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Having considered the most important conditions for the humanization of the school, which make it possible to stimulate the active cognitive and developmental activities of students in educational and extracurricular work, it is necessary to dwell on the features of the organization of the game by the teacher.

Organizing changes, walks, the teacher creates a special game environment, which from time to time purposefully changes them, depending on the mood of the children, on the type of game (physical or intellectual games, educational, educational or developing, subject or plot; table or street, etc.).

It's good when the teacher plays with the children, he is not afraid that this will reduce his authority. Indeed, without the participation of an adult, a game familiar to children quickly gets bored, and schoolchildren cannot always master new games themselves. It depends not only on the student's ability to explain the rules, but also on the ability to organize, control, correctly explain mistakes, get all the children interested in the game, etc.

Therefore, the teacher's task is to form children's interest in collective outdoor games; think about how to make the game more interesting; organize schoolchildren to start the game and at first take upon themselves the explanation of the rules of the game; to be present during the games, as the observations obtained during this will help to correctly determine the prospects in setting goals and specific educational tasks in work both with the whole class and with individual children. The presence of a teacher is also necessary because conflicts arise between children during the game, students can collide with each other, fall, and the teacher must deal with all such situations.

The main links in the technology of gaming activity are preparation, conduct, analysis. Each link, as part of a single whole, includes, respectively, specific actions of the teacher and student in preparing, conducting and summing up (by analyzing) a specific game. Conducting a game is the embodiment of a program into an activity, the implementation of functions by each participant in the game. Then the game itself, taking into account the rules, attributes, etc. Summing up the results of the game provides for a collective analysis and assessment of the actions of each of its participants.

The famous teacher-innovator I.P. Ivanov developed the technology of collective creative activity (KTD), which includes six successive and interrelated stages:

preliminary work of educators;

collective planning;

collective preparation of the case;

carrying out KTD;

collective debriefing;

consequence.

Each of the stages, in turn, has its own algorithm of joint actions of the teacher and pupils, the observance of which ensures the achievement of the set goals. For example, preliminary work includes the following sequence of actions: setting goals, developing options for a case, discussing and building a perspective for a possible CTD.

In modern conditions, pedagogical teams, organizing the educational process, create their educational systems on the basis of developed concepts, author's school development programs, projects for the organization of pedagogical activities in order to stimulate active cognitive and developmental activities in the process of playing, teaching, extracurricular activities.

Creating an emotionally positive background in the classroom

It is not enough for a teacher to master an arsenal of methods and techniques. It is very important for him to create an emotionally positive background in the classroom, otherwise the teacher's idea will not come true. And for this it is important not only to set yourself up, but also to establish psychological contact with the class.

Psychologists identify a number of rules that will help create an emotionally positive background in the classroom. Read, do you agree with psychologists or not? What advice would you like to remove and what would you like to add?

Accept everything that is in the child as natural, peculiar to his nature, if this does not correspond to your knowledge, cultural ideas and moral principles.

Do not ask children questions to which you know the answer (or think you know). Seek the truth with them. Sometimes you can apply a problem situation with a solution you know, but in the end, always strive to be with the children in the same ignorance. Feel the joy of joint creativity and discovery with them.

Do nothing just like that. If you are with children, then you are the teacher at any given time. Any situation is pedagogical for you. You need to be able to create it yourself or use the situation that has arisen to solve educational problems. A student who finds himself in an educational situation will always acquire as a result personal knowledge and experience, his own conclusion. This is better than broadcasting and explaining common truths to him. But be sure to help the child to understand and formulate their results, assessments, conclusions.

Give the student time. Don't rush. Know how to wait. Approximately every second child, for one reason or another, cannot cope with the pace required by adults, and approximately one in ten is clearly slower than the rest. This may be due to various reasons.

Don't suggest negative. “Here you get a deuce, you will stay for the second year”, “I will call my parents”. It is difficult then for the child to free the child from the destructive influence of such warnings. Such tactics in communicating with a child can give rise to fears, poor progress, bad behavior, illness, a problem ...

Instill the positive. Despite everything, all children are good. Therefore, every day (lesson) begins joyfully, ends peacefully.

Sure. Uncertainty is destructive.

To give rest from monotonous suggestions. The child needs from time to time to dispose of himself completely, he needs his own share of freedom. Without it, the soul will suffocate.

An example is questionable. A positive example can be fed in such a way that you can’t heal it all your life later.

Respect the secret. Beware of frontal questions on topics: well-being, self-esteem, relationships with peers.

Take into account the state (physical, emotional).

Do not skimp on an encouraging word, smile, encouragement.

Never repeat to a student: “We don’t have time to discuss your idea.”

Refrain from unnecessary remarks.

Write down the rules that will be useful to you in teaching.

The skill of the teacher in the classroom and in extracurricular activitiesvalidity

Exercise 1:

Watch (remember) fragments from the films “We'll Live Until Monday”, “Teacher of the Year”, “Republic of SHKID” and answer the following questions:

What was the skill of the teacher in the classroom and in extracurricular activities?

What is characteristic of the individual style of the teacher? What helps him in solving practical problems?

Did the teachers use techniques that activate the cognitive and developmental activities of students?

What is the reason for the success or failure of different teachers?

Task 2:

Write an essay on one of the proposed topics: "The skill of the class teacher", "The skill of the subject teacher", "The individuality of the teacher and his communication style."

Questions for self-control

Give a definition of active cognitive and developmental activity.

List the conditions for creating an active cognitive and developmental activity.

Where and how can you create an active cognitive and developmental activity?

What is the creation of creative well-being?

Describe the ways to create creative well-being?

What is the creation of an emotionally positive background in the classroom.

Describe the conditions for creating an emotionally positive background in the classroom.

Purpose: development of analytical skills, the ability to generalize, compare, express one's point of view.

Choice tasks:

1 option. Analyze the main ideas of educators - innovators from the book Fundamentals of pedagogical skill. / Ed. M. A. Zyazyuna - Kyiv, 1989. Write down 6 - 7 ideas that, from your point of view, stimulate active cognitive and developmental activity and allow you to create an emotionally positive background. Explain how you understand this idea. Is it enough for the teacher to know and understand the essence of the idea and at the same time conduct lessons at a high level. Or this is not enough. Justify the answer.

Option 2. Select literature related to the study of the topic From various information sources (fiction, educational, popular science literature, periodicals, etc.). Prepare a story about one of the innovative teachers, reveal the main ideas, principles and results of the work. Express your emotional attitude to the material you read (liked this idea, did not like it, why?)

Form of control - checking written assignments, speaking at the lesson.

Time for SRS - 1.5 hours.

