the mind, observation to the manifestations of feelings, mind and character of a person, to his behavior, the ability and ability to mentally represent, model precisely his inner world, and not ascribe to him his own or another, familiar from experience."

"A design approach to a person based on the belief that a person can always become better."

The ability to empathize.

Observation, etc. (Klimov E.A., 1995, p. 224).

14.2.3. Models of pedagogical communication

Communication is a process of development and formation of relations between subjects that are actively involved in the dialogue. The speech of the teacher is the main tool that allows him to introduce students to his ways of thinking.

If we consider communication as a cross-cutting process in learning, then it is necessary to distinguish two main models of communication:

educational and disciplinary;

personality-oriented.

Makarenko A.S.

1. Educational and disciplinary model of communication. It took shape in our country over decades and bears the imprint of the second half of the 1970s. of the last century, when the goal of education was to equip students with knowledge, skills and abilities. The slogan during the interaction of an adult with children was "Do as I do." The model of communication under consideration is characterized by an authoritarian style of communication (Fig. 7; Fig. 8), where:

Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting.

Communication tactics: dictate or guardianship.

Personal position: meet the requirements of management and supervisory authorities.

As a result of this model of communication, there is a detrimental effect on the personality of the child. An alternative to this model is the personality-oriented model of communication (see below).

Traditionally, training and education were considered as one-way directed processes, the mechanism of which was the transmission of educational information from its carrier - the teacher to the recipient - the student. The pedagogical process, built on the basis of such ideas, in modern conditions shows low efficiency. The student, as a passive participant in this process, is only able to assimilate (in fact, remember) the limited information that is provided to him in ready-made. He does not develop the ability to independently master new information, use it in non-standard conditions and combinations, find new data based on those already learned. A unilaterally directed educational process practically does not achieve the main goal of education - the formation of a mature, independent, responsible person, capable of taking adequate steps in contradictory and changing conditions. modern world. A personality under the influence of authoritarian directive influence acquires the features of dependence, conformity (Antsupov A.Ya., 1996).

2. Person-oriented model of communication. The purpose of a personality-oriented model of communication is to provide a child with a sense of psychological security, his trust in the world, the joy of existence, the formation of the beginning of a personality, the development of a child's individuality. This model of communication is characterized by a dialogic type of communication (Fig. 8) (Pavlova L.G., 1991; see annotation).

This model of communication is characterized by the fact that an adult interacts with a child in the process of communication (Sinagina N.Yu. et al., 2001; see abstract). It does not force the development of children, but prevents the occurrence of possible deviations in the personal development of children. The formation of knowledge, skills and abilities is not a goal, but a means of the full development of the individual.

Ways of communication: understanding, recognition and acceptance of the personality of the child, based on the ability to decenter that is being formed in adults (the ability to take the position of another, take into account the point of view of the child and not ignore his feelings and emotions).

Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children.

The personal position of the teacher: proceed from the interests of the child and the prospects for his further development.

In this regard, in modern science and practice, the concept of the pedagogical process as a dialogue, which provides for mutually directed and conditioned interaction of the participants in this process, as well as group discussion methods, is becoming increasingly recognized (Fig. 9, animation). (Kurganov S.Yu., 1989; see abstract). In this regard, pedagogical communication acts as the main mechanism for achieving the main goals of training and education.

Traditionally, three interconnected functions are distinguished in communication: communicative (information exchange), perceptual (perception and knowledge of each other by people), interactive (organization and regulation of joint activities). These functions of communication in pedagogical activity are realized in unity. Each person performs many functions: official (boss, subordinate, student, doctor, teacher, etc.), family (mother, father, husband, wife, sister, etc.).

It should be emphasized that the implementation of the designated functions of communication is largely determined by the moral and ethical attitudes of the teacher - such as humanism, an optimistic approach to the individual, recognition of its originality.

Pedagogical communication is, first of all, communication - the transfer of information, the exchange of information between the participants in the pedagogical process. Informing accompanies all actions of the teacher. The exchange of information is the most difficult, especially for a novice teacher, aspect of pedagogical activity. The effectiveness of communication depends on many conditions. It is important, first of all, to provide positive motivation in the transfer of information, its understanding and acceptance by pupils. It is important to attract attention, to arouse interest in the topic of communication.

To this end, in the classroom, teachers use entertaining facts, problem situations, excerpts from fiction, popular science literature, historical references, and offer fragments of video films.

As G. I. Shchukina wrote, “through the prism of speech activity, one can trace the style and nature of communication, the personal attitude of the teacher to the issues and problems under consideration. In speech activity, erudition, pedagogical skills, the ability of a teacher to build their contacts with students are manifested.

V. A. Sukhomlinsky argued that the word of a teacher is his professional tool, "an indispensable tool for influencing the soul of a pupil."

Let us consider the general characteristics of communication in order to characterize further pedagogical communication between the teacher and students (teacher and students) from these positions.

The formal side of the process of speech communication can be characterized on the basis of the typology of speech behavior (speech) described by A. A. Kholodovich. He proposed five binary features for identifying a speech act:

1) means of expression;

2) communication;

3) orientation;

4) quantification;

5) contact.

So, on the basis of "means of expression" communication can be sound or written. With the sign of "communicativeness" the author notes the presence or absence of a partner and, in case of presence, either direct (for example, dialogue) or indirect communication - through an intermediary, through a third party (for example, translation). "Orientation" means either transitivity (one speaks, the other (others) listens), or reciprocity (two interlocutors alternately speak and listen). Quantification determines the number of listeners (one - many) and the nature of the receiving side. The sign of "contact" marks the presence or absence of the interlocutor in the field of view.

According to the combination of these features, 32 types of speech communication are theoretically possible. In terms of this concept, pedagogical communication can be characterized mainly as sound, direct, contact, transitional (which should be mutual), mass.

Defining communication as the process of establishing and maintaining purposeful, direct or mediated by one or another means of contact between people, one way or another psychologically connected with each other, A. A. Leontiev identifies the following characteristics:

1) contact;

2) orientation;

4) semiotic;

5) specialization;

6) the psychological dynamics of the process.

In the latest edition, they are defined by A. A. Leontiev as semiotic specialization and degree of mediation, orientation of communication and psychological dynamics. At the same time, he fills some of the previously named characteristics with new content. Thus, the dual nature of the orientation is noted: to change the characteristics of the interaction of people and change themselves. When determining orientation, not only the direction of information exchange is noted, but also the social or personal nature of the direction of orientation itself. On this basis, A. A. Leontiev, B. Kh. Bgazhnokov distinguish two types of communication: personality-oriented and socially-oriented. They differ in communicative, functional, socio-psychological and speech structure. Statements in socially-oriented communication are addressed to many people and should be understood by everyone. Therefore, they are subject to the requirements of completeness, deployment, transparency, accuracy and high culture. The content of the semiotic specialization of communication emphasizes the importance of combining all means: verbal and non-verbal - to increase the effectiveness of speech impact. Contact is considered according to the degree of convergence in time and space of the spoken message and its perception. An important characteristic of communication is its psychological dynamics, determined by the characteristics of the impact of verbal information.

Depending on the degree and nature of the impact of verbal information on the human psyche, there are: communication, persuasion and suggestion. According to these characteristics, following A. A. Leontiev, one can define, for example, a lecture as socially oriented communication with different psychological dynamics (but involving mainly persuasion and informing), approaching interpersonal communication (conversation) in terms of the nature of the means used in it and in terms of social mediation.

Let's add to the above, two more characteristics of communication: representativeness and multi-informativeness. Representativeness is the subjective representation of the speaker (teacher or student) in the text, polyinformativeness is the versatility of speech communication, where all its characteristics (content, expressiveness, impact) are realized simultaneously, different levels are reflected (subject, semantic, etc.).

The social nature of representativeness is determined by the fact that there is no pointless communication between people, it is always meaningful, historically specific and can only exist on any specific occasion, in certain forms. social activities and relations - industrial, technical, economic, political, moral, etc. These activities affect communication and are reflected in it. Representativeness implies that any communication reflects the individual and personal characteristics of those who communicate, for example, a teacher (teacher) and students (students), their cultural level, age, gender, as well as interests, needs, tastes, inclinations, etc. Of particular importance is the analysis of verbal communication, its main forms, the product of communication - a text that allows you to reveal those social and social relations in which the people realizing this communication are included, their personal characteristics.

An equally important characteristic of verbal communication is polyinformativeness. It lies in the fact that the speech message transmitted in the process of verbal communication has a complex communicative and subject content, which is a unity of the actual content, expressive and incentive plans of the utterance. Naturally, each of them can be more or less explicitly expressed, but their internal unity determines the polyinformativeness of verbal (speech) communication in the social and communicative activity of people. Thus, verbal (verbal) communication is described by at least seven characteristics: contact, orientation, orientation, semiotic specialization, dynamics, representativeness, polyinformativeness.

Depending on the purpose, speech can be entertaining, where the main thing is entertainment, interest, maintaining attention; informational - gives a new idea about the subject; inspiring, addressed to the feelings, emotions of a person; persuasive - involves logical arguments to prove or disprove any position; calling to action.

In pedagogical communication, the whole variety of types of speech is “present”, but regardless of whether it convinces, informs, whether the teacher calls on pupils, special requirements are imposed on his speech:

1) correctness (compliance with literary and linguistic norms);

2) accuracy (use of words, expressions in their characteristic meanings);

3) clarity, simplicity, consistency, accessibility;

4) wealth (variety of language means used);

5) figurativeness, emotionality.

In order to skillfully use the word, the teacher needs to ask himself such questions: how to say it right, how to say it in an accessible way, how to say it convincingly, how to say it emotionally.

In communication, it is important not only what is said, but also how it is said. Speaking beautifully teaches a special science - rhetoric. It not only reveals ways to beautifully convey information, it clearly outlines the rules that turn the word into a means of influencing other people.

Speech expresses the attitude of the teacher to the content of information and to the one with whom he communicates, that is, the emotional expressiveness of speech is important: intonation, tempo, diction, strength, pauses.

A. S. Makarenko believed that you can become a master only when you learn to pronounce the words “come here” with 15-20 intonation shades. Intonation gives the teacher's speech an emotional coloring. “People are not offended by the meaning, but by intonation, because intonation reveals a different meaning, hidden and main,” Y. Trifonov notes. With intonation, you can focus the attention of pupils, highlight individual words and expressions, emphasize the importance of the task, express a positive or negative attitude to the information presented, to the result of the activity, express surprise, joy, doubt.

Supplement speech, emotionally influence pupils, convey the feelings and experiences of the teacher non-verbal means. K.S. Stanislavsky argued that people communicate with the help of their five senses: eyes, facial expressions, voice, hand and finger movements, as well as through radiation and radiation perception.

These wordless means are called the emotional language of communication. How important it is for many students when in the lesson, when answering a difficult question, the teacher supports them by nodding his head, putting a good mark, smiling. And how not just to answer, to even get a good grade from the teacher, a person whose look does not express anything.

Thus, the culture of communication is achieved through both speech and non-verbal means.

In order for dialogue interaction to arise between the teacher and the pupil in a question situation, it is proposed to fulfill the following conditions:

1) if you ask a question, then wait for your interlocutor to answer it;

2) if you express your point of view, then encourage the student to express his attitude to it;

3) if you do not agree, formulate arguments and encourage the student to search for them;

4) pause during the conversation. Do not capture the entire "communication space";

5) more often look in the face of the student, your interlocutor;

6) repeat the phrases more often: “What do you think?”, “I’m interested in your opinion”, “Why are you silent?”, “Do you disagree with me? Why?”, “Prove me wrong.”

