The teacher and the student are a system of relationships. Models of communication between teachers and students.

The teacher and the student are a system of relationships. Models of communication between teachers and students.

The two main figures in an orphanage are the teacher and the pupil. Their communication in extracurricular activities and at leisure becomes an important condition for the effectiveness of the educational process and environment.

Being a real teacher is a talent. After all, a teacher must be able to convey his experience and knowledge to children. Probably, every teacher wants his student to achieve success in the future. And, of course, it’s nice when that’s exactly what happens.

Why do children love and accept one teacher, but simply not accept another? I think that this problem is close to every child and every teacher. In general, you can answer this question in different ways. But everything is explained by the difference in characters. There are no absolutely identical people. Therefore, what some people like, others are not always ready to accept.

However, relationships with teachers occupy a very important place in children's lives, and children are very worried if they do not work out. The basis of the teacher’s relationship with the pupils is compliance with moral standards, trust and attention to the child’s inner world, showing kindness and cordiality towards him.

The teacher’s psychological perception and understanding of children contributes to effective cooperation between them, creates the opportunity for the teacher to enter the child’s mental world, objectively assess his state of mind, his speech, habits and behavior patterns, and capture the mood and experiences of the students. Therefore, one of the important conditions for fostering a culture of communication is the cooperation of the teacher with the children. In the technology of cooperation, the teacher, when communicating with children, adheres to the principle: “Not next to and not above, but together!”

The most important aspects of cooperation:

• the ability to listen to each other;
• make joint decisions;
• to trust each other;
• feel responsible for the work of the group.

It all starts with the teacher, with his ability to organize pedagogically appropriate relationships with children as the basis of creative communication. A teacher is someone who shares knowledge, wisdom and experience, and the child adopts them. Thus, it is necessary to find an answer to the question: how to build a relationship with a student so that interaction with him allows for maximum results in the field of education, upbringing and personal development, and at the same time remains promising for further constructive communication. The answer to this question may be the “teacher-pupil” interaction model, the purpose of which is to optimize the educational process.

Currently, our society is on the path to establishing a new alternative model of the relationship between teacher and child. It was called the “Subject-Subject” model. Its essence lies in changing the position of the teacher. If he takes into account the characteristics of the child being educated, his needs, emotions, capabilities, and also stimulates the child’s activity, without suppressing with his authority, then in this case the object of pedagogical activity becomes its subject. This is how pedagogical activity turns from traditional subject-object activity into subject-subject activity, which makes it complex, non-standard, and creative. In the course of pedagogical activity, a special communication arises between the teacher and the child, in which the participants find their own view of the world. The task of pedagogical activity in the context of a dialogue between the cultures of the teacher and the child is twofold: on the one hand, to strengthen and develop the child’s ways of thinking, position, and picture of the world; on the other hand, organize interaction with another culture. S.L. Rubinstein repeatedly emphasized that the pedagogical process shapes the child’s personality to the extent that the teacher guides his activity and does not replace it. During subject-subject interaction, the teacher understands his students more personally; such interaction is called personality-oriented. A personality-oriented teacher maximizes the development of the child’s ability to realize his “I” in connections with other people and the world in its diversity, to comprehend his actions, to foresee their consequences, both for others and for himself. Pedagogical activity in this kind of interaction is dialogical in nature. M. Bakhtin believes that a child only in dialogue, entering into interaction with another subject, knows himself, through comparison with another, through

Also in pedagogy, there are several other models of communication between teacher and students:

1. The dictatorial model of “Mont Blanc” is expressed in detachment from students, who for the teacher represent a faceless mass of listeners. Pedagogical functions are reduced to an information message. The consequence of this model is the occurrence of psychological discomfort or a complete lack of contact.
2. The “Chinese Wall” model is expressed in a weak connection between the teacher and students due to the lack of desire to cooperate. Contact is established in order for teachers to emphasize their status, so students have no interest in the subject and there is an indifferent attitude towards the teacher’s personality.
3. The “Locator” model of differentiated attention is expressed in a selective attitude towards students. The teacher focuses on certain children: talented, weak, outsiders. This model arises due to an inept combination of an individual approach with a frontal method of teaching. As a result, situational contact and disruption of interaction in the “teacher – team of students” system are dominant.
4. The monoreflexive model of “Teterev” is expressed in the fact that the teacher is closed in on himself, his speech is monotonous, and there is no reaction to the listeners. He hears only himself and does not allow students to engage in discussion. The consequence of this model is the formation of a logical vacuum. The educational impact is formal in nature, since the participants in communication are isolated from each other.
5. The model is hyper-reflective. It is important for the teacher how his information is perceived by students. Interpersonal relationships are elevated to an absolute level, so the teacher constantly doubts the correctness of his behavior; permanent tension leads to a nervous breakdown, which is expressed in inadequate reactions to the actions of students.
6. Model of flexible response "Robot". Communication is built according to a strict algorithm, there is an impeccable logic in presenting the material, but at the same time the teacher does not take into account the situation and the psychological state of his students.
7. Authoritarian model “I myself”. The learning process is teacher-centered. The basis of communicative behavior is suppression, and the consequence is the lack of initiative of students.
8. The “Union” model of active interaction is a model of friendly interaction and a positive mood, allowing his choice and his choice.

The nature of the interaction between teacher and student determines the style of pedagogical activity. A.K. Markova differentiates democratic, authoritarian and liberal styles of pedagogical activity and describes them as follows.