Literature: 11.

Laboratory work

3.4 Psychological and pedagogical analysis and assessment is effectiveaboutstiteacher's communication skills

The source of knowledge is inexhaustible: no matter what successes you gain, humanity on this path, all people will have to search, discover, learn.

I.A. Goncharov

1. Review and analysis of the lesson

2. Collectivesinfurther discussion

Review the lesson and observe the teacher's activity. Analyze their communication skills.

Based on the proposed observation scheme, establish the presence or absence of contact between the teacher and students.

Tab. 10. Facial expressions and pantomime of the teacher:

Relaxation of the muscles of the face. Collection or natural relaxation of the muscles of the lips. The benevolence of a smile Expedient dynamism of the eyes.	Tension of the muscles of the face. Tension of the muscles of the lips Lack or unkindness of a smile. Excessive dynamism of the eyes.
Relaxation of the hands. Confident, expedient plastic hand movements. Natural position of the shoulders.	Hand tightness. Helpless hand movements. Unnatural position (elevation or excessive omission) of the shoulders. Tension in walking. Inappropriate movements in the classroom.

The emotional state of the teacher in the period of preparation for activities and communication with pupils:

Set up (the presence of a common location) for the implementation of future activities.	not configured (lack of general disposition) for the implementation of future activities.
The presence of inspiration (a creative upsurge resulting from an emotional enthusiasm for the material and the expected communication with students) in connection with the upcoming activity.	Lack of inspiration (creative upsurge resulting from emotional enthusiasm for the material and expected communication with students) in connection with the upcoming activity.
The presence of a desire for activity, for its immediate implementation	Lack of desire for activity, for its immediate implementation

Levels (low, medium, high) of the teacher's communication skills.

The establishment of understanding between the teacher and the student (the student does not passively perceive the words of the teacher, but reflects with him, accepts his theses, arguments, conclusions).	Students are not interested in the words of the teacher.
Establishing a state of emotional empathy between the teacher and the student.	Students do not express sympathy for what the teacher is talking about, the audience does not emotionally stimulate the teacher.
Establishing a state of assistance between the teacher and students (the essence of which is to call a response state, action in the student).	The teacher does not evoke a response from the students.

Psychological and pedagogical analysis and evaluation of the effectiveness of the holistic pedagogical process and its individual elements .

Lesson discussion:

Assessment of communication skills.

Evaluation of the emotional state of the teacher in the period of preparation for activities and communication with pupils.

Assessment of the presence of cognitive interest on the part of students

Evaluation of the ratio of students' motivation to activity (positive comments, attitudes that stimulate interest, etc.) and coercion (a reminder of the mark, harsh remarks, notations).

Evaluation of the psychological climate in the classroom (business contact, sincerity of communication, atmosphere of cooperation, etc.).

Evaluation of the effectiveness of a holistic pedagogical process.

Evaluation of the effectiveness of individual parts of the lesson .

What are your impressions of the lesson?

What methods of working with children did you especially like, what would you like to apply in your activities? ?

Independent work of students

Write down the characteristics of children of primary school, middle school, senior school age.

Time for SRS - 1 hour.

3.5 Play is the realm of children's lives. The game is an active cognitivebbut -developing activities of children

What is our life? A game…

The essence of the concept of "pedagogical game"

Game technologies at primary school age

Game technologies in middle and high school age

Children's games are a creative process, a tool for self-realization and self-affirmation of children, a way of free solution of a game problem and free manifestation of the original "I"

Organization and management of games for children of different ages

Look at the poster that says fifteen words. Take a minute, try to remember all the words. Write down the words you remember.

Based on the suggested words, formulate the topic of our lesson.

Essencethe concept of "pedagogical game"

L.N. Tolstoy wrote: “In order for a student to study well, it is necessary that he study willingly; in order for him to study willingly, it is necessary: ​​1) that what the student is taught be understandable and entertaining, and 2) that his mental strength be in the most favorable conditions ... ". And the continuation of this statement: “... it is very important that the student is not afraid of punishment for bad teaching, i.e. for misunderstanding. The human mind can only function when it is not suppressed by external influences.

The game is one of the types of active activity. It equally contributes to both the acquisition of knowledge, activating this process, and the development of many personality traits.

K.D. Ushinsky, S.L. Rubinshtein, V.A. Sukhomlinsky, A.S. Makarenko and other teachers in their theoretical work and practical experience paid special attention to the game, noting its beneficial educational, teaching and developing capabilities and pointed to the need to study and methodological development of games for schoolchildren. “We attach such importance to children's games that if we organized a teacher's seminary, male or female, we would make the theoretical and practical study of children's games one of the main subjects,” wrote K.D. Ushinsky.

This statement has an actual meaning for today's pedagogical science. In modern pedagogy, there is a constant search for new forms and methods that ensure the progressive nature of the relationship between teachers and students.

V.F. Shatalov was one of the first to understand that today the main function of a teacher is not so much to be a source of knowledge, but to organize the process of cognition, to create such an atmosphere in the classroom in which it is impossible not to learn. School practice and theoretical studies of recent years indicate that educational game activity as a form of education fully meets the actual task of methodology, didactics, psychology and pedagogy, which seek to intensify the learning process. The educational game has the same structure as any educational activity, that is, it includes the goal, means, game process and result. In addition to educational, it pursues two goals at the same time - playing and educational. On the one hand, it is a means of modeling the surrounding reality, and on the other hand, it is a methodical method of teaching. Possessing a game task, rules, actions and other structural components of any game, it also has a learning goal and some conditions and means for its implementation. The creative atmosphere, freedom from the template that arise in the game, contribute to the liberation of the creative reserves of the human psyche, neutralize the feeling of anxiety, create a sense of calm, and facilitate interpersonal communication.

The game has a huge positive impact on the learning activities of intellectually passive children. Research psychologist L.S. Slavina 11 . Slavina L.S. Individual approach to underachieving and undisciplined schoolchildren. - M., 959 showed that in the process of play, an intellectually passive child is able to perform a volume of educational work that is completely inaccessible to him in a normal educational situation. In our opinion, the question “is the game necessary in the educational process?” is unjustified. In some conditions it is necessary, even necessary, in others it may turn out to be superfluous. If schoolchildren have a deep and stable interest in the subject, then they do not need an imaginary situation and an imaginary role. If there is no such interest and the teacher seeks to create it, then the game can become a good assistant to the teacher. It is also necessary to take into account the age of schoolchildren: the younger they are, the more they need the game. There is no need to be afraid that the interest that arises during the game is an interest in the game, and not in the learning process itself. The development of interest has a pattern: interest in the external side of phenomena develops into interest in their inner essence.