According to R. K. Werderber, the ability to raise a question, emotionally express one's thoughts is an important aspect of communication, but the other side is no less significant for a teacher - the ability to listen.

The mechanism of knowledge and understanding of the personal identity of the pupil is pedagogical empathy. According to the definition of I. S. Sergeev, “Empathy is the comprehension of the emotional states of another person in the form of empathy and sympathy.” Thus, we can say that pedagogical empathy is manifested in the ability of the educator to mentally put himself in the place of the pupil, to be imbued with his mental state, to understand, to empathize. But this is possible if the teacher knows and understands himself well, is able to objectively analyze his thoughts, experiences, actions, relationships with people, that is, if he has developed reflection.

A teacher who owns reflection and empathically perceives, understands and correctly assesses the pupil can successfully predict, correct educational and educational relationships, and manage them.

The means of communication include:

1) language - a system of words, expressions and rules for their combination into meaningful statements used for communication. Words and the rules for their use are the same for all speakers of a given language, and this makes communication possible using the language. If I say "table", I am sure that any of my interlocutors connects the same concept with this word as I do - this is an objective social significance words can be called a sign of the language. But the objective meaning of the word is refracted for a person through the prism of his own activity and already forms his own personal, "subjective" meaning, so we do not always understand each other correctly.

2) intonation, emotional expressiveness, which is capable of giving different meanings to the same phrase.

3) facial expressions, posture, gaze of the interlocutor can enhance, complement or refute the meaning of the phrase.

4) gestures as a means of communication can be both generally accepted, i.e. have meanings assigned to them, or expressive, i.e. serve to increase the expressiveness of speech.

5) the distance at which the interlocutors communicate depends on cultural, national traditions, on the degree of trust in the interlocutor.

Thus, the effectiveness of communication depends on many conditions. It is important, first of all, to provide positive motivation in the transfer of information, its understanding and acceptance by pupils. It is important to attract attention, to arouse interest in the topic of communication. And the main role is given directly to the teacher.

INTRODUCTION.. 2

Chapter 1. Characteristics of pedagogical communication. 5

1.1. Analysis of psychological and pedagogical literature on the problem of pedagogical communication. 5

1.2. The goals of pedagogical communication. 8

1.3. Functions of pedagogical communication. 12

1.5. Means of pedagogical communication. 22

1.6. The structure of pedagogical communication. 27

Chapter 2. Style of pedagogical communication and. 34

its types.. 34

2.1. The concept of the style of pedagogical communication. 34

2.2. Types of styles of pedagogical communication. 35

Chapter 3. Identification of pedagogical communication styles among subject teachers. 45

CONCLUSIONS... 55

CONCLUSION.. 57

LITERATURE.. 59

Instruction: 61

Questionnaire for the teacher to analyze the features of the individual style of his pedagogical activity. 65

INTRODUCTION

Work, knowledge, communication... The most important areas of human life. We often talk about them, analyze them… Antoine de Saint-Exupery called human communication the greatest luxury in the world. But in one case it is a "luxury", and in another - a professional necessity. After all, some types of human labor are simply impossible without communication. This type of activity is the work of a teacher. The structure of pedagogical work, according to psychologists, has more than 200 components, but one of its most difficult aspects is communication, when there is an impact of personality on personality.

Before each student of a pedagogical university, sooner or later, the problem of interaction with those for whom he masters the program of his vocational training- with their students and pupils. Experience shows that the knowledge and skills acquired during the years of study at the university will be required by the future specialist as a kind of tool for teaching their students and familiarizing them with the origins of universal culture.

Consequently, both the content of the subjects that make up the core of the teacher's qualifications and the particular methods of teaching them are necessary for the future specialist in order to make contact with his students, influence the motives of their teaching, and interest students in the subject being taught and in their own personality. Without this, the learning process will be formal, impersonal in nature and will not bring satisfaction to either the teacher himself, or his students, or society as a whole.

Communication in teaching is very important. Sometimes it is the complexity of communication that determines our attitude to pedagogical work and the attitude of students to teachers. School is that stage in the life of every person, after which he must decide who he will be. Of course, the educational process at school brings the graduate to professional choice. However, does this choice always make a person think about what he will be and, moreover, what he already is? How he was throughout all his school years, how he becomes by the end of school - all this significantly affects his moral choice, social expectations. And in order to fulfill these expectations, the teacher, from the very first steps of his communication with pupils, teaches them to feel in themselves an uplifting sense of human dignity. And if not all graduates manage to keep it and act in accordance with it, then there is a share of the teacher's fault in this. When does it occur? With the first shout? With an indifferent look, inattention to the student?

As early as 20 years ago, psychological and pedagogical science convincingly proved that in order for education to be effective, it is necessary to evoke a positive attitude in the child towards what we want to educate in him. And this or that attitude is always formed in activity, through the most complex mechanism of relationships, communication.

Pedagogical communication has a certain structure, specifics and implementation technology, which teachers sometimes master spontaneously. But we can say with confidence that it is necessary and necessary to learn pedagogical communication. It is in the inconspicuous and painstaking work of knowing oneself in communication with children, mastering the basics of pedagogical communication that the creative individuality of the teacher is formed.

The relevance of the topic under study is determined by the need to study the styles of subject teachers and their influence on the relationship with students of the graduating class (grade 11) in order to give recommendations on optimizing the style of relationships and settling conflict situations with 11th grade students.

The object of the study is the style of pedagogical communication of subject teachers teaching in the 11th grade.

The subject of the study is the objective manifestations of the style of pedagogical communication of subject teachers and recommendations for its optimization.

The purpose of the course work was to analyze the styles of pedagogical communication in order to determine the psychological and pedagogical guidelines for developing recommendations for optimizing the style of pedagogical communication of teachers who need it.

IN theoretical aspect the goal was to select psychological and pedagogical literature on the topic. In practical terms, our study was aimed at identifying guidelines for giving recommendations on optimizing the style of pedagogical communication of teachers who have problems in their relationship with students. The practical part was carried out on the basis of subject teachers of the secondary school No. 1.

Research objectives:

Conduct a theoretical analysis of the problem of pedagogical communication, its structure, functions, goals, content and means.

To reveal the concept of the style of pedagogical communication, its features and types.

Determine the quantitative ratio of constructive and non-constructive styles of pedagogical communication of teachers and give recommendations for optimizing non-constructive styles of pedagogical communication in order to stop conflict situations that arise in the 11th grade.

Chapter 1. Characteristics of pedagogical communication

1.1. Analysis of psychological and pedagogical literature on the problem of pedagogical communication

Communication is the most important professional tool of pedagogical activity. Research by A.A. Bodaleva, N.V. Kuzmina, V.A. Kann - Kalika, A.A. Leontiev, A.N. Mudrik, A. And Shcherbakov and others proved great importance communication in the work of a teacher.

According to A.A. Lobanova, "communication" as an everyday concept and "communication" as a psychological and pedagogical concept do not coincide in their meaning, which to a certain extent complicates the study of this phenomenon.

Pedagogical communication is a professional communication of a teacher with students in the classroom and outside it, aimed at creating a favorable psychological climate (Leontiev A.A. Pedagogical communication. - P.3). Incorrect pedagogical communication gives rise to fear, uncertainty, weakening of attention, memory, performance, impaired speech dynamics and, as a result, the appearance of stereotypical statements of schoolchildren, because they have a reduced desire and ability to think independently, and conformity in behavior increases. Ultimately, a stable negative attitude towards the teacher, and then towards the subject, is born.

A.A. Leontiev believed that communication between a teacher and students should cause the joy of comprehension, a thirst for activity, and contribute to the optimization of the educational process.

The demands for comradely relations in the Soviet school arose from the first days of its inception. Well-known teachers of that time advocated for this: N.K. Krupskaya, S.T. Shatsky, A.V. Lunacharsky, P.P. Blonsky, believing that collective cooperation is the basis of communication between the teacher and students.

But, perhaps, this problem worried A.S. more than others. Makarenko and V.S. Sukhomlinsky. Based on the humane orientation of the school, A.S. Makarenko came to the conclusion that the main thing in communication between teachers and students should be relationships based on respect and exactingness. He considered pedagogical skill as the art of influencing the pupil, forcing him to experience and realize the need for a certain behavior.

A lot of wise advice on pedagogical communication was given by V.A. Sukhomlinsky. Emphasizing that education with a word is the weakest and most vulnerable place of the Soviet school, he demanded that the teacher master it: "... every word spoken within the walls of the school must be thoughtful, wise, purposeful, full-bodied ...". V.A. Sukhomlinsky especially condemned the cry of the teacher, considering it a useless instrument of education.

The works of many Soviet teachers, such as: Sh.A. Amonashvili, I.P. Volkov, T. and Goncharova, E.I. Ilyina, S.N. Lysenkova, V.F. Shatolova, M.P. Shchetinin and others, it was proved that effective learning is possible only on the positions of pedagogy of cooperation. They all say: the teacher goes to meet the children, he stands on the point of view of the child, as on a platform from which he leads.

The concept of "pedagogical communication" became the subject of special scientific and pedagogical research relatively recently - in the 70s - 80s of the 20th century.

The problem of studying the structure of pedagogical communication was dealt with by N.S. Trubetskoy, A. Gardiner, R.O. Yakobson, V.A. Artemov, Ya. Yanoushek and others.

In a number of works (A.V. Belsky, V.A. Artemov, L.D. Revtova, V.I. Kadomtsev, etc.), attempts were made to classify the whole variety of speech actions (speech tasks). The study of functional units of pedagogical communication was carried out by M.I. Lisina, L.A. Hareva, T.S. Putilovskaya, A.K. Markova, T.A. Stezhko, L.N. Nikipelova.

Also, in pedagogical activity, difficulties or difficulties in the interaction between the teacher and students are quite actively investigated in order to determine the factors influencing the difficulties, the causes that cause them, etc. (N.V. Kuzmina, A.N. Leontiev, A.K. Markova, V.A. Kann-Kalik, E.V. Tsukanova, V.V. Ryzhov, L.A. Povarnitsyna, etc.).

Thus, we see that the problem of studying various aspects of pedagogical communication finds its wide distribution in the works of a whole galaxy of teachers of the 20th century.

1.2. The goals of pedagogical communication

As a rule, a person enters into interaction with his partners for the sake of communication.

According to the goals, communication can be divided into biological and social in accordance with the needs it serves (RS Nemov).

Biological communication is aimed at meeting biological needs, maintaining, preserving and developing the human body.

Social communication is aimed at satisfying cognitive, creative, aesthetic, moral and other purely human needs. It is aimed at expanding and strengthening interpersonal contacts, at establishing relationships with surrounding people and social groups, at solving the problems of training, education and personal growth of the individual.

For people, it is social communication that is especially important, because for them the significance of the purely human aspect of interaction is high, the direct human component of all contacts between them, without which a person will develop only as a biological being.

For example, breakfast, lunch or dinner is not for each of us just a way to satisfy the natural biological need for food. We strive to accompany the meal with beautiful serving, we take care of the aesthetic design of each dish, as well as the hygienic conditions and environment in which we have to eat. The very procedure of eating is often carried out not alone, but in the circle of relatives or friends.

At the same time, conversations with others become important and integral attributes of the meal, and sometimes play a more important role than the food itself. It is no coincidence that we can sometimes refuse food, just not to sit at the same table with an undesirable partner for us.

The essence of human communication, obviously, lies in the fact that even with the satisfaction of elementary biological needs, remain a person, i.e. care also about the embodiment of aesthetic, moral and other purely human needs. But for this it is necessary to ensure the formation and development of such needs in both children and adults, which means that it is necessary to solve the problems of educating reasonable human needs.