With a democratic style of pedagogical activity, the child is considered as an equal partner in communication and cognitive activity. The teacher involves children in decision-making, takes into account their opinions, encourages independent judgment, and takes into account not only academic performance, but also personal qualities. Methods of influence are encouragement to action, advice, request. Teachers with a democratic style of interaction are characterized by greater professional stability and satisfaction with their profession.

With an authoritarian style, the child is viewed as an object of pedagogical influence, and not an equal partner. The teacher makes decisions alone, establishes strict control over the fulfillment of the requirements placed on him, uses his rights without taking into account the situation and opinion of the child, and does not justify his actions to him.

As a result, children lose activity or carry it out only when the teacher plays a leading role, and exhibit low self-esteem and aggressiveness. The main methods of influence of this style are orders and teachings. Teachers are characterized by low satisfaction with their profession and professional instability.

With a liberal style, the teacher moves away from making decisions, transferring the initiative to children and colleagues. Organizes and controls the activities of children without a system, shows indecision and hesitation.

There is also a classification by V.A. Kan-Kalik, in which he identifies the following styles of pedagogical communication:

• communication based on passion for joint creative activities;
• communication based on friendship;
• communication distance;
• communication intimidation;
• communication-flirting.

The most fruitful, according to V.A. Kan-Kalik, is communication based on passion for joint creative activity. This style is based on the unity of the teacher’s high professionalism and his ethical principles. Passion for creative research together with students is the result not only of the teacher’s communicative activities, but to a greater extent of his attitude to teaching activities in general.

The style of pedagogical communication based on a friendly disposition is also productive. This style of communication can be considered as a prerequisite for successful joint educational activities. Friendly disposition is the most important regulator of business pedagogical communication. This is a stimulator for the development and fruitfulness of relationships between teachers and students. But it should be noted that friendliness, like any emotional structure and pedagogical attitude, must have a measure. In this regard, V.A. Kan-Kalik draws attention to the following situation: young teachers often turn friendship into familiar relations with students, which negatively affects the entire course of the educational process. Friendliness must be pedagogically appropriate.

Distance communication is common . This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relationships between a teacher and a student, distance acts as a limiter. But the transformation of the “distance indicator” into the dominant feature of pedagogical communication sharply reduces the creative level of collaboration between teacher and student. This often leads to the establishment of an authoritarian principle in the system of relationships between the teacher and children, which ultimately negatively affects the results of activities.

Communication-distance is a transitional stage to such a negative form of communication as communication-intimidation. Researchers associate this style of communication mainly with the inability to organize productive communication based on passion for joint activities. Beginning teachers sometimes turn to him. It is quite difficult to form productive communication, and young teachers often follow the line of least resistance, choosing intimidating communication or distance in its extreme manifestation. Communication and flirting also plays an equally negative role in working with children. This type of communication corresponds to the desire to gain false, cheap authority among children, which contradicts the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the teacher’s desire to quickly establish contact with children, the desire to please, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication. Each of these styles, identifying the attitude towards the interaction partner, determines its character: from subordination, following - to partnership and to the absence of directional influence.

It is important that each of these styles presupposes the dominance of either monologue or dialogic forms of communication.

A teacher with a stable, emotionally positive attitude towards children, a business-like reaction to shortcomings in academic work and behavior, and a calm and even tone of address, has children who are relaxed, sociable, and trusting. The correct style of communication creates an atmosphere of emotional well-being, which largely determines the effectiveness of educational work. The correctly found style of pedagogical communication, corresponding to the unique individuality of the teacher, contributes to the solution of many problems.

The teacher approaches children with a special feeling, that is, sympathizes with them. The process of perceiving and understanding a child is associated with the ability and culture of listening carefully. Observations show that most teachers in the communication process do not comply with the culture of listening to the student. Meanwhile, the culture of listening is of great importance in the process of mutual communication and establishing relationships. The ability to listen ensures the effectiveness of “entering” into communication and understanding each other. A teacher must have the ability to listen, since listening to a student is an integral part of teaching activity.

If a person expresses impatience, does not listen to the end of the interlocutor and interrupts him, he is showing disrespect for the interlocutor and, to some extent, a lack of culture. In such a situation, it is necessary to reassure the listener, set him up for a positive perception, and interest him in the prospect of solving the problem. And then the interlocutor’s aggressiveness will take on the character of minor misunderstandings. In these conditions, it is advisable to use phrases and questions approximately in the following order: “Please tell me, did I understand you correctly?”, “Do you agree with this?”, “Is this your firm belief?” There are also situations when one of the interlocutors, without listening to the opinions of others, continues to develop evidence for his point of view, thereby expressing disdain for other positions. This behavior causes a negative attitude towards this participant in communication. The technique of active listening can be used in any process of communication between a teacher and children. For example, children are very upset, sad, they are haunted by failures, they have encountered some obstacles, their mood has dropped. In these and other difficult situations, the teacher can use the technique of active listening. He must know how to express sympathy for children in such cases in order to awaken positive emotions in them and be able to remove children from a state of stress and depression. But if the students are overly excited or overly excited, then it is not possible to establish communication through active listening, since at such moments they do not completely control their feelings and experiences and do not perceive the content of the words addressed to them. The teacher needs to calm the children down, bring them into a state of self-control, and only then establish communication. In a situation where an atmosphere for communication has been created, the teacher can use the method of calm listening. In order for children to communicate and listen to the teacher in a calm environment, the teacher must have stability, endurance and patience.

Pedagogical tact and sensitive attitude towards students certainly play a decisive role in the success of the teacher’s work. This is a very important aspect of a teacher’s skill. And the relationship between teacher and student largely depends on it. But pedagogical tact does not completely solve the problem of relationships.