Psychologist V.V. Davydov notes: “A properly set game allows a child to learn a lot. The organization of children's play activities requires no less deep special scientific knowledge, psychological and pedagogical research than the development of medical genetic standards for ensuring the life of a child. “And such opportunities that the game opens up for the observant teacher in terms of assessing the creative inclinations of children, their resourcefulness, ingenuity, initiative, cannot be given by any lesson, even the best methodologically,” says V.F. Shatalov.

During the game, the world of childhood is connected with the world of science. In games, the student receives various knowledge and information freely. Therefore, often what seemed difficult in the lesson, even unattainable for the student, is easily learned during the game. Interest and pleasure are important psychological effects of the game.

The famous French scientist Louis de Broglie argued that all games, even the simplest ones, have many elements in common with the work of a scientist. In both cases, first the riddle posed, the difficulty to be overcome, then the joy of discovery, the feeling of having overcome the obstacle, attracts. That is why all people, regardless of age, are attracted to the game.

What do you know about the game?

At what age is it the leading activity and why?

Why is play, along with work and learning, one of the main types of human activity?

By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. 11 Selevko G.K. Modern educational technologies: Textbook. - M., 1998. .

In human practice, gaming activity performs the following functions:

entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

communicative: mastering the dialectics of communication;

self-realization in the game as the basis of human practice;

game therapy: overcoming various difficulties that arise in other types of life;

diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

correction function: making positive changes in the structure of personal indicators;

interethnic communication: the assimilation of social and cultural values ​​that are common to all people;

socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

Most games have four main features (according to S.A. Shmakov):

free developmental activity, undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not just from the result (procedural pleasure);

the creative, largely improvised, very active nature of this activity (“the field of creativity”);

emotional elation of activity, rivalry, competitiveness, competition, etc. (sensual nature of the game, "emotional tension");

the presence of direct or indirect rules that reflect the content of the game, the logical and temporal sequence of its development.

The structure of the game as an activity organically includes goal-setting, planning, goal realization, as well as analysis of the results in which the person fully realizes himself as a subject. Motivation of gaming activity is provided by its voluntariness, opportunities for choice and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

the roles assumed by the players;

game actions as a means of realizing these roles;

playful use of objects, i.e. replacement of real things with game, conditional ones;

real relationships between the players;

plot (content) - the area of ​​reality, conditionally reproduced in the game.

In a modern school that relies on the activation of the educational process, gaming activity is used as the plot of a lesson, lesson or part of them (introduction, explanations, consolidation, exercises, control), as technologies for extracurricular work (games like "Zarnitsa", "Eaglet", KTD, etc.).

But unlike games in general, a pedagogical game has an essential feature - a clearly defined goal of training, education and the corresponding pedagogical result, which can be substantiated, explicitly identified and characterized by educational and cognitive activity.

The game form of classes is created in the classroom, extracurricular activities with the help of game techniques and situations that act as a means of inducing, stimulating students to learning activities.

Think about why it is more interesting to comprehend science with the help of game forms (from the point of view of students, teachers).

Compare the results of your work with the proposed option, draw a conclusion about the role of using game forms.

From the point of view of students:

Freedom of choice of action and argument.

Right to be wrong.

No fear of getting a bad grade.

From a teacher's point of view:

The mental and speech activity of students is liberated.

The most important personality traits are developed: independence of thinking, creative initiative.

There is an emotional, intellectual and moral development of the personality.

Cognition and assimilation of reality itself is provided

The presence of cognitive interest.

The pace of work is increasing.

Folk teacher E.N. Ilyin states: "Combine study and interest, and this is the way out of all the problems and of all the problems that have long painfully worried about the school."

The place and role of pedagogical games in the educational process, the combination of elements of the game, teaching and education largely depend on the teacher's understanding of the classification of pedagogical games [Table 11].

Tab. 11. Educational games

By field of activity	physical; intellectual; labor; social; psychological.
By the nature of the pedagogical process	teaching, training, controlling, summarizing; cognitive, educating, developing; reproductive, productive, creative; communicative, diagnostic, career guidance, psychotechnical.
According to the game method	subject; plot; imitation; dramatization.
By subject area	mathematical, chemical, biological, physical, ecological; musical, theatrical, literary; labor, technical, production; physical education, sports, military-applied, tourist, folk; social science, management, economic.
By gaming environment	without objects, with objects; desktop, indoor, outdoor, on the ground; computer, television, TCO; technical, with vehicles.

The implementation of game techniques and situations in the lesson form of classes takes place in the following main areas: the didactic goal is set for the participants in the form of a game task; educational activity is subject to the rules of the game; educational material is used as its means, an element of competition is introduced into educational activity, which translates the didactic task into a game one; successful completion of the didactic task is associated with the game result.

Game technologies at primary school age

Primary school age is characterized by brightness and immediacy of perception, ease of entering into images. Children are easily involved in any activity, especially in the game. They independently organize themselves into a group game, continue to play with objects, toys, non-imitation games appear.

In the game model of the educational process, the creation of a problem situation occurs through the introduction of a game situation: the problem situation is lived by the participants in its game incarnation, the basis of activity is game modeling, part of the students' activity occurs in a conditional game plan.

The guys act according to the game rules (for example, in the case of role-playing games, according to the logic of the role being played, in simulation games, along with the role position, the “rules” of the simulated reality apply). The game environment also changes the role of the teacher, who is both an organizer, an assistant, and an accomplice in the overall action. The results of the game act in a dual way - as a game and educational and cognitive result. The most important role in the game belongs to the final discussion, in which students jointly analyze the course and results of the game, the relationship between the game (simulation) model and reality, as well as the course of the learning-game interaction.

The arsenal of elementary school pedagogy contains games that help enrich and consolidate children's everyday vocabulary, coherent speech; games aimed at the development of numerical representations, learning to count, and games that develop memory, attention, observation, strengthening the will. The effectiveness of these didactic games depends, firstly, on the systematic use, and secondly, on the purposefulness of the game program in combination with the usual didactic exercises.

A didactic game is one of the forms of educational influence of an adult and a child, containing two principles: educational (cognitive) and game (entertaining).

The following structural components of the didactic game are distinguished: 1) didactic task; 2) game task; 3) game actions; 4) rules of the game; 5) result (summarizing).

Travel Games designed to enhance the impression, draw the attention of children to what is nearby. They sharpen observation, facilitate overcoming difficulties. These games use many ways of revealing cognitive content in combination with gaming activities: setting tasks, explaining how to solve them, step-by-step problem solving, etc.