The teacher interacts with his colleagues, pupils and their parents, other persons related to his professional activity. This is the purpose of professional and pedagogical communication. Obviously, these goals are primarily due to the general goals and objectives facing the education system of our society, its main guidelines.

For several decades of the existence of the Soviet school, the entire education system had a clearly expressed state character and was aimed at fulfilling a social order defined for a particular period. In the 20s - 30s. the liquidation of illiteracy and the fight against child homelessness acted as such a social order; in the 40s - 50s. - training of labor reserves and defenders of the Fatherland; in the 60s - 70s. - introduction of compulsory general secondary education in the country. The presence of such orders is evidenced by the relevant resolutions of the Communist Party and the Soviet government.

For a long time, traditional pedagogy was focused on the educational preparation of schoolchildren, on improving the content and methodological aspects of the educational process. One of the most important tasks of the Soviet school was to equip students with the so-called ZUNs, i.e. knowledge, skills and abilities. All medium comprehensive schools countries had a single charter, were obliged to engage in standard curriculum and a unified schedule of the educational process. Compliance with these requirements obligated all teachers to move towards the study of a particular subject in a single rhythm.

Much attention was paid to the education of schoolchildren, which was also carried out according to the relevant programs and recommendations sent down from above. Here, teachers had more room for maneuver when choosing the content and forms of specific activities. However, the ideals of upbringing, educational guidelines, and often a list of mandatory activities, together with recommendations for their implementation, were formed on the upper floors of the state pyramid and were reflected in the relevant pedagogical publications.

Questions of the development of students were not rejected, but they did not occupy a priority place, they seemed to be relegated to the background. It was believed that the development of the student's personality is carried out mainly through the information that he learns, through the skills he acquires. From this it followed: in order to solve the problem of arming students with knowledge, the teacher's arsenal should be dominated by such reproductive methods as storytelling, demonstration, exercise, with the help of which the teacher delivers the necessary "ammunition" to the student, i.e. knowledge, skills and abilities.

The interaction of a teacher with his pupils cannot be an end in itself. First of all, it should contribute to the orientation of the pupil in the world of values, should be aimed at helping him in building his own system of values.

Value for a person is everything that has a certain significance for him, personal or social meaning. These can be objects, phenomena or their properties that have a positive significance for the individual, i.e. satisfying the needs of the individual positive emotions. Values ​​play a very important role in a person's life: they outline and integrate his position in relation to various objects, help him evaluate some of them positively, others - negatively, and recognize others as especially significant for himself.

What values ​​can be discussed? After all, today, according to current laws, in educational institutions ideological and political propaganda of any one party is prohibited. However, the depoliticization and deideologization of education does not at all mean the rejection of any ideals. For many centuries of its development, humanity has accumulated quite a lot of values ​​that can serve as guidelines both in the educational work of the teacher and in the process of self-education of schoolchildren. We are talking about universal human values ​​that have been developed and selected throughout the history of the development of human civilizations, having withstood the test of time.

It should be noted that the process of orientation of the student to certain values ​​does not go smoothly.

On the one hand, each person initially, from the moment of his birth, is in the world of culture and has the opportunity to interact with it. From the first years of his life, he learns the language, gets acquainted with the works of music and visual arts, is attached to certain rules of conduct, to the traditions and customs existing in society. In his activities, as well as in his actions, thoughts and experiences, the student has the opportunity to rely on universal spiritual and moral values, on the accumulated experience of communication and worldview. Culture is able to set each of us a system of value ideas, serve as a basis for setting and implementing cognitive, practical and personal tasks.

At the same time, the mere presence of a person within a cultural space does not guarantee him the appropriation of cultural experience and cultural values. A person's value system does not arise by itself. For example, the presence of books in the house does not always introduce children and adults to reading. Similarly, the mere presence of a student in a lesson does not always contribute to his knowledge of the laws of nature or historical facts.

The process of acceptance and appropriation of values, called interiorization, includes a number of conditional stages: knowledge of value; translation of information about it into its own individual language; active activity of the subject, as a result of which the perceived value is accepted or rejected; the inclusion of the cognized value in the personally recognized system of values; personality change resulting from the acceptance or rejection of a value.

If a personal meeting of a student with cultural value does not take place, then it (cultural value) will remain outside the student and will be incomprehensible and unnecessary for him. As a result, elementary laws of nature, historical events, works of literature and art, and legal regulations and moral values ​​of society.

In this case, pseudo-values ​​can be established, when mutual responsibility replaces friendship, gang warfare is the only true way to sort things out, and sexual relations are interpreted as love.

1.3. Functions of pedagogical communication

Pedagogical communication performs almost all the main functions that are implemented in everyday non-pedagogical communication. Along with this, the functions of pedagogical communication have their own distinctive features(A.A. Lobanov).

The information function consists in the transfer through communication of certain information of everyday, educational, methodological, search, research and other nature. The implementation of this function contributes to the transformation of accumulated life experience, scientific knowledge, ensures the process of introducing the individual to the material and spiritual values ​​of society. In the learning process, the teacher appears to students as one of the main sources of educational information in a particular field of science, literature, art or practice. Therefore, communication with the teacher contributes to the transformation of relevant information to students.

In a modern school, each teacher is part of a specific methodological association of subject teachers, class teachers, educators of the extended day group. Speaking to colleagues at seminars, conferences, pedagogical councils, the teacher informs them about his understanding of the essence of the educational process, shares his experience in using specific forms, methods and techniques in working with students.

The educational function of professional and pedagogical communication occupies or, at least, should occupy a central place. After all, one of the main meanings of interaction with a teacher is to contribute to the familiarization of a growing person to the system of cultural and moral values ​​that has developed in society, to the culture of communication with people around him. It is no coincidence that one of the first questions with which a child addresses an adult is the question of "what is good and what is bad?".

Thanks to communication with a teacher, in the role of which a parent, teacher, coach can act, the student gets the opportunity not only to assign a certain portion of knowledge about the rules of relationships between people around him. He plunges into the complex and contradictory world of human relations and feels what an adult experiences: both satisfaction from a job well done, and indignation from someone's laxity, and sadness from the loss of a loved one.

"When is the most vivid, most intense, most profound thing that we express in words: the teacher educates his pupils?" - asks V.A. Sukhomlinsky. And he answers: "When the feelings of the teacher are in contact with the feelings of the pet."

The function of people knowing each other is also one of the most important in communication. Each person is far from being indifferent with whom he will have to study together, work, spend his leisure time, create a family. Since the well-being of a person largely depends on the people around him, it is necessary to know these people well: the features of their temperament, character, value orientations. It is important for the teacher to know the features of the physical, intellectual, emotional and moral development of each of his students, the features of his relationship to learning, work, people, and himself. Students are also far from being indifferent to who works with them, what is a teacher as a specialist and as a person? Therefore, through communication and joint activities, the teacher and students get to know each other.

In pedagogical communication, the function of organizing and servicing one or another subject activity is realized: educational, industrial, scientific, cognitive, gaming and other. Intertwined with a specific type of activity, communication acts as a way of organizing it. It is, as it were, relegated to the background and, at first glance, performs only a secondary, auxiliary role, since the work, the achievement of its tasks, comes to the fore. For example, in relation to educational activities, the main goal of the lesson is for students to master certain knowledge and skills, to join educational search. After all, parents send their children to school not so that they just talk to teachers, but so that they learn to read and write, "get smart," learn the laws of nature, learn how to solve complex problems in mathematics, physics and other subjects.

However, this is a seeming "minority", because it is thanks to communication that the teacher directs the students' thoughts in a certain direction of the lesson, focuses their attention on interesting phenomena and processes, offers to remember specific names, events, dates, formulas that are backbone in a particular field of knowledge. Through communication, the teacher receives information about the effectiveness of the organization of cognitive and practical activities of students: how did they understand the educational material? How well can they use new knowledge to solve problems? practical tasks? Therefore, in the pedagogical process, communication plays special role: even serving some main activity and as if performing a supporting role, it significantly affects the quality of this activity.

Thanks to communication, the emotional contagion of students is carried out, their mood rises, a major appears in the life of the class. The peculiarities of communication explain the desire of students to perform the activity proposed by one teacher, and the rejection of the same activity proposed by another teacher. This is precisely what explains such a paradox that occurs in school practice, when a teacher who has vast knowledge and is able to solve the most complex problems from manuals for university applicants is not interested in his students, and a teacher who has a lower subject training, becomes the soul of the student team and enjoys the respect of students.

An example of such communication is friendly contacts, meetings of old childhood friends, former classmates. Partners get satisfaction from the very fact of meeting friends, from sharing memories of past years, from the opportunity to compare their life achievements with the successes of their peers.

In school practice, it is not uncommon for a student to come to the teacher not for help in the subject, but "just like that" to be with his mentor for a while, to talk with him about something, to "just talk". This can also include conversations between the educator and the pupils "heart to heart", "eye to eye", during which the exchange of personal spiritual values ​​is carried out. Modern schoolchildren, despite the large number of contacts with others, quite often experience a shortage of just such communication.

In pedagogical communication, the function of introducing the partner to the experience and values ​​of the initiator of communication is realized. This is especially true for communication between parents and children, teachers and students, teachers and students. The mission of parents and teachers is precisely to help their children and students to join their views, beliefs, moral standards, i.e. to what is the value of adult life.

In real life situations, especially in those where the teacher and students interact, a certain "disequilibrium" of partners is obvious, no matter how democratic their relationship may be. A parent or teacher, as a rule, has a lot of life experience, a significant amount of knowledge and skills, more stable social position than his children or students. This advantage gives certain rights to demonstrate their competence both in specific areas of scientific knowledge and in life issues and at the same time imposes serious obligations on the quality performance of the role of a parent or teacher. At the same time, it is important to maintain a sense of proportion. It is no secret that sometimes parents and teachers would like to speed up many processes so that children learn faster, take their duties more seriously, and be more respectful of elders. In an effort to speed up such processes, adults show impatience, irritability towards children, allow the use of harsh means and, as a rule, only spoil relations with children and do not achieve the desired results. Therefore, the stronger interpersonal contacts between parents and children, teachers and students are established, the more opportunities will arise for introducing the representatives of the younger generation to the values ​​of older generations.

In the course of professional and pedagogical communication, the function of introducing the initiator of communication to the values ​​of the partner can also be realized. This process is self-education, i.e. the process of self-formation of the initiator of communication, the process of creating one's own "I" through orientation to the values ​​of another person. Such a person for a student can be a father, mother, teacher, friend, lover, musical or sports idol.

Focusing on a significant person for himself, the student learns both the external attributes of his idol (the originality of clothing, hairstyle, behavior) and the features of his views and beliefs (what he said, what position he took in the dispute, what he loves and what he cannot stand). Through this, he, as it were, appropriates the values ​​of another person, gradually becoming attached to them.

If a teacher becomes the idol of a schoolchild, then the student learns not only the external attributes of his behavior, but also his moral ideas about such concepts as duty, responsibility, honor. The student strives to do what would be approved by this teacher, and not to do what would upset him. This once again shows how important it is for a teacher to become a significant person for their students.

In a number of works on pedagogical technology, several important functions of professional and pedagogical communication are singled out.

The starting point is the function of opening the child to communication. It manifests itself in awakening the child's desire for communication, removing psychological clamps, relieving him of the fear of the unknown, increasing self-esteem and self-confidence, and also convincing another person, in particular the teacher, of a positive attitude towards him. This function plays a crucial role at the initial stage of interaction between the teacher and the student. Its implementation is connected with the ability of the teacher to "apply himself" to the children, to demonstrate his disposition towards them, to convince them of his peaceful intentions and noble thoughts. The beginning of communication and its nature largely depend on this.