Foreign researchers in their studies also indicated that children tend to prefer teachers who have the following characteristics:

1. Human qualities - kindness, cheerfulness, responsibility, balance.
2. Organizational qualities - fairness, consistency, honesty, respect for others.
3. Business qualities - usefulness, democracy, ability to interest.
4. Appearance – well dressed, pleasant voice, general attractiveness.

Older students named popular educators those who know how to present educational material clearly, vividly, and problematically. I would like to note that in the “teacher-pupil” relationship, in addition to highlighting certain personal or professional qualities of the teacher, it is also assumed that the child’s expectations are taken into account, which are partially expressed in specific requirements for the teacher’s behavior. It is important to study them in terms of age, i.e. find out what children of different ages want and expect from a teacher, and how these expectations change from one age threshold to another.

The teacher’s inability to meet the child’s expectations and inattention to these expectations can give rise to a negative attitude towards the teacher himself, towards his work, and lead to acute conflicts.

Conflicts are phenomena of extremely diverse nature. They can be internally personal, a collision of two incompatible desires, opposing tendencies, when the main needs of the individual are not satisfied, damage is caused to the values ​​of the “I”. Usually, conflicts occur between a teacher and a pupil in adolescence. It is important here that the teacher must clearly understand the main causes of conflict relationships and know real ways to prevent them.

Specific causes of “teacher-pupil” conflicts Insufficient professionalism of the teacher, manifested in the nervous relationship between the teacher and children:

• in demonstrating their superiority, their special status;
• in serious errors of interaction, such as discrimination against individual students, open or disguised violation of pedagogical ethics due to the struggle for leadership;
• in the pedagogically unprofessional actions of educators: an orderly tone, a shout from the teacher, which often provokes gross violations of children’s discipline;
• in the teacher’s biased attitude towards children, manifested in the systematic underestimation of grades and the selection of “favorites”;
• inability to organize cognitive interest in children;
• in “labeling”, for example, an underachieving student;
• in focusing the attention of others on the psychological problems and shortcomings of the student;
• in assessing an action based on the subjective perception of the child’s personality;
• inability to organize classes with all students.

How do students want to see their teacher?

1. Moral quality (fair, respects human dignity, trusting).
2. Love for your students
3. A high-quality, good teacher who wants to make children’s lives exciting and interesting, does not like to command, and gives good advice.

Negative qualities of educators:

1. Screams, interrupts, does not listen to the end.
2. Identifies individual students.
3. Picky, tries to punish for every offense.
4. Requires unconditional obedience from the student.
5. Treated like little ones.
6. Disrespectful.
7. Can't keep a secret.

How can you prevent conflicts and how to ensure that teachers and students have good relationships:

1. Skillfully spend educational hours, not leave a single child inactive.
2. Create an atmosphere of continuous communication with the group.
3. Excellent knowledge of the material that I would like to convey to the pupils, fluency in it. Application of different methods and forms in work.
4. Fulfillment and desire to achieve the goal: to achieve complete mastery of the material with all students without exception.
5. Rational use of time, values ​​every working minute.
6. Organize work with “difficult” children, constantly ask, force them to think, find more interesting ways to spend their free time.
7. Respectful attitude towards the individual by pupils, not allowing all kinds of insults, nicknames, comments.

And no matter what innovations are introduced, in pedagogy, as hundreds and thousands of years ago, there are participants in the educational process: the teacher and the student. Between him (always) there is an ocean of knowledge and reefs of contradictions. And that's okay. Any ocean contradicts, hinders, but those who overcome it endow with constantly changing landscapes, the vastness of the horizon, the secretive life of its depths, the long-awaited and unexpectedly growing shore. And the teacher will always be the captain on this voyage, the chief navigator of the navigation through the reefs

Organization of interaction between a child and a teacher in the context of the implementation of the Federal State Educational Standard

Pavlenko Natalia

Organization of interaction between a child and a teacher in the context of the implementation of the Federal State Educational Standard

The main educational program in a preschool educational organization in the context of the Federal State Educational Standard is aimed at “creating conditions for the development of a child that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on cooperation with adults and peers and age-appropriate activities” ( Federal State Educational Standard DO , clause 2.4.)

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When assessing the effectiveness of the educational process, attention is currently paid not to whether the child has learned to count and read , but to what the results of his physical, personal and intellectual development as a whole are.
The preschool education standard includes the following basic principles:

• assistance and cooperation of children and adults, recognition of the child as a full participant (subject)

educational relations;

• supporting children's initiative in various activities;

• formation of cognitive interests and cognitive actions of the child in various types of activities;

• age adequacy of preschool education (compliance of conditions , requirements, methods with age and developmental characteristics).

I, as a teacher, strictly following these principles, create in my group all the conditions for the harmonious development of the child’s , ensuring his emotional well-being, and helping the preschooler to productively realize his individual path of development.

child spends most of the day in kindergarten Peers and kindergarten workers become his second “world”

.
Relationships with them occupy a very important place in a child’s life, and he is very worried if the relationship does not work out. The basis of interaction between a teacher and a student is a trusting and attentive attitude towards the child’s , the kindness and cordiality of an adult.
This promotes effective cooperation between them, makes it possible to correctly assess the state of the baby’s soul, understand and accept his habits and behavior patterns, and be a wise guide in his mood and experiences. A teacher for a child is a friend who can share his knowledge, wisdom and experience, and he can adopt them. The question arises: how to build a relationship with a student so that they help get the maximum result in the field of education, upbringing and personal development? And at the same time, interaction should remain a favorable factor for their constructive communication. A way out of this situation can be a model of personality-oriented relationships “ teacher-pupil ”

, the purpose of which is the development of
the child’s .
The basic principles of person-centered interaction are acceptance of the child as he is and faith in his abilities. task is to create conditions for revealing the individuality of each child in the group , for the formation of positive self-feelings, self-confidence, trust in the world and people, initiative and active curiosity. Here his skills and abilities are seen not as goals, but as means of his development. However, this in no way cancels the work on the development, training and education of preschoolers , carrying out systematic pedagogical work with them. At the same time, the main importance in the educational process, according to the Federal State Educational Standard for , is given not to school-type activities, but to play, as the main form of organizing children's life . Thanks to the free interaction in the game of an adult with children and children with each other, children's activity is manifested, the most complete realization of themselves as individuals .