Mission games the content is simpler, and the duration is shorter. They are based on actions with objects, toys, verbal instructions.

Guessing Games("what would be…"). A task is set before the children and a situation is created that requires reflection on the subsequent action. At the same time, the mental activity of children is activated, they learn to listen to each other.

Puzzle games. They are based on a test of knowledge, resourcefulness. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions.

Conversation Games. They are based on communication. The main is the immediacy of experiences, interest, goodwill. Such a game makes demands on the activation of emotional and thought processes. It brings up the ability to listen to questions and answers, focus on the content, supplement what has been said, and express judgments. Cognitive material for this type of games should be given in the optimal amount to arouse the interest of children. Cognitive material is determined by the theme, the content of the game. The game, in turn, must correspond to the possibilities of assimilating the interest of children and curtailing game actions.

Game technologies in middle and high school age

In adolescence, there is an aggravation of the need to create one's own world, in the pursuit of adulthood, the rapid development of imagination, fantasies, the emergence of spontaneous group games.

The features of the game in senior school age are the focus on self-affirmation in front of society, humorous coloring, the desire for a joke, and orientation on speech activity.

To solve the complex problems of learning new things, consolidating the material, developing creative abilities, and forming general educational skills, a business game is used, which allows students to understand and study educational material from various positions.

In the educational process, various modifications of business games are used: simulation, operational, role-playing games, business theater, psycho- and sociodrama.

simulation games. In the classroom, the activities of any organization, enterprise or division are imitated, for example, a trade union committee, department, workshop, section, etc. Events, specific activities of people (business meeting, discussion of a plan, holding a conversation, etc.) and the environment, conditions in which an event occurs or activities are carried out (office of the head of the shop, meeting room, etc.) can be simulated. The scenario of an imitation game, in addition to the plot of the event, contains a description of the structure and purpose of the simulated processes and objects.

Operation Games. They help to work out the implementation of specific specific operations, for example, methods of writing an essay, solving problems, conducting propaganda and agitation. In operational games, the corresponding workflow is modeled. Games of this type are played in conditions simulating real ones.

Role play. In these games, the tactics of behavior, actions, the performance of the functions and duties of a particular person are worked out. To conduct games with the performance of a role, a model-play is developed, roles with “mandatory content” are distributed among students.

Business Theatre. It plays out a situation, a person's behavior in this situation. Here the student must mobilize all his experience, knowledge, skills, be able to get used to the image of a certain person, understand his actions, assess the situation and find the right line of behavior. The main task of the staging method is to teach a teenager to navigate in various circumstances, to give an objective assessment of his behavior, to take into account the capabilities of other people, to establish contacts with them, to influence their interests, needs and activities, without resorting to formal attributes of power, to an order. For the staging method, a scenario is drawn up, which describes the specific situation, the functions and responsibilities of the actors, their tasks.

Psychodrama and sociodrama. They are very close to "role-playing" and "business theatre". This is also a "tera", but already a socio-psychological one, in which the ability to feel the situation in the team, evaluate and change the state of another person, the ability to enter into productive contact with him is worked out.

Technological scheme of the business game

Prove or disprove that children's games are a creative process.

Prove or disprove that the game is a tool for self-realization and self-affirmation of children.

Prove or disprove that the game is the main means of solving the game problem and the free manifestation of the original "I".

Reflection

Discuss the use of games in the classroom. Why was the game offered to your attention at the beginning of the lesson? Its meaning to you. Has your attitude towards work changed? How?

Organization and management of games for children of different ages

What is the position of an adult in organizing and directing the games of children of different ages? Using CPC material, complete the comparison table 12.

Tab. 12. Features of organizing and managing games for children of different ages

Independent work of students

Goal: development of analytical skills, skills to generalize, compare.

Form of control - checking written assignments.

Time for SRS - 1 hour.

Conclusion

You have finished studying the discipline "Fundamentals of Teaching Excellence". One of the goals of this manual is to show that the interaction between teacher and student can be enjoyable for both. The methods, techniques, means of influence, self-education, self-development that you have met are only a tool, but how and when you apply them is your creativity (and responsibility). Remember that methods, techniques, means of influence will work great if you learn to understand the behavior of schoolchildren. And this will mean that you analyze not only children's behavior, but also your own, since in order to successfully influence a student, it is necessary not only to achieve a change in his behavior, but also to change your own. When we educate, we educate ourselves. Helping children to become "princes", we ourselves become them.

Here, as an example, I would like to cite an old oriental parable. Once a shoemaker came to the doctor, complaining of terrible pains and seemed to be near death. The doctor carefully examined him, but he did not know the ways that could help the sufferer. The patient asked anxiously, "Is there nothing that can help me?" The doctor replied to the shoemaker: "Unfortunately, there is nothing I can do about it." Hearing this, the shoemaker said: “If I have nothing left in my life, I would like to fulfill my last wish. Before I die, I want to taste a dish of two measures of beans and a measure of vinegar.” The doctor, hearing this, shrugged his shoulders and said, “Do whatever you want. It won't make things worse for you." All night the doctor waited for news of the patient's death. However, the next morning, to his surprise, the shoemaker was healthy and alert. The doctor wrote in his diary: “Today the shoemaker came in such a state that I did not know how to help him. But two measures of beans and a measure of vinegar cured him.”

Shortly thereafter, the doctor was called to the terminally ill tailor. And again the doctor did not know how to help him. The doctor honestly told the patient about it. The tailor asked: "But perhaps you know of some other remedy?" The doctor thought for a moment and said, “I don't know. However, for days I had a shoemaker with the same disease. Two measures of beans and a measure of vinegar helped him. “Well, if there are no other medicines,” said the tailor, “I will try this.” He ate beans with vinegar and died the next day. On this occasion, the doctor wrote in his diary: “Yesterday a tailor contacted me. There was nothing I could do to help him. He ate two measures of beans with a measure of vinegar and died. What is good for a shoemaker is bad for a tailor.”

Each child, like an adult, requires his own, special, approach. Some people like beans with vinegar, some don't. No educational tool provides one hundred percent effectiveness. Let's remember that in order for a technique, technique, method to give results, it is necessary, first of all, that the mind of the person using them, his intuition, common sense, actively work. Realizing this, let's move together towards the main goal - getting joy and pleasure from communicating with children, from our teaching profession, from our lives!

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additional literature

Andriadi I.L. Fundamentals of pedagogical skill - M., 1999.

Amonashvili Sh.A. Hello children! - M., 1983.

Blaga K., Shebek M. I am a student, You are a teacher. - M., 1991.

Elkanov S.B. Professional self-education of the teacher. - M., 1986.