The function of participation is designed to support a partner (in particular, a student) in his communication. Its implementation requires the teacher to take on some of the student's difficulties, provide him with the necessary help and support, and stimulate his successful actions. It is important to be able to show interest in the student, learn to hear your interlocutor, offer him your help. Through complicity, the teacher manages to better understand the inner world of his student, for whom sometimes he has to reveal his inner world, to broadcast his "I" to him.

A special feature in professional and pedagogical communication is the function of elevating the student's personality. The implementation of this function involves exerting such an influence on the pupil, which contributes to his ascent to spiritual new formations. As a result of communication with the teacher, the student should want to be kinder, bolder, more resolute, more attentive to the people around him and have many other positive qualities and character traits.

It is important for the teacher to know about the role of each of the functions of communication and, when planning his activities with students, take care of the implementation of not just one, but the whole system of functions. "A teacher," writes V.A. Kan-Kalik, "in his activity must implement all the functions of communication - act both as a source of information, and as a person who knows another person or group of people, and as an organizer of collective activity and relationships."

Unfortunately, some teachers, when preparing a lesson, focus on the information function, leaving others without the necessary attention. They carefully select the content of the educational material, think over the methods of its presentation, plan time for questioning students and explaining new material. However, if at the same time the teacher does not know how to interact with students, does not pay attention to their age and personality characteristics, does not care about the impression that students have about him, all the didactic efforts of the teacher may be in vain. Many students perceive the content of the lesson primarily through the personality of the teacher, through his manner of behavior in the classroom and ways of communicating with students.

Thus, in communication, many different functions are realized, each of which is important in the professional activity of a teacher.

If partners exchange any objects or Products of activity, then such communication is called material, since it allows people to receive objects of material and spiritual culture necessary for them. For example, this happens when a teacher and schoolchildren as part of a production team negotiate with the employer about the conditions for performing work related to the construction of a facility or harvesting, agree on the procedure for exchanging their labor for food or money earned from this, and then realize these agreements.

Cognitive communication, unlike material communication, is an exchange of knowledge and acts as a factor intellectual development partners. Cognitive communication is at the heart of the learning process.

The essence of pedagogical activity is to demonstrate to students their erudition in certain areas of knowledge and, to a certain extent, to contribute to the transformation of part of this knowledge. In school and especially in student years future teacher receives a significant part of the knowledge from his school teachers and university teachers, and then, becoming a teacher, he seeks to pass on the acquired knowledge to his students. So, thanks to cognitive communication, the eternal movement of knowledge from the teacher to the students is carried out, as a result of which not only the preservation of this knowledge is ensured, but their constant increment and development, the emergence of new areas of knowledge.

Since the exchange of mental and physiological states is possible during the interaction of partners, conditional communication is also distinguished by content. With such communication, people in a certain way influence the mental or physical well-being of a partner. For example, the strict demeanor of the teacher at the beginning of the lesson, the serious expression on his face, and his firm voice set the students in a working mood, and his smile, jokes, and telling funny stories contribute to emotional release in the lesson. Thanks to conditioning communication, a teacher can calm a student who is distressed by failure, a coach can raise the spirit of an athlete before the start, and someone will take care of spoiling the mood of his opponent in a quarrel.

Motivational communication is an impact on the goals, interests, motives and needs of the subject. It is a source of additional energy for a communication partner, since in the process of interaction certain motives for actions are transmitted, interest in something arises, motivation for this or that activity is “turned on”.

For example, many creatively oriented teachers do not limit themselves to simply presenting the content of the educational material available in a school textbook, but seek to interest students by using unusual information from other sources, through the use of modern technical teaching aids, demonstrating interesting experiments and other didactic techniques. They know that a student who is distinguished by a cognitive interest (sometimes called a "motivated student") is an ally of the teacher. And working with allies is much more pleasant than working with indifferent or negative people.

The activity communication is based on the interpersonal exchange of actions, operations, skills and abilities. Such communication is especially evident in labor lessons, physical culture, on laboratory and practical exercises in physics, chemistry and a number of other subjects. The teacher, having demonstrated to the students his actions on the machine or on sports equipment, when assembling various schemes, then offers to repeat these actions to the students. Thanks to active communication, the formation practical skills and student skills.

1.5. Means of pedagogical communication

Another important characteristic of communication is the means of communication, which can be represented as ways of transmitting information and expressing relations between partners in the process of their interaction (A.A. Lobanov). M.I. Lisina believes that the means of communication are "... those operations with the help of which each participant builds his communication actions and contributes to the interaction with another person ...". She identifies 3 main categories of means of communication: expressive - mimic means (smile, look, facial expressions, expressive movements of the hands and body, expressive vocalizations); object-effective means (locomotor and object movements, postures used for communication purposes, approaching, removing, handing objects, protest postures) and speech means of communication (statements, questions, answers, remarks).

Lobanov A.A. gives the following classification: depending on the means, communication can be direct and indirect, direct and indirect, verbal and non-verbal.

Direct communication is carried out with the help of natural organs given to man by nature: hands, head, torso, vocal cords, etc.

For example, a mother, calming her upset baby, gently strokes his head, says kind words to him and smiles. The kid hears her gentle voice, feels the gentle touch of her warm hands and answers her with his smile. Similar methods of communication are used by many kindergarten teachers. preschool institutions, orphanages, primary and even secondary school teachers.

Mediated communication is associated with the use of special means and tools for organizing communication and information exchange between people. These can be natural objects (a stick, a thrown stone) or cultural media (radio, television, print). From time immemorial, many lovers have used pebbles thrown at the windows of their lovers, as well as notes and other means of transmitting the necessary information, to communicate.

An example of mediated communication is the Teacher’s check of the student’s written work, when, reading the lines of a school essay or thinking about ways to solve control task, the teacher receives for himself information about the train of thought of the student, the features of the development of his figurative and abstract thinking. The lines of a student's essay or columns of calculations act here as a means of communication between the teacher and the student.

In direct communication, partners interact face to face, i.e. "here and now", personally participate in the very act of communication. Without intermediaries, they exchange glances, handshakes, verbal messages.

For example, a teacher in a lesson not only hears how the student answers, but also sees how he is worried at the same time, understands from his tense posture and constrained gestures the mental state at the time of the answer, as a result of which he tries to help the student.

Indirect communication is carried out through an intermediary. Partners do not personally see or hear each other, but transmit information through a third party acting as an intermediary. For example, a teacher conveys through students words of gratitude to their parents for sponsoring a class trip to another city.

Radio and television devices can also be used as an intermediary, computer networks, printing and others sign systems. The educational process increasingly includes both local and global television and computer networks, thanks to which modern schoolchildren, students and teachers get opportunities to communicate not only with their classmates and colleagues, but also with representatives of other cities and countries.

The main means of professional and pedagogical communication is language, human speech. Psychologists call such communication verbal, i.e. verbal, since information between communicating is transmitted using words.

Verbal communication is inherent only to a person and, as a prerequisite, involves the acquisition of language, oral and writing. Communication through the word consolidates and preserves the experience of mankind, cultural and moral values, passing them from generation to generation. Language is a special means of transforming culture. The word is a strong irritant and can have a huge impact on a person: "With a word you can kill, with a word you can save, with a word you can lead the regiments behind you," says a famous poem by Rudolf Shefner.

There is also non-verbal (wordless) communication, which does not involve the use of sounding speech as a means of communication. This is communication with the help of glances, gestures, facial expressions and other non-verbal signals.

Thanks to non-verbal communication, a person gets the opportunity to develop mentally even before he has mastered and learned to use speech - from the moment of birth to 2-3 years. In addition, by itself non-verbal communication contributes to the development and improvement of a person's communication capabilities, as a result of which he becomes more capable of interpersonal contacts and opens up more opportunities for development. By the posture of the student (hunched or straightened), by his gait (shuffling his feet or minting a step), by the expression of his face (gloomy or beaming in a smile), the teacher can quite easily understand the state of the student and choose the tactics of his interaction with him that are necessary for this situation. The means of pedagogical communication are various influences on the part of the teacher, which determine the nature of his relationship with schoolchildren.

The pedagogical impact is exerted by a short, sometimes barely perceptible moment of communication between the teacher-educator and his students and pupils, as well as even a brief moment of interaction between the student and the outside world. The teacher loudly slammed the door at the entrance to the classroom, paused and sternly looked at each student, made a remark to the student who was late for the lesson, suggested that the students open their notebooks and write down the topic of the lesson - this is not a complete list of possible pedagogical influences only during the organizational moment of the lesson. The purpose of pedagogical influence is not to suppress the student’s excessive agility (“to obey the teacher”), but to organize the student’s interaction with the world and transfer him to the position of a subject who is aware of his own life.

Pedagogical impact, as a rule, corresponds to the goals and objectives that the teacher is focused on. If the teacher's goal is to establish democratic relations with his students, then his influence should not be authoritarian in nature, should not offend the dignity of students.

Pedagogical influence should help, firstly, to initiate the activity of the student, since only an active person is able to learn the world and develop your inclinations; secondly, to help the student master the ways of organizing activities and interacting with the world, since the student does not always know how to solve educational and, moreover, life tasks; thirdly, to contribute to the understanding of the "I" of the student in his relations with the outside world, to provide him with the opportunity to independently make decisions and bear responsibility for them himself.

This is the main functions of pedagogical influence, which, in turn, are realized through the corresponding operations and skills of the teacher. If the number of functions is rather limited, then the number of operations is almost infinite due to the variety of operational equipment of the teacher: the features of his speech, gestures, facial expressions, body movements, actions and other manifestations. This contributes to the expansion of the range of communication between the teacher and pupils and the creation of additional opportunities for familiarizing schoolchildren with the cultural values ​​of society.

Let's consider some operations.

"I-message" is an announcement by the teacher of his state, well-being, thoughts and feelings about a particular event or phenomenon, a witness or participant of which he is. For example: "I always rejoice when I meet a modern knight," the teacher says to a student who has shown a chivalrous attitude towards a lady.

"I-message" is such a value judgment of the teacher, in which the pedagogical assessment turns from an open form into a hidden one. It does not prescribe to schoolchildren what they should do, but corrects their attitude and behavior, providing freedom of choice. In the "I-message" the teacher uses such speech formulas as "I always...!", "I always...!", "I always...!".

The "I-message" can be used both for approval and for condemnation of certain actions of the student. "I'm always pleased to see people dressed elegantly and tastefully," the class teacher says to his students, smartly dressed for a trip to the theater. "It always hurts me when I see how the weak are offended," the teacher says, shielding the first grader from the pressure from the teenager.

"Positive reinforcement" consists in public announcement of the partner's real advantages.

Every student can always find something good, positive. It can be both the external data of the student - tall, strong physique, beautiful figure, and his intellectual features - good memory, developed eloquence, mathematical abilities. Respect, admiration can be deserved by the student's hobbies and achievements: successful performance at a competition or sports competitions, participation in an art exhibition, publication of his first poems. Therefore, when the teacher says that he was pleased to learn about the achievements of the student, he stimulates the student to new creative successes. Positive reinforcement can be awarded to individual behavioral actions of the student: showing concern for his classmate, upset about the unsuccessful performance of the class in the school Olympiad, etc.

Obviously, the task of the teacher is to see both the strengths and weaknesses of the student, but to focus on his positive manifestations, to take care of creating a positive reputation among the student and a favorable psychological atmosphere in which it is easier to overcome shortcomings.

"You-message" is the announcement by the teacher of his assumption about the probable state of the child at the time of his performance of a specific action. It uses such speech formulas as "You probably ...", "You, of course ...", "You apparently ...". "You must have been very busy and didn't have time to put your suit in order," a teacher says to a student who has come to school with rumpled clothes. The teacher, as it were, justifies the student, tries to find his own explanation for his negligence and slovenliness, and through this tries to draw his attention to the need to monitor his appearance.