This state of affairs presupposes a fundamentally new approach to the educational process , which forms in the preschooler an active life position in relation to the environment. It is based on relationships between adults and children , which are built on the basis of equality and cooperation. The teacher does not equalize children, does not adhere to one template or standard, but takes into account the individual characteristics of each child , focuses on his interests, communicates taking into account his character and habits. A person-centered approach implies an adult not as an unquestioned authority, but as a friendly partner and mentor. treats the child as a full participant in joint activities, and this is a favorable condition for the formation of a future personality, the development of creative potential, and the reduction of emotional experiences and conflict situations.

A person-centered model of education is characterized by adult recognition of the rights and freedoms of the child , active cooperation, empathy and mutual support , discussion of the problem, as well as the flexible introduction of necessary restrictions. These forms of interaction guarantee the child a sense of psychological security, the possibility of individualization, instilling a humane attitude towards the world around him and positive results from interaction with adults and peers. The actions of an adult should not contain signs of suppressing the initiative and independence of children.

In my group, I build relationships with children based on respect and demandingness. I pay great attention to the initial stage of contact, the formation of “we” students

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I always try to take a personal approach when interacting with children , demonstrating my disposition towards the group, my understanding of their internal state.
I would like to draw attention to the great importance of listening culture in the process of communication and establishing further relationships . Being able to not only listen, but also hear another person is the most important factor in ensuring effective communication and understanding of each other. The first and basic rule, formed many centuries ago: “The most important person in the world is the one in front of you.”

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I believe that any teacher working with preschool children must have the ability to listen, because listening to a student is an integral part of pedagogical activity.
When a teacher has an emotionally positive attitude towards children, an adequate business-like reaction to shortcomings in educational work, and uses a calm and even tone in his address, his children are relaxed, sociable, and trusting. A correctly selected communication style creates an atmosphere of emotional well-being and largely determines the effectiveness of educational work . The rules that increase the effectiveness of communication and interactions are known. The education of the soul and , as a consequence, the formation of personality must begin with the study and assimilation of these rules.

When working with young children, an adult has a crucial moment when, from a variety of different means of interaction , he must choose the most rational and effective in a given situation. This creates a harmony of mutual understanding between the teacher and the children . And harmony in relationships is the goal of our pedagogical work.

Literature:

1. Galiguzova L. N. Pedagogy of early children. 2007

2. Childhood: An exemplary educational program for preschool education / T. I. Babaeva, A. G. Gogoberidze, O. V. Solntseva, etc. - St. Petersburg: PUBLISHING HOUSE “CHILDHOOD-PRESS”

, 2014.

3. Kozlov N.I. How to treat yourself and people / 4th ed., revised. and additional –M: AST-PRESS KNIGA, 2002.

4. Uruntaeva G. A. Preschool psychology: Textbook. aid for students avg. ped. textbook establishments. — 5th ed., stereotype. — M.: Publishing House

. – 2001. – 166 p.

Speech interaction between the teacher and children

Many teachers experience difficulties in organizing verbal communication with a child. Therefore, the problem of communication is the central problem of pedagogy. The teacher’s speech affects the child in the most direct way. The effectiveness of pedagogical communication largely depends on the level of development of the teacher’s communication skills.

This seminar is designed for educators and educators and helps to take a fresh look at ways of communicating with a child.

Goals
:

— familiarity with the concept of “speech interaction”;

— familiarization with the methods of verbal interaction between the teacher and children in the classroom;

— developing the ability to constructively interact between a teacher and a child.

A specific personal quality of a teacher in the structure of communicative culture is pedagogical sociability

. This concept differs from simple sociability, since the teacher needs not just sociability, but the ability to interact productively with students.

The emotional attractiveness of a teacher for a child is determined by a number of factors, among which the most important are professional erudition, creative originality, high general and moral aesthetic culture, pedagogical skill, including the art of communication.

Psychological means of communicative influence are divided into two groups: nonverbal and verbal. We will talk about verbal means. When communicating verbally, it is important to be able to express your thoughts and emotions correctly, competently, without offending the child, and it is also important to be able to listen.

“I am the message” technique

Surely, each of you has encountered such a situation: a child behaves in an unacceptable way, you are overwhelmed with emotions, you need to tell the child about your thoughts and feelings.
But how to do this so that it is not destructive either for him or for you? When you talk about your feelings for your child, do it in the first person. Report about yourself, about your experiences, and not about the child and his behavior. Psychologists call such a statement, which contains the personal pronoun “I”, “me”, “me”, “I-message”. It conveys a person’s attitude to what is happening, a sincere expression of his feelings in a form that is not offensive to the interlocutor: “I like it,” “I’m angry...”, “I’m angry...”, “I’m upset...”, etc. The “I-message” diagram is presented below:

1. A specific description of what caused the feeling (“when I saw how dirty you were yesterday...”).

2. The name of the feeling at that moment (“...I felt uneasy”).

3. Name of the reason (“probably this happened because...”).

Active Listening Technique

In psychology, there is a special technique that makes it possible to penetrate into the inner world of a child, to understand his real interests, mood, and emotions. This technique is called Active Listening. Actively listening to your communication partner presupposes your desire to understand what he really wants to tell you. The teacher is often busy with his own affairs and worries, life in kindergarten is scheduled minute by minute, and we simply do not have time to listen to the child; at best, we do it formally.