Kan-Kalik V.A. Teacher about pedagogical communication. - M, 1989.

Carnegie D. How to influence people by speaking in public. - M., 1989.

Leontiev VL Pedagogical communication. - M, 1968.

Lysenkova S.N. When it's easy to learn. - M., 1985.

Modeling of pedagogical situations / Ed. Yu, N. Kulyutkina,. G.S. Sukhobskaya. - M., 1981.

Mudrik A.V. Teacher: Mastery and inspiration. - M., 1986.

Fundamentals of Pedagogical Excellence / Ed. M.A. Zyazyun. - Kyiv, 1989.

Orlov Yu.M. Ascent to the individuality of the student: a book for the teacher. - M., 1991.

An exemplary program of the discipline "Fundamentals of pedagogical excellence" - M .: Publishing department of the IPR SPO, 2002.

Schwartz N.E. Suggestion in the pedagogical process. - Perm, 1971.

Shatalov V.F. Support point. - M., 1987.

Shchetinin M.I. Embrace the immensity: notes of a teacher. - M., 1986.

Shchurkova N.B. Workshop "Fundamentals of Pedagogical Techniques". - M, 2003.

Shchurkova N.E. When the lesson brings up. - M., 1981.

Experimental study of pedagogical suggestion. - Perm, 1973.

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Pedagogical skill of the teacher - the concept and essence, the study of this problem V.A. Sukhomlinsky, A.S. Makarenko, Ya.A. Kamensky. Drawing up a program to develop a pedagogical style of activity. The relationship between school and theater pedagogy.

Pedagogical skill and creativity of the teacher. Experience of creative activity of the student-educator. The problem of innovation in preschool education.

Creativity is, first of all, the complete concentration of the entire spiritual and physical nature. It captures not only sight and hearing, but also all five human senses. It captures, in addition, the body, and thought, and mind, and will, and feeling, and memory, and imagination. All spiritual and physical nature must be directed towards creativity. K.S. Stanislavsky

The problem of creativity has become so urgent today that many scientists consider it the “problem of the century”, and its solution lies in a number of areas, including in education, i.e. in the modern school. In this situation, the personality of the teacher comes to the fore, the leading professional characteristic of which is the ability to be creative. It is the pedagogical creativity of the teacher that is able to solve the problem of the functioning of any general educational institution, to satisfy the society's need for highly qualified specialists who can effectively solve the tasks assigned to them, and to respond in a non-standard way to changes in modern technogenic society.

Creativity is an activity that generates something new, not previously existing, based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products. Creativity has different levels. One level of creativity is characterized by the use of already existing knowledge and the expansion of the scope of their application; at another level, a completely new approach is created that changes the usual view of an object or field of knowledge. The process of constant creativity is a pedagogical activity. In the set of pedagogical abilities, one should especially highlight the "gift of the word", which, according to the words of the 19th-century methodologist-linguist. V.P. Ostrogorsky, consists in the ability to speak not only coherently, smoothly and clearly, but beautifully and captivatingly. In specialized literature, three independent spheres of speech art are usually considered: stage speech, oratory and speech as a tool of pedagogical communication. In the practice of educational work, these types of speech activity often appear in a complex.

In addition to general pedagogical abilities and skills, an employee of an educational institution must master a variety of techniques and means of personal audiovisual influence on pupils, which are usually combined with the term "pedagogical technique". The subject of special concern of the teacher is the main instrument of communication - the voice, which should be expressive, sonorous, attract attention, but not irritate, call to action, and not lull. It has been experimentally proven that information transmitted in a low voice is better remembered.

Another essential element of pedagogical technique is facial expressions - a kind of art of expressing thoughts, feelings, moods and states with the movements of the muscles of the face. The combination of these movements with the expressiveness of the gaze contributes to the establishment of live contact with the pupils.

Academician V.A. Engelhard wrote: “... that creativity in its original source is the result of an innate, physiological need, the result of some kind of instinct, felt as powerfully as the need for a bird to sing or the desire of a fish to rise against the current of a stormy mountain river.” And it is true that a person in any, even the most, it would seem, work far from creativity, without realizing it himself, introduces elements of creativity. There are also several types of pedagogical creativity:

Pedagogical creativity

Moral- activities in the field of moral and ethical relations between students and teachers using unique, original approaches, giving a qualitatively new result. It gives the greatest effect when designing pedagogical situations. Moral creativity is the art of creating highly moral, benevolent relations between a teacher and students.

Didactic- activities in the field of education on the invention of various ways of selecting and structuring educational material, methods of its transmission and assimilation by students. It is limitless - the combination of actions by students, the invention of new techniques, the use of transitions, additions, background music, self-assessment, reference devices for educational purposes, gaming machines, assessment of knowledge by parents.

Technological- activities in the field of pedagogical technology and design, when the search and creation of new pedagogical systems, pedagogical processes and educational pedagogical situations is carried out, which contribute to increasing the effectiveness of student learning. This is the most difficult type of pedagogical creativity.

Organizational - creativity in the field of management and organizational activities to create new ways of planning, control, alignment of forces, mobilization of resources, communication with the environment, interaction between students and teachers, etc. It ensures the rational use of all factors that contribute to achieving the goal in a more economical way.

The problems of preschool education are of concern today to everyone who sincerely believes in their profession as an educator, who wants to see worthy, cultured and educated citizens in the future of our country. The future of our country is our children. Their future depends on whose hands the babies fall into in the first years of their lives.

It seems to me that all the problems of preschool education begin with the wrong attitude of society, the government, the Ministry of Education, and all local educational authorities to preschool childhood. Everyone seems to have deliberately forgotten that the Personality is formed before the age of five and that if we do not seriously and qualitatively educate the future personality from an early age in kindergarten, we will not get a new generation of people capable of uplifting and glorifying Russia.

We are accustomed to assessing any significance from the position of finance. How much is invested in preschool? Educator with higher education, beginner, i.e. having no work experience, receives 360 rubles. per month. Is it possible to keep a young, talented, creative and seeking specialist on such earnings?! Of course not. And commercial structures lure them to themselves. Kindergartens are mostly staffed by probationers working towards a teacher's pension or old-age pension. These are good educators, but after all, any business requires an infusion of fresh strength, energy, and activity. Personnel policy is a very serious and painful problem of preschool education.