"We-message" consists in introducing the student to the problems that the teacher is going to solve: "We will consider today in the lesson ..."; "The time has come to test our strength in...". The teacher unobtrusively includes each student in his team, he, as it were, declares a general readiness for a specific case.

The methods of influence can be the provision of assistance to the student, the manifestation of interest in his personality or the results of his activities, asking him for help and other operations that are described in the literature on pedagogical technology.

1.6. The structure of pedagogical communication

The interaction of the teacher with the class has a certain time frame; it is limited to the duration of a lesson, class hour, or some other activity. However, the structure of pedagogical communication is not limited to direct contacts between the teacher and pupils, but also includes a number of other points.

In the structure of pedagogical communication, a number of stages can be distinguished (V.A. Kann - Kalik):

Modeling by the teacher of the upcoming communication with the class, with another other audience in the process of preparing for direct activities with children or adults (prognostic stage).

Organization of direct communication with the class, the audience at the time of the initial interaction with them (the initial period of communication).

Management of communication in the developing pedagogical process.

Analysis of the implemented communication system and modeling of the communication system of the forthcoming activity.

At the first stage - the modeling stage - the teacher is pre-configured for the upcoming interaction with the class. As a rule, when preparing for a lesson, all teachers think over the content of the educational material that they will present in the lesson, select the methods and techniques with which they will have to organize the cognitive and practical activities of students, check the readiness of laboratory equipment and technical means for the lesson. They carry out didactic preparation for the lesson, solving a typical didactic task: what to teach and how to teach their students?

Unfortunately, not all teachers think about those people who are intended for educational material, methods and techniques for studying it. And in vain, because the success of the teacher's didactic activity is practically impossible without properly organized communicative support. This is the specificity of pedagogical work. Didactic tasks will be successfully solved if the teacher also thinks out ways to solve communicative tasks.

Therefore, at the modeling stage, it is also important to consider ways of interacting with students in the lesson. What should you pay attention to here?

At this stage, the teacher predicts the students' perception of not only the educational material, but also the personality of the teacher himself. The question of relations with the class comes to the fore here.

If the teacher does not have contact with the students, then, obviously, it is important to understand the reasons for the failed relationship.

What are the main reasons for the discord between the teacher and students: in the complexity of the educational material, in the method of its presentation, or in the personality of the teacher?

At this stage, it is possible to think over your behavior with a particular class: with what facial expression is it more expedient to enter the class; how to ensure strictness in voice, facial expressions and gestures in the first minutes of the lesson; when is it better to conduct a kind of psychological relaxation in the class and how best to do it (demonstrate interesting experiences, tell a funny story or refer to a video).

One should not consider this kind of presetting as a preparation of original pedagogical recipes for various situations that may arise in the classroom. Prescription communication is almost impossible, since the lesson is a process with constantly changing conditions. We can only talk about the analysis of the relations that have developed between the teacher and the class, about taking into account his strengths and weaknesses in communication with students, about the preliminary determination of one's position and building different lines of behavior depending on the current situation of interaction with students.

Such modeling is carried out by representatives of many professions: doctors - before performing surgical operations, trainers - on the eve of sports competitions, astronauts - before space flight, the military - in preparation for training or combat operations. It is also important for the teacher to think over his actions before the lesson and combine the solution of didactic and communicative tasks into a single whole. Obviously, novice teachers need more thorough training than their more experienced counterparts. But the main thing is that this stage is important for any teacher.

The second stage is the beginning of direct interaction between the teacher and the class. Otherwise, it is called a communicative attack. Quite a lot depends on the very first minutes of communication between the teacher and the students. Will the teacher be able to take the initiative of communication into his own hands, or will he immediately give it to his students? Will he consistently implement his ideas for interaction with the class, or will he let everything take its course: how will it turn out?

First of all, self-presentation of the teacher to the class is important. With what facial expression does the teacher enter the classroom? An irritated, angry or angry face will be one reaction of students. On fun and Joyful - completely different. And if the face of the teacher expresses indifference to the students, then the students will react accordingly.

Obviously, important information for students is contained in the Teacher's voice, his first words to the class: how are they pronounced? What intonation? What are students being told? What are the risks for students?

A strict, but at the same time calm voice will call students to order, to stop unnecessary conversations and turn their attention to the teacher and the tasks that he sets in the lesson. Such strictness, which does not contain threats and pressure on the personality of the student, as a rule, is not offensive to the class and contributes to the rapid mood of the students in a businesslike way and to cooperate with the teacher.

If the teacher speaks in a strict but irritated voice containing insults or threats against students, then the effect will be completely different. It is possible that the students will obey the requirements of the teacher, but at the same time they will have a growing internal protest against his irritation and threats. And it is quite likely that at some stage of the lesson, the class or individual students will find opportunities to express their protest to the teacher: they will not rush to fulfill his requirements, they will deliberately make noise and interfere with the teacher, and perhaps, on the contrary, they will be silent and do not respond to the teacher's questions. Excessive noise or, on the contrary, "dead silence", as you know, are not favorable conditions for fruitful collaboration in the classroom.

The appearance of a teacher in the classroom with a carefree smile on his face ("with a smile from ear to ear"), obviously, will immediately cause a cheerful animation in the classroom and "demagnetize" the students.

A communicative attack is a kind of struggle for initiative in communication. If the teacher succeeds in taking it into his own hands, then he will begin to manage the course of the lesson and be able to realize his ideas. If the teacher gives the initiative in communication to the students, then it will be difficult for him to manage the process, as he will have to trail behind the events. A communicative attack is a kind of teacher's application: "I am the master in the class," says one teacher; "I offer cooperation," says the second; "Guys, I won't offend you, but don't offend me either," pleads the third. Which option to choose?

The third stage - communication management in the developing pedagogical process - is the longest in terms of time of direct interaction between the teacher and students and, obviously, the most difficult.

This complexity is primarily due to the fact that each stage of the lesson (organizational moment, questioning of students, explanation of new material, consolidation, etc.) is distinguished by the specifics of the tasks solved on it and the peculiarities of the interaction between the teacher and the class.

For example, when explaining new material to a teacher, it is important to draw students' attention to his presentation, to his demonstrations and examples. Here everything depends on the teacher, on his ability to clearly and emotionally express his thoughts, clearly demonstrate his experiences. And when questioning, the teacher seeks not only to hear the student's answer, but also to draw the attention of the whole class to his answer. And here it is practically not the teacher, but the student who controls the attention of schoolchildren. This control can take place if the student speaks clearly, clearly and emotionally. And if the student's answer does not sound, if there are quite a lot of errors in it, if the student's speech is barely audible and slurred, then the class is unlikely to listen to him. Therefore, the teacher needs to find ways to communicate with the class, not only in the process of his own presentation of educational material, but also in the course of the response of both a strong and a weak student.

The complexity of this stage is also due to the fact that the teacher not only outlines and implements his didactic and communicative ideas, as is the case at the 1st and 2nd stages, but also encounters new, unplanned situations.

At this stage, the teacher is forced to quickly respond to unexpected situations in the classroom and constantly solve new communication tasks for himself. That is why pedagogical communication is a creative process.

The fourth stage is the analysis of the implemented communication system and system modeling. communication of upcoming activities. The essence of this stage is to analyze the communication with schoolchildren, note its main trends and understand the reasons for successful interaction with them, as well as the difficulties that the teacher had to face.

At this stage, it is important for the teacher to ask himself the following questions: was the lesson successful in terms of communication with students? Did it properly interact with the class? What contributed and what hindered the establishment of contacts with students in the classroom? What unexpected situations arose during the lesson? How successfully found ways out of these situations? By what means was it possible to control the attention of students, to include them in cognitive and practical activities? To what extent did the voice, appearance, facial expressions and gestures help in communicating with the class? What inaccuracies, miscalculations and mistakes in communication were made in the lesson and what needs to be done in order not to repeat them again? It is equally important to answer these questions as honestly as possible.

An ancient philosopher said: "You cannot step into the same river twice." At the same time, the experience of crossing one river will help to organize it through other rivers. Without an analysis of one's activities, it is impossible to move forward.

The structure of pedagogical communication should not be confused with the structure of the lesson.

As you know, the structure of the lesson includes an organizational moment, a survey of students, an explanation of new material, reinforcement and other elements. The teacher has the right to independently model the structure of the lesson, assign each of the elements the time required, in his opinion, change the sequence of these elements or exclude some of them in specific lessons.

The structure of pedagogical communication represents the stages of the interaction of the teacher with his students and pupils deployed in time. Here we can talk about the time intervals of each of these stages (for example, about minimizing the communicative attack), but it is hardly possible to swap them or exclude any of them. The teacher first thinks over the course of the lesson and the features of his communication with the class, and then enters the class and begins his interaction with the students. He first carries out a communicative attack and manages the communication process during the lesson, and only after that he analyzes the interaction with students that took place.

A similar structure of communication is possible when the teacher interacts not only in the classroom with his students. Obviously, the stages described above take place when the teacher communicates with his colleagues, as well as with the parents of students and with representatives of the school administration. In many contacts of the teacher with any of the subjects of communication, one can single out the prognostic stage, and the communicative attack, and the management of ongoing communication, and the analysis of completed communication.

Chapter 2. Style of pedagogical communication and

its types

2.1. The concept of the style of pedagogical communication

Communication permeates the entire system of pedagogical influence, each of its microelements. At the lesson, the teacher needs to master the communicative structure of the entire pedagogical process, be as sensitive as possible to the slightest changes, constantly correlate the selected methods of pedagogical influence with the characteristics of communication at this stage. All this requires the teacher to be able to solve two problems at the same time: communication style; 2) design expressive means of communicative influence. The second component is constantly changing under the influence of emerging pedagogical and, accordingly, communicative tasks. In choosing a system of expressive means of communication, an important role is played by the established type of relationship between the teacher and students.

The following characteristics of communication in the process of pedagogical activity can be distinguished (V.A. Kann - Kalik):

The general established system of communication between the teacher and students (a certain style of communication);

The system of communication characteristic of a particular stage of pedagogical activity;

situational system of communication that arises when solving a specific pedagogical and communicative task.

The style of pedagogical communication is a stable form of ways and means of pedagogical interaction of people with each other. A.A. Lobanov understands the style of pedagogical communication as a specific system of methods of influencing schoolchildren by the teacher.

V.A. Kann-Kalik defines the style of communication as individual typological features of the socio-psychological interaction between the teacher and students. In the style of communication, in his opinion, find expression: a) features of the teacher's communicative capabilities; b) the established nature of the relationship between the teacher and pupils; c) the creative individuality of the teacher; d) features of the student team. He emphasizes that the style of communication between a teacher and children is a category that is socially and morally saturated and embodies the social and ethical attitudes of society and the educator as its representative.

The style reflects the teacher's characteristic manner of addressing students, the features of presenting their requirements to them, and the teacher's attitude towards students.

The style is characterized by the following parameters: the tone of speech addressed to students (friendly, indifferent or official) and the form of speech address (order, demand, advice, request).

The style of pedagogical communication is also manifested in the features of the teacher's rewards and punishments to his pupils and students, establishing a certain distance of communication with them.

Various features of the teacher's communication style have a different impact on the nature of the emotional experiences of students, on their behavior in the classroom and at school.

2.2. Types of styles of pedagogical communication

In the psychological and pedagogical literature, 3 main styles are most often distinguished: authoritarian, democratic and liberal.