Active listening exercise

Instructions: When playing out the situations suggested below, break into pairs.
It makes sense to play out the same situation twice: in the first case, one teacher from the pair takes on the role of a teacher, and the other - a child; in the second case, the participants change roles. In both cases, the teacher, playing the role of educator, responds to the “child” as an inattentive listener. Instructions to the “educator”: imagine that you are busy with something. A child comes up to you and says one of the following phrases:

- “And Vasya took the train from me.”

- “They don’t accept me to play.”

- “But I drew it!”

- “And my mother was taken to the hospital yesterday.”

Instructions for the “child”: imagine that you are a child of a certain age. You are experiencing one of the problems listed above. You approach the “teacher” and say one of the phrases. The situation is being played out. After this, the “child” tells his partner how he felt when he heard the “teacher’s” answer. After this, the participants change places.

Spatial organization of communication

The fruitfulness of verbal communication is also determined by its spatial organization.
Distance can bring people together and separate them. There are several types of possible distances between partners: - Intimate (15–45 cm).

— Personal (45–75 cm).

— Social (75–100 cm).

— Public (350–750 cm).

The first two types indicate close, friendly relationships; social distance is accepted in business communication; public distance is between unfamiliar and unfamiliar people. Shortening or lengthening the distance can weaken or strengthen the interaction. Lengthening the distance between the teacher and the audience reduces the impact of his words. However, it must be remembered that getting closer to a child does not always bring you closer to him emotionally. If the guys are not inclined to get closer emotionally, it is better to adhere to social distance.

When interacting with a child, you need to take into account their age characteristics:

— Children 2–3 years old perceive an adult in communication as a source of affection, protection and help (the teacher for them is their mother; it is important to be close to them, hug them, stroke them. For children at this age, nonverbal communication is more important).

— Children 3–4 years old perceive an adult in communication as a source of activities, a partner in play and creativity (an adult is a friend for them; it is better to keep an arm’s length distance).

— Children 4–5 years old perceive an adult in communication as a source of information (an adult is a partner).

— Children 5–6 years old perceive an adult in communication as a source of information, an interlocutor (an adult is a partner, but here it is important to approach the situation flexibly—to someone closer, to someone at a distance).

— Children 6–7 years old perceive an adult in communication as a source of emotional support (they listen only to those they respect, it is also important to vary the distance).

In any case, the teacher must treat the personal space of each child with care and caution, respect his rights to territorial autonomy.

Improving the speech of preschool teachers

Competent speech is the main element of a person’s general culture.
Speech is not only a means of communication, but also an instrument of thinking, a carrier of consciousness, memory, information, and a means of controlling the behavior of other people. It is no coincidence that it is believed that a person’s speech is his calling card. How competently a teacher expresses himself depends on his success not only in everyday communication, but also in professional activities. Olesya Chushnikova, senior teacher of MKDOU kindergarten
No. 16 “Malysh”, Omutninsk, Kirov region

Methods of pedagogical interaction

Introduction

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

The trend of transforming training and education into a subject-subject process was embodied in practice in the pedagogy of cooperation, the ideas of which were proclaimed by innovative teachers (S.A. Amonashvili, I.P. Volkov, E.N. Ilyin, V.F. Shatalov, etc. ).

The optimal option for the practice of cooperation in building pedagogical interaction, according to Sh.A. Amonashvili [1], an increase in the status and reference of the student is expected, not accompanied by a decrease in these indicators for the teacher. The teacher becomes an assistant in the student’s awareness of himself as an individual, in identifying, revealing his capabilities, developing self-awareness, and implementing personally significant and socially acceptable self-affirmation, self-determination, and self-realization. The necessity and naturalness of pedagogical interaction and cooperation were substantiated by L.S. Vygotsky in defining the child’s zone of proximal development: “What a child today can do in cooperation and under guidance, tomorrow he becomes able to do independently. By exploring what a child is able to do independently, we are exploring the development of yesterday. By exploring what a child can accomplish in cooperation, we determine the development of tomorrow.” It is important that cooperation between teacher and student is not at all a formal achievement of equality and not a mechanical addition of the contributions of participants in joint activities or “working side by side.” In fact, students cannot carry out joint activities to their full extent without the participation of the teacher. But still, he cannot do without children. Partnership involves not only participation, but also the exchange of certain values ​​in the process of joint activity, the true significance of which is determined by the purpose, content, form and results of the activity, provided that they are understood by all participants.

An analysis of psychological and pedagogical literature shows that in recent years, pedagogical interaction as a factor in the personal self-development of students and teachers, a condition for the actualization of human subjectivity, has been actively developed in the field of secondary schools. Analysis of the current situation in education, when a large amount of new pedagogical knowledge has been accumulated, reflecting the new pedagogical reality in the form of facts, ideas, concepts and laws of science of the new humanistic educational paradigm, with insufficient use of this knowledge in pedagogical activities, is a confirmation of the relevance of the study . For me, the relevance of this topic lies in getting to know the essence of pedagogical interaction, its organization and influence on education.