If we look further at the financial support of a preschool institution, we will see that for a long time no funds have been allocated for the purchase of toys, didactic and developmental material, furniture renovation, repair of buildings, especially roofing and sanitary equipment. The newest preschool buildings have been standing for at least 10 years, and the rest - even more. It now takes at least 8-10 rubles a day to feed children in a preschool educational institution, which cannot provide a full-fledged diet, so the parental fee for a child's stay in a preschool institution is constantly growing. Last time it doubled. This causes an outflow of children from preschool institutions, reduction of groups, etc. The child stays at home, often unattended, he does not receive the necessary educational impact, slows down in development. So, the second serious problem, in my opinion, is the insufficient, in many respects deplorable, financing of preschool institutions.

If we talk about the problems of the meaningful work plan of the preschool educational institution, then the question of the priority of tasks comes to the fore: to educate or educate, preparing the child for school? Today, many kindergartens, under pressure from parents who want their children to enter gymnasiums or lyceums, have turned into mini-schools. Emphasis shifted: children began to be given specific knowledge, and not to cultivate interest in knowledge. This leads to serious consequences: the child does not want to study, go to school or study, but for the assessment, for praise or to please the parents. A preschool institution is designed to educate a future personality, and a child will receive formalized knowledge at school, and then throughout his life, if we instill in him curiosity, interest in the world around him, a desire to learn, ask questions.

At preschool age, not only all the mental processes necessary for learning develop, but also its emotional and moral spheres are formed and formed. And this is the main task of the educator - to carry out the moral and, above all, patriotic education of the preschooler. We hear and say the word "Motherland" less and less. But in order to speak, one must feel it. We must teach the child to show a sense of pride in their homeland, for the achievements of the country in which you live, to empathize with the difficulties and trials that have befallen our Russia, the desire to become its defender and creator. It is precisely the goals of moral education that are dedicated to the comprehensive program “I sing to you, my Russia”, the implementation of which began back in 1994 in kindergarten No. 174 “Skazka” in the Dzerzhinsky district of Novosibirsk. In 2000, the program was awarded the Small Gold Medal of the Siberian Fair at the Uchsib-2000 exhibition. The idea of ​​the program is worthy of all support, and it is interesting for me to work with Marina Konstantinovna Voitenko, the head of the preschool educational institution Skazka, the head of the highest category, as their scientific consultant. Work on this program continues, and we are now monitoring the results not only in moral education, but also in the impact of art on the health of children and on their intellectual development.

Unfortunately, our preschool educational institutions do not fully use the art in the upbringing and development of children, and the possibilities here are unlimited.

A very interesting program for fostering love for one's native land is the local history program developed by the senior educator V.E. Michkova (Kuibyshev, Novosibirsk region). The material of the program will not leave any child indifferent. Here we are talking about the beauty of the nature of our native places and trips to nature, collecting medicinal herbs, drawing a landscape from nature, etc. The program includes stories about talented, famous people of Kainsk-Kuibyshev, meetings with local poets and artists, musicians and folk groups. The author of the program deservedly received the highest qualification category. We can say that there are examples of excellently organized work on raising children in our preschool institutions. But we would like this work to be continued and consolidated in elementary school as well.

Continuity in education from kindergarten to school is also one of the leading problems in preschool education. Today, kindergarten-school institutions are widely used, which are designed to make a smooth transition of a preschooler to the first grade of elementary school. But is this transition always associated with the transfer of the basics of education, which the school is obliged to carry out in parallel with education? It must be admitted that this is not always the case. The school should take a clear position on the issues of cultivating love for the Motherland, for the native language, and a sense of patriotism. In solving the problem of continuity, specialists in preschool and school education are simply obliged to find a consensus.

I would like to hope for better times for the system of preschool education, when the most beautiful moments of childhood will sprout a person of high culture and education.

THE CONCEPT OF PEDAGOGICAL TECHNOLOGY

Delving into the secrets of the success of master teachers, we discover the perfection of methods of pedagogical influence, the skillful formulation and solution of a wide variety of practical problems. An important role here belongs to special skills: to mobilize students for intensive cognitive activity, ask questions, communicate with the team and the individual, conduct observations, organize the team, control their mood, voice, facial expressions, movement. “The pupil perceives your soul and your thoughts not because he knows what is in your soul, but because he sees you, listens to you,” said A. S. Makarenko.

Pedagogical technique just contributes to the harmonious unity of the internal content of the teacher's activity and its external expression. The skill of the teacher is in the synthesis of spiritual culture and pedagogically expedient external expressiveness.

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

Soviet pedagogical science assigns a service role to pedagogical technique and does not reduce the essence of pedagogical skill to it. But you can't go to the other extreme either. Not neglecting technology, but mastering it, turns it into a subtle tool for solving important pedagogical problems facing the teacher.

It is customary to include two groups of components in the concept of "pedagogical technique".

The first group of components is associated with the teacher's ability to control his behavior: mastery of his body (facial expressions, pantomimics); management of emotions, mood (excessive mental stress is removed, creation of creative self-confidence); social-perceptual abilities (attention, observation, imagination); speech technique (breathing, voice setting, diction, speech rate).

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

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

TYPICAL MISTAKES OF A YOUNG TEACHER

Studies conducted by a number of educators point to typical mistakes in the pedagogical technique of a novice teacher. Most of all, such a teacher has losses from the inability to sincerely talk with the student, his parents, to restrain or, conversely, show anger, suppress uncertainty. In the essays about the first lessons, the interns write how restless they are for their speech, how they showed excessive severity, were afraid of a friendly tone, spoke quickly, even experienced a feeling of fear, how they ran at the blackboard and gesticulated excessively or stood, petrified, and did not know what to do heavy hands. In the posture of many students, attention is drawn to the stoop, lowered head, helpless movement of the hands, twirling various objects. The main disadvantage in the possession of the voice is monotony, lifelessness of speech, lack of expressive reading skills. There are many individual shortcomings in speech - fuzzy diction, inability to find the optimal volume option.

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

PEDAGOGICAL FOCUSAND APPEARANCE OF THE TEACHER

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

Both the hairstyle, and the costume, and the jewelry in the teacher's clothes should always be subordinated to the solution of the pedagogical problem - an effective influence on the formation of the personality of the pupil. Having the right to adorn clothing and cosmetics, the teacher must observe a sense of proportion and an understanding of the situation in everything. The aesthetic expressiveness of the educator is also reflected in how friendly his facial expression is, in composure, restraint in movements, in a stingy, justified gesture, in posture and gait. Grimacing, fussiness, unnatural gestures, lethargy are contraindicated for him. Even in how you enter the children, how you look, how you say hello, how you move your chair, how you walk around the classroom - in all these “little things” is the power of your influence on the child. In all your movements, gestures, glances, children should feel restrained strength, a very great self-confidence. It is this - calm, friendly, confident - that you are the most expressive as a person, this is how you are the most powerful as a teacher.