Teachers who are characterized by an authoritarian style are characterized by the suppression of their pupils by categorical, unquestionable judgments, and arrogance in the ways of issuing orders and instructions. Such teachers love to command, to impose their opinion, their will not only on schoolchildren, but also on their parents and their colleagues. They care little about the opinions of those around them, so they prefer sole decision-making and persistent demands for their implementation, or "organize" a purely formal participation of the team in supporting their own decisions. Supporters of this style believe that one of the most important values ​​that should be formed in a child is submission to the authority of a teacher (as well as a parent, boss, authority representative). Each student is obliged to respect any teacher, and each teacher must support the authority of colleagues in every possible way. For the strict fulfillment of the requirements, the student deserves encouragement, for disobedience - punishment.

It is typical for teachers who are guided by a democratic style of leadership to rely on the opinion of their wards, to take into account their interests, desires and characteristics, to tactfully and correctly resolve all emerging issues and contradictions with them. Unlike authoritarian demands, they are presented in a tactful, correct form that does not offend the dignity of students. It should be noted that the term "democratic style" is not a tribute to modern fashion, since the concept of democratic style was found in psychological and pedagogical literature long before the 90s of the last century, when democratic processes began to grow rapidly in Russia.

Representatives of the liberal style are characterized by the desire to avoid conflict situations, from clashes with others, including their students. Instead of demands, they prefer the persuasions and exhortations of the pupils, and sometimes they simply carry out some part of the assignments for them. This style can manifest itself in the connivance or inaction of the teacher, in his self-withdrawal from the life of the class team, from responsibility for everything that happens in it.

V.A. Kann Kalik established the most common styles of pedagogical communication. Perhaps the most fruitful, in his opinion, is communication based on passion for joint creative activity:

At the heart of this style is the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with students is the result not only of the communicative activity of the teacher, but to a greater extent of his attitude to pedagogical activity in general.

This style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, they form their own system of relationships with children V.F. Shatalov, I.P. Volkov and others.

The style of pedagogical communication based on friendly disposition is also quite productive. This style of communication can be considered as a prerequisite for successful joint educational activities. To a certain extent, he, as it were, prepares the style of communication highlighted above. After all, a friendly disposition is the most important regulator of communication in general, and especially of business pedagogical communication. This is a stimulator of the development and fruitfulness of the relationship between the teacher and students. Friendliness and passion for joint work are communication styles that are closely related to each other. Enthusiasm for a common cause is a source of friendliness and at the same time friendliness, multiplied by interest in work, gives rise to a joint enthusiastic search. Speaking about the system of relationships between the teacher and pupils, A.S. Makarenko argued that the teacher, on the one hand, should be a senior comrade and mentor, and on the other hand, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship of the teacher with the team.

Reflecting on the options for the relationship of the educator with the children, A.S. Makarenko noted that teachers and management should never allow a frivolous tone, scoffing, telling jokes, any liberties in language, mimicry, antics, etc. on their part. On the other hand, it is absolutely unacceptable that teachers and management in the presence of pupils be gloomy, irritable, noisy.

Friendliness should be pedagogically expedient, not contradict common system relationship between teacher and children.

Quite common is communication-distance. This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. Hypertrophy of the distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. The distance acts as an indicator of the leading role of the teacher, based on his authority.

The transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the overall creative level of the joint work of the teacher and students. This leads to the assertion of an authoritarian principle in the system of relations between the teacher and children, which ultimately has a negative effect on the results of activity. A.V. Petrovsky and V.V. Shpalinsky note that in classes where teachers teach with a predominance of authoritarian methods of leadership, there is usually good discipline and academic performance, but external well-being may hide significant flaws in the teacher's work on the moral formation of the student's personality.

What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student and in the pedagogical environment. But in most cases, the use of this style of communication in its purest form leads to pedagogical failures.

Authority, according to N.D. Nikandrov, should be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person.

In the system of school education, the style of communication affects not only the attitude of students to the subject, but also the general mood of children, the atmosphere of their emotional well-being in activities. So, according to A.A. Bodalev and L.I. A crooked paw, a state of calm satisfaction and joy relatively more often occurs among students from those classroom groups headed by a teacher who adheres to democratic principles in his communication with teenage schoolchildren.

Democratic forms of communication between a teacher and students have a positive effect on the effectiveness of the educational process, primarily because they are more mobile, flexible, and allow you to constantly adapt to the method of influence. necessary system communication, and most importantly, create a socio-psychological unity of the teacher and students, which is necessary for productive joint activities.

Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation. This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication based on passion. joint activities. After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation.

In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that provides creative activity, but, on the contrary, regulates it, since it directs children not to what needs to be done, but to what cannot be done, deprives pedagogical communication of friendliness, on which mutual understanding is based, which is so necessary for joint creative activity.

An equally negative role in working with children is played by flirtatious communication, again characteristic mainly of young teachers and associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of socialist pedagogical ethics. The appearance of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills, etc. skills of pedagogical communication, experience of professional communicative activity.

A.S. Makarenko sharply condemned such a "pursuit of love." He said: “I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to be a favorite teacher. I personally never achieved child love and I think that this love organized by a teacher for my own pleasure is a crime...

This coquetry, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this pendant ... should not be in our life ...

Let love come imperceptibly, without your efforts. But if a person sees the goal in love, then this is only harm ... ".

Communication-flirting, as observations show, arises as a result; a) misunderstanding by the teacher of the responsible ones facing him - pedagogical tasks; b) lack of communication skills; c) fear of communication with the class and at the same time the desire to establish contact with students. As can be seen, ignorance of the technology of communication, the teacher's lack of the necessary methods of communication also play a certain role.

Communication styles such as intimidation, flirting and extreme forms of communication-distance are also dangerous because, if the teacher does not have professional communication skills, they can take root and “eat” into the creative personality of the teacher, and sometimes become clichés that complicate the pedagogical process and reduce it. efficiency.

Psychologist K.N. Volkov identified the following requirements that the student makes to the teacher as prerequisites for the emergence of a sense of trust: contact, the ability to easily and flexibly enter into communication with children, the democratization of the leadership style, which involves a combination of respect for the personality of each student with the necessary exactingness; understanding, patience, a variety of interests, the ability to keep up with the times, erudition, sensitivity, the ability to empathize - in a word, everything that can open the soul of a growing person towards an educator.

In productive styles of communication, the logic of communication, prompted by A.S. Makarenko: I am not so much a teacher as a senior who leads the lives of his pupils with their own participation. Naturally, this approach presupposes friendly communication between the teacher and students on the basis of enthusiasm for joint activities.

The style of communication directly affects the atmosphere of emotional well-being in the team, which, in turn, largely determines the effectiveness of educational activities. The most fruitful process of education and training is ensured by a securely built system of relationships.

But in our study we will rely on the classification of styles proposed by A.K. Makova and A.Ya. Nikonova.

The difference in style was based on the following grounds: the content characteristics of the style (the teacher's predominant orientation on the process or result of his work, the deployment by the teacher of the indicative and control and evaluation stages in his work); dynamic characteristics of the style (flexibility, stability, switchability, etc.); performance (the level of knowledge and learning skills of schoolchildren, as well as the interest of students in the subject). Based on this, they identified 4 styles of pedagogical communication:

1. Emotionally - improvisational style (EIS). Teachers with are distinguished by a predominant orientation to the learning process. Such a teacher builds an explanation of new material in a logical, interesting way, however, in the process of explaining, he often lacks feedback from the students. During the survey, the teacher with EIS addresses a large number of students, mainly

The strong, interested in him, interrogates them at a fast pace, asks informal questions, but does not allow them to talk much, does not wait until they formulate an answer on their own. A teacher with EIS is characterized by insufficiently adequate planning of the educational process. To work out in the lesson, he chooses the most interesting educational material; less interesting material, although important, he leaves for independent analysis by students. In the activities of a teacher with EIS, the consolidation and repetition of educational material, the control of students' knowledge are not sufficiently represented. Teachers with EIS are distinguished by high efficiency, the use of a large arsenal of various teaching methods. He often practices collective discussions, stimulates spontaneous statements of students. A teacher with EIS is characterized by intuitiveness, which is expressed in the frequent inability to analyze the features and effectiveness of their activities in the classroom.

2. Emotionally methodical style (EMS). A teacher with EMS is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process, high efficiency, and a certain predominance of intuitiveness over reflexivity. Focusing on both the process and the learning outcomes, such a teacher adequately plans the educational process, gradually works out all the educational material, carefully monitors the level of knowledge of all students (both strong and weak), consolidation and repetition are constantly presented in his activities. educational material, control of students' knowledge. Such a teacher is distinguished by high efficiency, he often changes the types of work in the lesson, practices group discussions. Using the same rich arsenal of methodological techniques in working out educational material as a teacher with EIS, a teacher with EMS, in contrast to the latter, seeks to activate children not with external entertainment, but is firmly interested in the features of the subject itself.

3. Reasoning and improvisational style (RIS). A teacher with RIS is characterized by an orientation towards the process and results of learning, adequate planning of the educational process. Compared with teachers of emotional styles, a teacher with RIS shows less ingenuity in the selection and variation of teaching methods, is not always able to provide a high pace of work, rarely practices collective discussions, the relative time of spontaneous speech of his students during lessons is less than that of teachers with emotional style. A teacher with RIS speaks less himself, especially during a survey, preferring to influence students indirectly (through hints, clarifications, etc.), giving the respondents the opportunity to formulate a detailed answer.

4. Reasoning-methodical style (RMS). Focusing primarily on learning outcomes and adequately planning the educational process, a teacher with DMS shows conservatism in the use of means and methods of pedagogical activity. High methodology (systematic consolidation, repetition of educational material, control of students' knowledge) is combined with a small, standard set of teaching methods used, preference for the reproductive activity of students, and rare group discussions. In the course of the interview, the teacher with RMS addresses a small number of students, giving each student a lot of time to respond, paying special attention to weak students. A teacher with RMS is generally reflexive.

Thus, we see that style is an important characteristic of pedagogical communication. It should be emphasized that the style of communication between a teacher and children is a social and moral category. The most fruitful communication is based on enthusiasm for joint activities. This type of communication is formed on the basis of high professional and ethical attitudes, on the basis of his attitude to pedagogical activity in general. Mastering the basics of pedagogical communication is the creative task of the teacher. He must solve it by finding his individual style communication.

Chapter 3. Identification of pedagogical communication styles among subject teachers

The ascertaining study of the styles of pedagogical communication is closely connected with the formative processes carried out on a diagnostic basis.

IN research work the following methods were used:

Theoretical analysis of psychological and pedagogical literature on issues.

Monitoring the course of the lesson.

V.F. test Ryakhovsky to determine the communicative features (see Appendix 1).

Questionnaire for the teacher to analyze the features of the individual style of his pedagogical activity.

Interviews with subject teachers.

Practical work was carried out on the basis of MOU secondary school No. 1. The study involved 10 subject teachers teaching in the 11th grade: an algebra/geometry teacher, a physics teacher, a biology teacher, a chemistry teacher, a Russian language and literature teacher, a history and social studies teacher, an informatics teacher, a physical education teacher, a teacher in English and French teacher.

The hypothesis of our study was as follows: "Most of the subject teachers teaching in the 11th grade prefer a reasoning - methodical style (RMS) of interaction with students, which leads to a tense relationship between them and the students of the class."

In the process of work, various sources on the issues of styles of pedagogical communication were analyzed, methods were chosen for studying aspects of the teacher's personality.

We attended 10 lessons with each teacher. After each lesson, the interaction of the teacher with the students was analyzed in order to determine his style of pedagogical communication in accordance with the classification of A.K. Markova and A.Ya. Nikandrova.

As a result, it was found that 30% of teachers prefer a reasoning - methodical style of interaction with students, focus mainly on learning outcomes, and show conservatism in the use of means and methods of pedagogical activity. During the survey, a small number of students are asked, paying attention to weak students.