The purpose of the work is to study methods for organizing pedagogical interaction. Research objectives:

Analysis of literature on the selected topic.

Determining the essence and role of pedagogical interaction.

Studying methods and techniques of pedagogical interaction.

The concept of pedagogical interaction

Education is a two-way process. This means that the success of its implementation directly depends on the nature of the connections between two subjects of the educational process: the teacher and the student. Their connection in the process of education is carried out in the form of pedagogical interaction, which is understood as the direct or indirect influence of subjects (teachers and students) on each other and the result of which is real transformations in the cognitive, emotional-volitional and personal spheres.

Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant personality qualities. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it:

1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities, which include the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, and self-knowledge;

2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.

In pedagogical interaction, multidimensional activity-based communication between teacher and student has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.

A number of psychological and pedagogical studies provide a list of essential requirements for the professional activities of a teacher who organizes and carries out pedagogical interaction:

1) dialogical nature in the relationship between students and teacher;

2) the activity-creative nature of interaction;

3) focus on supporting individual personality development; 4) providing her with the necessary space for making independent decisions, creative choice of content and methods of teaching and behavior.

Thus, in order to achieve the goals of education, the teacher must comply with a number of conditions during pedagogical interaction:

a) constantly support the pupil’s desire to join the world of human culture, strengthen and expand his capabilities;

b) provide each individual with conditions for independent discoveries and acquisition of new experiences in creative life;

c) create communicative conditions to support students’ self-valued activity;

d) stimulate correct relationships in various communication systems: “society – group – individual”, “state – educational institutions – individual”, “team – microgroup – individual”, “teacher – group of pupils”, “teacher – pupil”, “personality” – group of personalities”, “personality – personality”;

e) contribute to the formation of the “I-concept” of the student’s personality; f) stimulate productive communication with the student in various areas of his active life.

Pedagogical interaction has two sides: functional-role and personal.

The functional-role side of the interaction between a teacher and a student is determined by the objective conditions of the pedagogical process, in which the teacher plays a certain role: organizes and directs the activities of students, controls their results. In this case, students perceive the teacher not as a person, but only as an official, controlling person.

The personal side of pedagogical interaction is associated with the fact that the teacher, interacting with students, conveys to them his individuality, realizing his own need and ability to be an individual and, in turn, forming a corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational and value sphere of students. However, practice shows that only teachers who have a high level of development of a motivational and value-based attitude towards teaching work work with such an attitude.

The optimal option is pedagogical interaction, in which functional-role and personal interaction are carried out in combination. This combination ensures the transfer to students of not only general social, but also the personal, individual experience of the teacher, thereby stimulating the process of formation of the student’s personality.

The nature and level of pedagogical interaction are largely determined by the teacher’s attitude towards students, which is determined by their standard ideas, values ​​and needs and evokes in them a corresponding emotional attitude. It is customary to distinguish the following main styles of pedagogical attitude.

1. Actively positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in behavior and speech statements. Such teachers value the positive qualities of students most highly because they are convinced that every student has strengths that, given the right conditions, can be revealed and developed. By giving individual characteristics to their students, they note positive growth and qualitative changes.

2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior; he can be quick-tempered and inconsistent. He is characterized by alternating friendliness and hostility towards students. Such a teacher does not have strong objective views on the student’s personality and the possibilities of its development. The grades he gives to students are inconsistent or vague.

3. Passive-positive. The teacher is characterized by a general positive orientation in his behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize distance between them and himself.

4. Active-negative. The teacher's relationship with students is characterized by a clearly expressed emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students and emphasizes their shortcomings. Praise as a method of education is not typical for him; whenever a child fails, he becomes indignant and punishes the student; often makes comments.

5. Passive-negative. The teacher does not so clearly show a negative attitude towards children; more often he is emotionally lethargic, indifferent, and aloof in communication with students. As a rule, he does not show indignation at their behavior, but is pointedly indifferent to both the successes and failures of the students.

Strategies and techniques of pedagogical interaction

The first step in implementing the technology of pedagogical interaction is awareness of its essence, goals, principles and content, which is implemented in various forms of educational activities. The next step is the selection of methods by which you can achieve the result. The teacher is required to have professional knowledge of an arsenal of methods, techniques, and means of education necessary to solve pedagogical problems.

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

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

The teacher’s behavior in the current situation depends on the purpose of education, on his position, and on professional knowledge of a range of methods and techniques, as well as algorithms for solving pedagogical problems. Based on the practical work of the teacher, N.E. Shchurkova considers three groups of methods:

— Methods by which the consciousness of students is influenced, their views (ideas, concepts) are formed, and information is quickly exchanged in the pedagogical system between its members.

— Methods by which the behavior of pupils is influenced, their activities are organized, and their positive motives are stimulated.

— Methods by which assistance is provided in self-analysis and self-esteem of students.

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

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

• Showing attention and respect.
• Pedagogical tact.
• Interest.
• Kindness.
• Care.
• Support.
• Positive attitude.
• The teacher’s belief that the student has abilities and positive qualities.

In the course of solving psychological and pedagogical problems, methods of pedagogical interaction are based on the implementation of requirements. Pedagogical requirements are divided into: direct immediate (they cause a specific action of the student, which is determined by the requirement itself);

indirect direct (lead to a certain activity of the child brought up through psychological factors caused by him: for example, interest, other experiences of the children themselves);

indirect (stimulate the action of the person being brought up through the influence of third parties).