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

EMOTIONAL STATE MANAGEMENT

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

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

Answer “yes” or “no” to questions about how you feel and your mood:

Are you always calm and composed?

Is your mood generally positive?

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

Are you good at managing your emotions?

Are you always attentive and friendly in dealing with friends and relatives?

Do you easily absorb the studied material?

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

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

Count the number of "yes" and "no" and draw a conclusion. If all answers are positive, then this indicates either calmness, lack of anxiety, the ability to manage oneself, or an overestimated self-esteem; if the answers are negative to all or some questions, then this indicates anxiety, insecurity, dissatisfaction with oneself, self-criticism. Mixed responses (both "yes" and "no") indicate the ability to see your shortcomings, and this is the first step in self-education. The next steps can be taken if you realize the ways of self-regulation and master its methodology. Among the most important ways of self-regulation are the following:

education of goodwill and optimism;

control of one's behavior (regulation of muscle tension, tempo of movements, speech, breathing);

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

self-hypnosis.

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

The next group of methods is based on the control of the activity of the organism. The depth of emotional experiences can be changed by influencing their external manifestations, since elementary control over somatic and vegetative manifestations of emotions leads to their self-correction. What can be controlled? On the tone of mimic, skeletal muscles, the rate of speech, breathing, etc.

It is advisable for a young teacher preparing for the upcoming lesson and feeling a state of insecurity, fear of children to conduct a relaxation session, achieving physical and mental relaxation. Autogenic training (mental self-regulation) - a kind of psychophysical gymnastics - should become part of the teacher's "pedagogical toilet" along with respiratory and articulatory exercises. Mental self-regulation includes relaxation (a state of relaxation) and self-hypnosis of formulas in order to form professionally necessary qualities. To do this, in the "coachman's pose" with the help of special formulas, you need to cause sensations of heaviness and warmth in the limbs, muscle relaxation, peace. Then, suggesting to oneself a given state and imagining the corresponding attitudes, it is useful to pronounce the following formulas of this nature:

"I'm calm. I teach with confidence. The guys listen to me. I feel relaxed in class. I am well prepared for the lesson. The lesson is interesting. I know and see all the guys. I'll have a good lesson. Children are interested in me. I'm sure full of energy. I am in good control of myself. The mood is cheerful, good. Learning is interesting. Students respect me, listen and fulfill my requirements. I like working in class. I'am a teacher".

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

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

PANTOMIMICS

Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image. Let's look at the teacher, who explains the lesson with inspiration. How organically the movements of his head, neck, arms, and the whole body are merged!

The beautiful, expressive posture of the educator expresses the inner dignity of the individual. A straight gait, composure speak of the teacher's confidence in his abilities and knowledge. At the same time, a stoop, a lowered head, sluggish hands testify to the inner weakness of a person, his self-doubt.

The teacher needs to develop the correct way to stand in front of the students in the lesson (feet 12-15 cm wide, one leg slightly forward). All movements and postures should attract students with their elegance and simplicity. The aesthetics of the posture does not tolerate bad habits: swaying back and forth, shifting from foot to foot, habits of holding on to the back of a chair, turning foreign objects in your hands, scratching your head, rubbing your nose, pulling your ear.

The gesture of the teacher should be organic and restrained, without sharp wide strokes and sharp corners. Round gestures and sparing gestures are preferred.

There are descriptive and psychological gestures. Descriptive gestures depict, illustrate the train of thought. They are less needed, but are common. Much more important are psychological gestures expressing feelings. For example, when saying: "Please," We raise the hand to the level of the chest with the palm up, slightly pushing it away from us.

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

Sports, special techniques help to develop the correct posture: imagine yourself standing on tiptoe, standing against a wall, etc .; teacher's self-control is very important, the ability to look at oneself from the outside, through the eyes of children in the first place.

For communication to be active, you should have an open posture: do not cross your arms, turn to face the class, reduce the distance, which creates an effect of trust. Moving forward and backward through the class is recommended, not to the sides. Stepping forward reinforces the meaning of the message, helping to focus the attention of the audience. Stepping back, the speaker, as it were, gives the listeners a rest.

MIMIC

Mimicry is the art of expressing one's thoughts, feelings, moods, states by the movement of the muscles of the face. Often, facial expressions and gazes have a stronger effect on students than words. Gestures and facial expressions, increasing the emotional significance of information, contribute to its better assimilation.

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

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

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

For the development of orientation in the awareness of one's own behavior and the behavior of students, it is useful to get acquainted with the standards presented in the works of psychologists. "Here, for example, is a standard of behavior in a state of joy: a smile, eyes shine, gesticulates excessively, verbose, a desire to help another. A standard of behavior in a state of fear : the eyes are dilated, the posture is frozen, the eyebrows are raised, the voice is trembling, the face is distorted, the gaze is shifting, the movements are sharp, the body is trembling.

/ The teacher's gaze should be turned to the children, creating visual contact. Avoid contact with walls, windows, ceilings. Visual contact is a technique that must be consciously developed. We must strive to keep all students in sight.

SPEECH TECHNIQUE

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

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

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

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

BREATH

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

Let us briefly outline the main provisions of the breathing technique. There are four types of breathing, depending on which muscles are involved in the respiratory process.

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

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

Diaphragmatic breathing carried out by changing the longitudinal volume of the chest, due to the contraction of the diaphragm (in this case, there is a contraction of the intercostal respiratory muscles, but very slight).

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

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

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

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

How is exhalation done? The diaphragm, relaxing, rises, going into the chest cavity, the longitudinal volume of which decreases, and the ribs descend, reducing the transverse volume of the chest. The total volume of the chest decreases, the pressure in it increases, and the air comes out.

What is the difference between phonation breathing and normal breathing?

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

Normal physiological breathing is not enough for speech. Speech and reading require a lot of air. At its economical spending and its timely renewal. In speech breathing, the exhalation is longer than the inhalation. Another and the sequence of breathing, after a short breath - a pause to strengthen the abdominal press, and then a long sound exhalation. Speech sounds are produced during exhalation. Therefore, its organization is of great importance for the production of speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For example:

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

The practical exercises presented in this manual, and mostly independent work, will improve the respiratory system of each teacher.

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

The resonator system - pharynx, nasopharynx, oral cavity provides statics and dynamics of speech.

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

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

The flexibility, mobility of the voice, the ability to easily change it, obeying the content and listeners, is essential. The mobility of the voice primarily concerns its changes in pitch. Pitch - the tonal level of the voice. The human voice can freely change in pitch within about two octaves, although in ordinary speech we get by with three to five notes. Range - the volume of the voice. Its boundaries are defined by the highest and lowest tone. Narrowing the range of the voice leads to the appearance of monotony. The monotony of sound dulls perception, lulls.