The other 30% of teachers choose a reasoning - improvisational style, they are also guided by the process and learning outcomes, like teachers with DMS, they prefer to influence students through prompts, clarifications.

20% of teachers interact with students using an emotional-improvisational style. These teachers conduct their lessons in an interesting way: they select interesting material, build it logically, present it well, but the survey is carried out at a fast pace, only strong students are asked, and students are encouraged to express themselves.

Finally, the remaining 20% ​​of teachers prefer the emotionally methodical style. They are characterized by an orientation towards the process and learning outcomes, they monitor the level of knowledge of all students, often change the types of work in the lesson, and strive to interest children in their subject.

Also, teachers were asked to answer the questions of the Ryakhovsky test, aimed at determining the level of sociability (see Appendix 1). The test consists of 16 questions, the answers are evaluated on a 2-point scale ("yes" - 2 points, "sometimes" - 1 point, "no" - 0 points). The response classifier consists of 7 levels, which determine the degree of development of the respondent's communication skills. As a result of the study, the following data were obtained: the level of development is below average - 20% of teachers, the normal level of development of communication skills - 60% of teachers, the high level of development of communication skills - 20% of teachers.

Very interesting results were obtained after processing the questionnaire for the teacher to analyze the features of the individual style of his pedagogical activity (see Appendix 2). It consists of 33 questions that must be answered by choosing the most appropriate answer. The largest number of "yes" answers in one of the columns indicates with a certain degree of probability that the teacher has a predominance of the style named in this column.

40% of subject teachers rated their style of pedagogical communication as Reasoning - improvisational style, also 40% - as Emotionally - methodical style, and only 20% - as Emotionally - improvisational style.

After that, a conversation was held individually with each teacher, the purpose of which was, together with him, to summarize and determine the real (as far as it was possible to do it objectively) style of pedagogical communication with students in accordance with the classification of A.K. Markova and A.Ya. Nikonova. Moreover, each teacher agreed with the results of our observations and took note of the recommendations for optimizing their style of pedagogical communication with students.

Thus, our research hypothesis was only partially confirmed - only 30% of teachers choose a reasoning - methodical style. Another 30% of teachers choose a reasoning - improvisational style. But in the end, 60% of teachers choose conservative relationships with students, styles that involve less ingenuity in the selection and variation of teaching methods that are not always able to provide a high pace of work. This, in our opinion, can lead to tense relations with 11th grade students, who, due to the current social situation in our country, are brought up in an atmosphere of greater permissiveness, less attitudes towards authorities and the desire to establish equal relations, which such styles of pedagogical communication cannot provide. like rice and rms.

Emotional improvisational style. You have many advantages: a high level of knowledge, artistry, contact, insight, the ability to teach educational material in an interesting way, to captivate students with the subject being taught, to lead teamwork, to vary various forms and methods of teaching. Your lessons are distinguished by a favorable psychological climate.

However, your activity is also characterized by certain shortcomings: lack of methodology (insufficient representation in your activity of consolidating and repeating educational material, controlling students' knowledge). Perhaps insufficient attention to the level of knowledge of weak students, insufficient exactingness, high self-esteem, demonstrativeness, increased sensitivity, which causes your excessive dependence on the situation in the lesson.

As a result, your students have a persistent interest in the subject being studied and high cognitive activity combined with fragile knowledge, insufficiently formed learning skills.

It is up to you to overcome these shortcomings.

We recommend that you slightly reduce the amount of time allotted for explaining new material; in the process of explaining, carefully monitor how the material is assimilated (for this, at certain intervals, you can ask students to repeat what was said or answer questions). Never proceed to the study of new material without being sure that the previous one has been mastered by all students. Be attentive to the level of knowledge of weak students. Carefully work out all the training material, paying great attention to consolidation and repetition. Do not be afraid and do not avoid "boring" types of work - working out rules, repetition.

Try to activate students not with external entertainment, but to arouse their interest in the features of the subject itself.

During the survey, allocate more time to the answer of each student, achieve the correct answer, never correct mistakes right away: let the mistaken one clearly formulate and correct his answer, and you help him with clarifications and additions. Always give a detailed and objective assessment of each answer.

Raise your demands. Make sure that students answer and complete tests on their own, without prompting or peeping.

Try to plan the lesson in detail, carry out the planned plan and analyze your activities in the lesson.

Emotionally methodical style. You are distinguished by many advantages: a high level of knowledge, contact, insight, high methodicalness, exactingness, the ability to teach educational material in an interesting way, the ability to activate students, arousing their interest in the features of the subject, the skillful use and variation of forms and teaching methods.

As a result, your students combine solid knowledge with high cognitive activity and articulated learning skills.

However, you also have some shortcomings: somewhat overestimated self-esteem, some demonstrativeness, increased sensitivity, causing your excessive dependence on the situation in the lesson, the mood and preparedness of students.

We recommend that you try to speak less in class, giving your students the opportunity to fully express themselves, not immediately correcting incorrect answers, but through numerous clarifications, additions, hints, to ensure that the respondent corrects and formalizes his answer. Offer your own wording only when it is really necessary.

Try to be as restrained as possible.

Reasoning and improvisational style. You have a lot of advantages: a high level of knowledge, contact, insight, exactingness, the ability to clearly and clearly teach educational material, an attentive attitude to the level of knowledge of all students, objective self-esteem, restraint.

Your students combine an interest in the subject being studied with solid knowledge and well-formed learning skills. However, your activity is also characterized by certain shortcomings: insufficiently wide variation in the forms and methods of teaching, insufficient attention to the constant maintenance of discipline in the classroom.

You devote a lot of time to the answer of each student, make sure that he formulates his answer in detail, objectively evaluate it, which increases the effectiveness of your work. At the same time, this manner of conducting the survey causes some slowdown in the pace of the lesson. This shortcoming can be compensated for by more extensive use of a variety of working methods.

We recommend showing more intolerance to violations of discipline in the classroom. Immediately and sternly demand silence in every lesson, and in the end you will not have to make so many disciplinary remarks.

Reasoning-methodical style. You have many advantages: high methodicalness, attentive attitude to the level of knowledge of all students, high demands.

However, your activity is also characterized by certain shortcomings: the inability to constantly maintain students' interest in the subject being studied, the use standard set forms and methods of teaching, preference for reproductive rather than productive activities of students, unstable emotional attitude towards students.

As a result, your students combine well-formed learning skills and solid knowledge with a lack of interest in the subject being studied. Staying in your lessons for many of them is tedious and not always interesting. There is often no favorable psychological climate in your lessons.

It is up to you to overcome these shortcomings.

Try to expand your arsenal of teaching methods, to vary the various forms of classes more widely. If you are teaching foreign language, do not limit yourself only to reproductive types of work: memorizing texts, memorizing rules. If you use only them, then your students will lose interest in the subject, and most importantly, they will be distinguished by a weak orientation in the language. Try to use various exercises to activate speech skills: situational dialogues, language games, songs, poems, filmstrips.

If you teach humanities, practice group discussions more often, choose topics for them that can captivate students.

Also, to help the teacher to change his style of pedagogical communication, you can advise the following:

For successful interaction with schoolchildren, one should, first of all, adequately assess one's own personality. Self-knowledge, self-management should become the constant concern of every teacher. The ability to manage your emotional state requires special attention: educational process an irritable tone, the predominance of negative emotions, a cry harms. You should always be aware of what is brought into the conflict situation by the teacher himself.

Pedagogically expedient relations are built on mutual respect of the teacher and students, on the affirmation of the dignity of the personality of schoolchildren and the dignity of the teacher. It is necessary to respect the individuality of each student, to understand each, to create conditions for his self-assertion in the eyes of his peers, to 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 their personality, hobbies, skill, breadth of erudition, without sticking out, of course, their merits.

In view of 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, the expression of behavior, and correctly interpret it. A creative approach to analyzing situations and making decisions is based on the teacher's ability to accept the role of another - a student, parents, colleagues - to take their point of view.

An important indicator of the mastery of communication between a teacher and schoolchildren in the classroom and outside it is an increase in the speech activity of students by reducing the speech activity of the teacher, reducing unproductive silence, and increasing the number of contacts (questions and answers). The activation of communication is facilitated by the use of repetitions of schoolchildren's thoughts, references to students' statements, and the reduction of direct requirements.

Even with minor successes, the guys should be generous with praise. It is necessary to praise in the presence of the team, and it is better to blame in private. At the same time, the teacher's speech should not be "anemic". And even if you do not have a voice, gestures, facial expressions, and a look can help you out.

If, after starting work, for some time you still do not notice the shifts that you hoped for, still do not abuse the 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 contemplation. And this is possible only if the teacher shows a sincere interest in the fate of the student, concern for him, respect for the opinion of parents, and a desire to cooperate. It is necessary to bring joy to the family more often, to be her helper, and not to look in the face of parents for a means of reprisal for their own helplessness in communicating with children.

A novice teacher often lacks the ability to come to an 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 in the process of the lesson and extracurricular activities are not fully repeated, it is impossible to give exact recipes for solving any problem that arises in teacher practice. You can form attitudes to a certain style of behavior, which in real conditions prompt a rational response to the situation that has arisen.

When communicating with schoolchildren, one should remember to maintain the authority of colleagues at work. The loss of the authority of a colleague can, to a certain extent, be a weakening of your personal pedagogical influence on the guys.

CONCLUSIONS

1. The problem of studying various aspects of pedagogical communication finds its wide distribution in the works of a whole galaxy of teachers of the 20th century.

2. Pedagogical communication is always a purposeful process. The goals of such communication are to: 1) create conditions for subject-subject interaction with their students and their parents, with colleagues and representatives of various administrations and public organizations; 2) "read" and understand both their own behavior and the communication of all subjects of pedagogical communication in order to use their behavioral literacy to familiarize their partners with the cultural values ​​of society.

3. In communication, many different functions are implemented, each of which is important in the professional activities of a teacher.

4. An important characteristic of communication is the means of communication, which can be represented as ways of transmitting information and expressing relationships between partners in the process of their interaction.

5. The structure of pedagogical communication represents the stages of the interaction of the teacher with his students and pupils deployed in time.

6. In the psychological and pedagogical literature, 3 main styles are most often distinguished: authoritarian, democratic and liberal.

8. For teachers with a democratic style, it is typical to strive to rely on the opinion of their wards, to take into account their interests, desires and characteristics, to tactfully and correctly resolve all emerging issues and contradictions with them.

9. Representatives of the liberal style are characterized by the desire to avoid conflict situations, from clashes with others, including their students. Instead of demands, they prefer the persuasions and exhortations of the pupils, and sometimes they simply carry out some part of the assignments for them.

10. As a result of the study, it was found that 30% of teachers prefer a reasoning - methodical style of interaction with students, 30% reasoning - improvisational, 20% emotional - improvisational, 20% - emotionally - methodical style of pedagogical communication.

CONCLUSION

A person's personality is formed in the process of communicating with people. If in the initial period of life a person is not free to choose for himself the people who make him immediate environment, then in adulthood he himself can largely regulate the number and composition of the people who surround him and with whom he communicates. In this way, a person provides himself with a certain stream of psychological influences from this environment.

Work, knowledge, communication… we often talk about them and analyze them. But, if you think about it, you will find one curious phenomenon. A person has been studying the forms and methods of labor activity for many years, we also master the ways of knowing the world for a long time, but a person never purposefully learns to communicate anywhere. We don't have a school that teaches the complex art of communication. Of course, the experience of communication is acquired by a person both in the course of work and in cognitive activity ... but, alas. This is not enough. Many serious problems of upbringing and education arise due to the teacher's inability to properly organize communication with children.