Characteristic features of the requirements:

deep respect for the student’s personality and trust in him;

reasonableness, preparedness of the requirement, it must presuppose the existence of real conditions for its implementation;

any clear, reasonable requirement of the teacher must be fulfilled and completed;

pedagogical requirements must be strictly mandatory for everyone, uniform on the part of all educators.

In Russian psychology, a “ladder” of requirements has been developed, in which the simplest are, as it were, the basis that supports more general ones, which in turn integrate into higher-order requirements.

1. The primary requirement is extremely specific instructions. Its function is to call for a specific action.

2. Initial requirement. Functionally, it is aimed at consolidating certain behaviors and transforming them into habits.

3. Requirement-rule. Function is the formation of customs and traditions of behavior.

4. Requirements - moral standards. The function is to form moral norms and turn them into habits.

5. Requirements - moral principles (moral code). Their function is to express moral principles and develop ideals.

The importance of direct immediate demands is that they not only cause certain, specific actions, but also lay the foundations for the initial psychological and pedagogical interaction between the teacher and the student.

The gradual development of the relationship between the teacher and the student leads to the possibility of implementing indirect requirements in which the goal of education is not clearly expressed. However, the effectiveness of such requirements may be even higher than the effectiveness of direct requirements.

There are several main forms of indirect requirements.

1. Indirect requirements of the incentive plan:

requirement-advice;

requirement-approval;

demand-request;

requirement is an expression of trust;

conditional requirement.

2. Indirect demands of the prohibitive plan, blocking negative behavior:

requirement-hint;

demand-condemnation;

demand is an expression of distrust;

demand-threat;

punishment.

Often in practice, direct and indirect requirements are used as components of complex requirements. In this case, for example, such options as:

- a requirement with the same content is presented simultaneously in different forms, each of which enhances its effect (a so-called combined requirement is formed);

- the use of a consistent combination of several different requirements, interconnected and, as it were, continuing each other. The types of requirements discussed above are direct.

Indirect demands are a more complex type of demands made on an individual through a group of other subjects of influence. Such requirements are divided into stimulating and prohibitive.

Indirect demands create the basis for the formation of strong relationships in a team of students and have a strong influence on the development of the character of both those to whom the demand is addressed and those from whom it comes. However, this type of requirements should not be used at the very beginning of work with students, but only at a certain stage of development of the team, when the teacher has solid knowledge about the students, has achieved elementary culture in their relations, and has formed demands on each other.

Conclusion

This work examined the leading problems, the essence and conditions of pedagogical interaction, its role in raising children, as well as how to properly organize pedagogical interaction and what techniques can be used.

Having carried out a theoretical analysis of this problem, revealing the goal and objectives, we can conclude that the problem of pedagogical interaction is leading in the field of pedagogy, because living conditions are changing. A new look at the relationship to the child’s personality requires changes in the organization of pedagogical interaction with him. Indeed, pedagogical interaction carries out an educational function. There is complete unity of views among teachers on this issue. Pedagogical interaction and cooperation play a developing role for each participant. On the one hand, the teacher helps children in their development (mental, moral, emotional, physical, etc.), and on the other hand, children stimulate the development and self-improvement of the teacher in his professional, pedagogical and universal personality qualities. However, it should be recognized that the role of the organizer of pedagogical interaction differs significantly from the role of the dictator of the educational process and requires a certain social attitude and the development of an individual style.

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Models of pedagogical communication in the educational process

 The article reveals the concept of a model and style of pedagogical communication in the educational process.

Key words: pedagogical communication, style of pedagogical communication, models of pedagogical communication

Currently, in the pages of psychological and pedagogical literature, much attention is paid to the problem of communication in professional and pedagogical activities.

Education at its core is a communicative process, the basis of which is communication: through communication, the educator organizes the behavior and activities of students, evaluates their work and actions, informs them about current events, causes appropriate feelings about misconduct, helps them overcome difficulties and not lose faith in their abilities .

Talking with a child is more difficult than with an adult: to do this, you need to be able to correctly perceive the external manifestations of his contradictory inner world, and take into account the possible emotional reaction to a word addressed to him. Communication is carried out not only in verbal form. A look, a gesture, a posture, even silence is also a response or address to a partner.

Pedagogical communication is professional communication between the teacher and students, which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as optimizing the relationship between the teacher and students within the student body.

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 - the organization of the educational process and the formation of skills on this basis.

Pedagogical communication is interaction, cooperation between the teacher and students. This is a personal and socially oriented interaction.

Models of pedagogical communication

Communication is the process of development and establishment of relationships between subjects who actively participate in dialogue. The teacher’s speech is the main means that allows him to introduce students to his ways of thinking. If we consider communication as an end-to-end process, then it is necessary to distinguish two main models of communication: educational and disciplinary; personality-oriented.

1. Educational and disciplinary model of communication. It has been developing in our country for decades and bears the imprint of the second half of the 70s. last century, when the purpose of education was to equip students with knowledge, skills and abilities. The slogan during the interaction between adults and children was “Do as I do.” The model of communication under consideration is characterized by an authoritarian style of communication where: Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting. Communication tactics: dictate or guardianship. One develops a view of the child simply as an object of application of the forces of the educational system. As a result of this model of communication, a detrimental effect occurs on the child’s personality. An alternative to this model is the person-centered model of communication.
2. Personality-oriented model of communication. The goal of a person-oriented model of communication is to ensure the child’s feelings of psychological security, his trust in the world, the joy of existence, the formation of the beginning of personality, and the development of the child’s individuality.

This model of communication is characterized by a dialogical style of communication. This model of communication is characterized by the fact that an adult interacts with a child in the process of communication. It does not adjust 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 full development of the individual.

Methods of communication: understanding, recognition and acceptance of the child’s personality, based on the emerging ability of adults to decenter (the ability to take the position of another, take into account the child’s point of view 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. 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, providing for mutually directed and thereby conditioned interaction of participants in this process, as well as group discussion methods, is becoming increasingly recognized. In this regard, pedagogical communication acts as the main mechanism for achieving the main goals of training and education.

Pedagogical communication style

Pedagogical communication is carried out in various forms, depending mainly on the individual qualities of the teacher and his understanding of his own role in this process. In psychological and pedagogical literature, this problem is usually considered in connection with the style of pedagogical activity. There are several classifications of teaching styles based on different grounds. For example, regulated and improvisational styles of pedagogical interaction are distinguished as opposed to each other, which can also be considered as styles of pedagogical communication. The regulated style provides for a strict division and limitation of the roles of participants in the pedagogical process, as well as adherence to certain patterns and rules. Its advantage, as a rule, is the clear organization of educational work. However, this process is characterized by the emergence of new, unexpected conditions and circumstances that are not provided for by the original regulation and cannot be “adapted” to it without conflict. The improvisational style in this regard has a significant advantage, since it allows you to spontaneously find a solution to each newly arising situation. The merits of a particular style are debatable; It seems optimal to have a harmonious combination of elements of regulation and improvisation in the pedagogical process, which allows simultaneously meeting the necessary requirements for the process and result of educational work, as well as, if necessary, adjusting the interaction mechanisms.

The style of pedagogical communication reveals the characteristics of the teacher’s communicative capabilities, the established nature of the relationship between him and his students, the creative individuality of the teacher, as well as the individual characteristics of children. The style of communication inevitably reflects the general and pedagogical culture of the teacher and his professionalism.

Different styles of communicative interaction give rise to several models of teacher behavior in communicating with students.

Model one. The teacher seems to rise above the class. He soars in the world of knowledge and science, is passionate about them, but is at an unattainable height. Here the communication system develops as follows: the teacher is, as it were, detached from the students; for him they are only perceivers of knowledge. As a rule, such a teacher has little interest in the child’s personality and his relationship with him, reducing pedagogical functions to the communication of information. Only the process of transmitting information is important to him, and the student acts only as a “general context” for science.

One should take into account the negative consequences that this model of communication entails. First of all, this is the lack of psychological contact between the teacher and the children.

Model two. The meaning of this fairly common model of communication is that between teachers and children, the invisible limiter in the relationship is the distance that the teacher establishes between himself and the students. Such limiters can be:

– the teacher emphasizing his superiority over the students;

– the predominance of the desire to communicate information rather than educate;

– lack of desire to cooperate.

The results of such communication are the lack of interpersonal contact between the teacher and children, weak feedback, and indifference of students to the teacher. We need to move away from this model of relationships.

Model three. Its essence is that the teacher builds relationships with children selectively. In particular, it concentrates its attention on a group of students (strong or, conversely, weak), like a locator, catching precisely these children, leaving the rest without attention. The reasons for this attitude may be different:

– the teacher is passionate about children who are interested in something, gives them special tasks, involves them in clubs and extracurricular activities, without paying attention to others;

– does not know how to combine a frontal approach with an individual one. As a result, a holistic and continuous system of communication is not created: it is replaced by fragmented, situational interaction.

Model four. In the process of interacting with students, the teacher hears only himself: when explaining the material, during individual conversations with children. The teacher is absorbed in his thoughts, ideas, pedagogical tasks, and does not feel his communication partners.

The danger of this model of communication is that it loses such feedback in communication, which is significant for education, without which it is not possible to effectively manage the educational process. The consequences of this communication model are:

– the teacher does not perceive the psychological atmosphere in the class;

– the educational effect of interaction with students is reduced.

Model five. The teacher acts purposefully and consistently on the basis of a planned program, not paying attention to changing circumstances that require changes in communication.

Such a teacher seems to be doing everything correctly: he has a well-founded plan, correctly formulated tasks. But he does not take into account that pedagogical reality is constantly changing, new conditions arise that must be immediately grasped by him and cause corresponding changes in the methodological and socio-psychological arrangement of upbringing and teaching. What is the danger of this model of pedagogical behavior? During the educational process, two lines clearly stand out: the first is ideal, planned and the second is real. For such a teacher these lines do not intersect.

As a result, well-planned types and forms of work remain unimplemented and give a low pedagogical effect.

Model six. The teacher is tormented by constant doubts: whether they understand him correctly, whether they interpret this or that remark, or whether they are offended.

As a result, the teacher is concerned not so much with the content side of the interaction as with the relational aspects. The teacher constantly doubts, hesitates, analyzes, which ultimately can lead to neuroses. Observe yourself carefully and, if such “soul-searching” exists, try to get rid of it.

Model seven. Friendly characteristics predominate in the system of relationships. The teacher is in dialogue with the students, keeps them in a positive mood, and encourages initiative.

The style of interaction between the teacher and children has a direct impact on the nature of children’s communication with each other and the general atmosphere in the classroom. So, if a teacher demonstrates a respectful attitude towards children, supports initiative, shows interested attention, and helps in difficult situations, then there is a high probability that children will communicate with each other according to the same rules. On the contrary, the authoritarian attitude of the teacher towards children, the suppression of independence, the presence of negative assessments regarding the personality, and not the actions of the child, can lead to low group cohesion, frequent conflicts between children, and other difficulties in communication.

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