The problem of pedagogical communication is directly or indirectly reflected in the works of many famous teachers and psychologists: Cannes - Kalik, Egorov, Kuzmina, Bodalev, Myasishchev, Ananiev, Lobanov, Markova and many other authors who make up a galaxy of scientists involved in this.

Obviously, there is so much pedagogical communication as a phenomenon of the educational process. How long has the school been social institution for the education and upbringing of people. Wherever at least one person begins to interact with another person (or a group of people) as a teacher-student or educator-pupil, there will certainly arise problems of pedagogical communication.

An important characteristic of pedagogical communication is its style. It should be emphasized that the style of communication between a teacher and children is a social and moral category. The most fruitful communication is based on enthusiasm for joint activities. This type of communication is formed on the basis of high professional and ethical attitudes, on the basis of his attitude to pedagogical activity in general. Mastering the basics of pedagogical communication is the creative task of the teacher. He must solve it, finding his own individual style of communication.

The ability to find the right intonation, facial expression, movement, gesture - this is what a novice teacher sometimes lacks.

The teacher simply needs to master the word, the means of persuasion. This is the key to solving many situations, and sometimes conflicts that arise in the process of educational activities. No wonder the ancient Greeks said that education does not germinate in the soul if it does not penetrate to a considerable depth. And this penetration is possible only in the harmonious unity of high professionalism, acting and oratory skills of the teacher.

LITERATURE

1. Batrakova S.N. Fundamentals of professional-pedagogical communication. - Yaroslavl, 1986.

2. Bodalev A.A. Psychology of communication. - M., 1996.

3. Grekhnev V.S. Culture of pedagogical communication. - M., 1990.

4. Grigoryeva T.G. Fundamentals of constructive communication. - Novosibirsk., M., 1997.

5. Dobrovich A.B. Educator about the psychology and psychohygiene of communication. - M.: Enlightenment., 1987.

6. Zagvyazinsky V.N. Pedagogical creativity of the teacher. - M., 1987.

7. Zimnyaya I.A. Pedagogical psychology. - Rostov - on - Don:. "Phoenix"., 1997.

8. Ilyin E.N. The art of communication. - M., 1982.

9. Cannes - Kalik V.A. Teacher about pedagogical communication. - M., "Enlightenment"., 1987.

10. Cannes - Kalik V.A., Nikandrov N.D. Pedagogical creativity. - M., "Pedagogy"., 1990.

11. Kondratieva S.V. Teacher to student. - M., 1984.

12. Leontiev A.A. pedagogical communication. - M., 1979.

13. Lisina M.I. The problem of the ontogeny of communication. - M., "Pedagogy"., 1986.

14. Lobanov A.A. Pedagogy of communication. - Vladimir, 1995.

15. Lobanov A.A. Fundamentals of professional-pedagogical communication. - M, Academy., 2002.

16. Makarenko A.S. The problem of school Soviet education. Ped. cit.: in 8 vols. - M., 1984. - V.4.

17. Markova A.K. Psychology of teacher's work. M, Enlightenment. 1993.

18. Mitina L.M. The teacher as a person and professional. M., 1991.

19. Mudrik A.V. Teacher: skill and inspiration. M, "Enlightenment"., 1986.

20. Fundamentals of pedagogical excellence / Ed. I.A. Zyazyun. M "Enlightenment"., 1089.

21. Pedagogy / Under the editorship of Yu.K. Babansky. - M., 1983.

22. Petrovskaya L.A. Competence in communication: socio-psychological training. - M., 1989.

23. Psychological and pedagogical dictionary / Under the editorship of V.A. Mezherikov. - Rostov - on the Don, "Phoenix", 1998.

24. Rean A.A. Psychology of pedagogical activity. - Izhevsk., 1994.

25. Rydanova I.I. Fundamentals of communication pedagogy. - Minsk, 1998.

26. Sukhomlinsky V.A. Conversation with the young director of the school. - M., 1982.

27. Shchurkova N.E. You have become a class teacher. - M .: Pedagogy., 1986.

Instruction:

To determine the coefficient of your sociability, you need to answer 16 questions. The answer must be unambiguous: "yes", "no", "sometimes".

You have an ordinary or business meeting. Does her anticipation unsettle you?

Are you postponing a visit to the doctor until the last moment?

Do you feel embarrassed and dissatisfied with an assignment to make a report, report, information at any conference, meeting or similar event?

You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?

Do you enjoy sharing your experiences with anyone?

Do you get annoyed if a stranger on the street turns to you with a request (show the way, tell the time, answer some question)?

Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?

Are you embarrassed to remind a friend that he forgot to return 10 rubles to you, which he borrowed a few months ago?

In a restaurant or in the dining room, you were served a clearly poor-quality dish. Will you keep silent, only angrily pushing the plate away?

10. Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?

11. You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Would you rather give up on your intention, or would you stand behind and languish in anticipation?

12. Are you afraid to participate in any conflict resolution committee?

13. You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?

14. Having heard somewhere on the sidelines an obviously erroneous point of view on a question well known to you, would you also prefer to remain silent and not enter into an argument?

Do you get frustrated when someone asks you to help sort out a particular service issue or study topic?

Are you more willing to express your point of view (opinion, assessment) in writing than orally?

30-32 points. You are clearly uncommunicative, and this is your misfortune, since you yourself suffer the most from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to become more sociable, control yourself.

25-29 points. You are closed, taciturn, prefer loneliness, and therefore you probably have few friends. New job and the need for new contacts, if it does not plunge you into a panic, then it unbalances you for a long time. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent - it is in your power to reverse these character traits. Doesn't it happen that with any strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.

19-24 points. You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet with new people converge with caution, you are reluctant to participate in disputes and disputes. There is sometimes too much sarcasm in your statements, without any basis. These shortcomings are correctable.

14-18 points. You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in dealing with others, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity annoy you.

9-13 points. You are very sociable (sometimes, perhaps even beyond measure). Curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.

4-8 points. You must be the shirt guy. Sociability beats out of you. You are always aware of everything. Like to take part in all discussions, although serious topics can give you migraines and even blues. Willingly take the floor on any issue, even if you have a superficial idea about it. Everywhere you feel at ease. You take on any business, although you can’t always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubt. Consider these facts!

3 points or less. Your communication skills are painful. You are talkative, verbose, interfering in matters that have nothing to do with you. You undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause of all sorts of conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. People - and at work, and at home, and generally everywhere - it's hard with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people more respectfully; Finally, think about your health - this lifestyle does not go unnoticed.

Questionnaire for the teacher to analyze the features of the individual style of his pedagogical activity

Instruction. The answers to the following questions will help you to identify your individual working style. To do this, in the proposed questionnaire, tick off the answer options that suit you (if two or three options match, check all columns). By counting the number of checkboxes in each column, you can determine your style of work (column with the maximum number ticks).

Questions	Answer options
	EIS	EMC	RICE	RMS
Do you make a detailed lesson plan?	No	Yes	No	Yes
Do you plan the lesson only in general terms?	Yes	No	Yes	No
Do you often deviate from the lesson plan?	Yes	Yes	Yes	No
Do you deviate from the plan when you notice a gap in students' knowledge or difficulties in learning the material?	No	Yes	Yes	Yes
Do you dedicate most of the lesson to explaining new material?
You constantly monitor how it is absorbed new material during the explanation?
How often do you ask students questions while explaining?
During the survey, how much time do you spend on each student's response?
Do you always get absolutely correct answers?
Do you always get the respondent to correct the answer on their own?
Do you often use additional teaching material when explaining?
Do you often change topics in class?
Do you allow a survey of students to spontaneously turn into a collective discussion or explanation of new material?
Do you immediately answer unexpected questions from students?
Do you constantly monitor the activity of all students during the survey?
Can the unpreparedness or mood of the students during the lesson throw you off balance?
Do you always correct students' mistakes yourself?
Do you always fit within the scope of the lesson?	No	No	Yes	Yes

Table continuation.

Do you strictly make sure that the students answer and complete the test work on their own: without prompts, without peeping into the textbook?
Do you always evaluate each answer in detail?
Do your requirements for strong and weak students differ sharply?
How often do you reward good answers?
Do you often blame students for bad answers?
How often do you supervise students' knowledge?
How often do you review what you have learned?
Can you move on to the next topic without being sure that all students have mastered the previous material?
Do you think students are usually interested in your lessons?
Do you think students usually enjoy your lessons?
Do you constantly keep the pace of the lesson high?
Are you worried about students not doing their homework?		Yes	No	No
Do you always demand strict observance of discipline in the lessons?	No	Yes	No	Yes
Are you distracted by "working noise" in class?	No	Yes	No	Yes
Do you often analyze your activities in class?	No	Yes	No	Yes

Note. The largest number of "yes" answers in one of the columns indicates with a certain degree of probability that the teacher has a predominance of the style named in this column.

Psychology of communication and interpersonal relations Ilyin Evgeny Pavlovich

17.1. Characteristics of pedagogical communication

Rean A. A., Kolominsky Ya. L. Social pedagogical psychology. SPb., 1999, p. 303.

Teachers often have a peremptory manner of communication. It manifests itself in the teacher’s desire to talk to students in an official, often mentoring tone, in harsh, categorical phrases, with an unsmiling face, such as: “You don’t want to understand anything!”, “I won’t allow my lessons…”, “ I won't let you…” etc.

Communication intensity. According to psychologists, a teacher on average has more than a thousand communication contacts per working day. However, the intensity of communication with students in teachers can be different. Some teachers are characterized by low-intensity communication, which, moreover, is of an official nature. Their communication is mainly connected with the transfer of the most important educational information. This manner of communication emphasizes the strictness and efficiency of these teachers.

Other teachers have a high intensity of communication aimed at establishing business relationships with students. These teachers are characterized by an even, calm, mostly friendly tone of address to students. They themselves invite students to communicate. The lesson is more emotional for them, but the discipline is lower.

A number of teachers simply obey the "element of communication": not they themselves, but schoolchildren, dictate the nature of communication between these teachers and the class. Such teachers do not achieve their goals, but adapt to the students.

The intensity of communication between teachers and students depends on the age of the latter. The intensity of didactic appeals from lower grades to the elders decreases, and their efficiency increases (schoolchildren become more understanding). In the middle classes, the intensity of educational appeals increases.

This text is an introductory piece. From the book Educational Psychology: Reader author author unknown

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From the book Psychology of Communication and Interpersonal Relations author Ilyin Evgeny Pavlovich

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author Voytina Yulia Mikhailovna

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From the book Cheat Sheet on the General Fundamentals of Pedagogy author Voytina Yulia Mikhailovna

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From the book Cheat Sheet on the General Fundamentals of Pedagogy author Voytina Yulia Mikhailovna

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From the book Cheat Sheet on the General Fundamentals of Pedagogy author Voytina Yulia Mikhailovna

59. TYPES OF PEDAGOGICAL CREATIVITY In this question, we will consider the types of pedagogical creativity. These include didactic creativity, technological creativity, organizational creativity. Let's consider each type of pedagogical creativity more

From the book Psychological Workshop for Beginners author Barlas Tatyana Vladimirovna

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author

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author Rezepov Ildar Shamilevich

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From the book Psychology and Pedagogy. Crib author Rezepov Ildar Shamilevich

STYLES OF PEDAGOGICAL COMMUNICATION There are the following styles of pedagogical communication.1. Communication based on the teacher's high professional attitudes, his attitude to pedagogical activity in general. They say about such people: “Children (students) literally follow on their heels!”

From the book Psychology and Pedagogy. Crib author Rezepov Ildar Shamilevich

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author author unknown

From the book Psychology and Pedagogy: Cheat Sheet author author unknown