A well-trained voice is characterized by richness of timbre coloring. Timbre is the color of sound, brightness, as well as its softness, warmth, individuality. In the sound of the voice, there is always a fundamental tone and a number of overtones, that is, additional sounds of a higher frequency than in the fundamental tone. The more of these additional tones, the brighter, more colorful, richer the sound palette of the human voice. The original voice timbre can be changed with the help of resonators. There are two main types of resonators: upper (head) and lower (thoracic).

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

All these properties of the voice are developed by special exercises. Voice education is an individual and time-consuming process. It requires a strictly individual technique and control by experienced professionals. Conscious training of the voice (changing the direction of the sound to certain places of resonation) can affect the change in its timbre, remove unpleasant shades (nasal, shrill), reduce the overall tone. “..It has been experimentally proven that low voices (compared to high ones) are better perceived by children, they like them more, they are very impressive. A system of exercises for educating a speech voice can be found in the works of 3. V. Savkova and V. P. Chikhachev on the voice of a lecturer, in a manual for theater universities.

A few words about the voice hygiene of the teacher. As special studies show, the incidence of the vocal apparatus in persons of "voice professions" is very high. For teachers, it averages 40.2%. The causes of voice disorders are different. There are four main ones: increased daily voice load, inept use of the vocal apparatus, non-observance of hygiene rules, congenital weakness of the vocal organ. (See: Vasilenko Yu.S. On the voice of the teacher//Sov. Pedagogy.- 1972.- No. 7.- P. 89.)

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

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

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

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

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

one should not walk fast on cold days after vocal work, as with intense movements, breathing quickens, becomes deeper and more cold air enters the respiratory tract.

DICTION.

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

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

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

Inorganic pronunciation deficiencies are the result of inattention to the child's speech at home and at school. This is burr, lisp, lisp, lethargy or ambiguity of speech, generated by improper use of the speech apparatus. A frequent defect in diction is a tongue twister, when words seem to jump on each other. "7 Slurred speech is due to the sound" through the teeth, eating the final consonant or sounds inside the word. and flaccid lower lip.

Improving diction is associated primarily with the development of articulation - the movement of the organs of speech. This is served by special articulatory gymnastics, which includes, firstly, exercises for warming up the speech apparatus and, secondly, exercises for the correct development of the articulation of each vowel and consonant sound.

Useful tips for correcting some speech defects can be found in the textbook for universities on expressive reading. So, lisping, which happens if a person presses his tongue very hard against the inside of his upper teeth or puts it on his teeth, is removable: you need to learn to hide your tongue behind your teeth. The sound "s" is pronounced with unclenched teeth: the tongue lies below, barely touching the lower teeth. Exercises with a match in the teeth are useful. There are also simple exercises to eliminate lisping, burriness, lethargy of voice, nasality. Naturally, incorrect skills that have already taken root in speech cannot quickly disappear. It takes hard work, patience and regular practice.

TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

In communication, two sides can be distinguished: attitude and interaction. It is like the underwater and above-water part of the iceberg, where the visible part is a series of verbal and non-verbal actions, and the inner, invisible part is needs, motives, interests, feelings - everything that pushes a person to communicate.

As studies show, a teacher with a stable emotionally positive attitude towards children, a business-like response to shortcomings in academic work and behavior, a calm and even tone in his speech, schoolchildren are relaxed, sociable, and trusting. Negative attitude towards children (“How tired I am of your class”, “You learned to be smart, but you can’t write correctly”, etc.), the instability of the teacher’s position, falling under the power of his moods and experiences, create the basis for the emergence of distrust, isolation? and even lead to such ugly forms of "self-affirmation" as hypocrisy, sycophancy, playing the role of a cool clown, etc. All this leaves an imprint on the entire course of the educational process. The mentor has no right to forget even for a moment that the idea for the student is inseparable from the personality of the teacher: What the beloved teacher says is perceived quite differently than what the despised, alien person says. The loftiest ideas in his mouth become hated ”(N. K. Krupskaya).

In general, researchers identify three main styles of the teacher's attitude to the class team: stable-positive, passive-positive, and unstable. But there are also such teachers who have features of a negative style of attitude towards children - situationally negative and even persistently negative.

The main conclusion about the role of the style of the teacher's attitude towards students is made by A. A. Leontiev, noting that both "negative" and "unstable" teachers cause a negative attitude towards themselves. And this means that they work both against the school and against society.

STYLE OF WORK - HANDWRITING OF THE ORGANIZER

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

Authoritarian style (“smashing arrows”), the teacher single-handedly determines the direction of the group’s activities, indicates who should sit and work with whom, Suppresses any initiative of students, students live in a world of conjectures. The main forms of interaction are orders, instructions, instructions, conclusions, even rare gratitude sounds like a command or even like an insult: “You answered well today. I didn't expect this from you." Having discovered a mistake, such a teacher ridicules the culprit more often than not explaining how it can be corrected. In his absence, work slows down, or even stops altogether. The teacher is concise, his bossy tone prevails, impatience with objections.

Democratic style ("returning boomerang"). It manifests itself in the support of the leader on the opinion of the team. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects everyone to active participation in the discussion of the progress of work; sees his task not only in control and coordination, but also in education; each student is encouraged, he has self-confidence; self-government develops. A democratic teacher tries to distribute the workload in the most optimal way, taking into account the individual inclinations and abilities of each; encourages activity, develops initiative. The main ways of communication with such a teacher are requests, advice, information.

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

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

Schoolchildren have an inadequate level of claims in communicating with people around them.

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

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

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

STYLE OF PEDAGOGICAL COMMUNICATION

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

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

communication based on passion for joint creative activity,

communication based on friendship,

communication - distance,

communication - intimidation,

communication is play.

The basis of communication based on the enthusiasm for joint creative activity is the stable positive attitude of the teacher to children and work, the desire to jointly (and therefore democratically) solve the issues of organizing activities. Enthusiasm for joint creative search is the most productive style of communication for all participants in the pedagogical process. As experience shows, the whole system of relations with children among the masters of pedagogical work is built precisely on this basis. “In order for things to go well, following the Makarenko tradition, schoolchildren and teachers should have the same, common concerns. Teachers do not manage schoolchildren, but together with them they take care of the affairs of the school, there is no “we” and “you”. Instead of one-sided influences of the teacher on students, there is a common creative activity of pupils together with educators and under their guidance.

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

Considering the system of relations between the teacher and pupils, S. Makarenko repeatedly insisted on the formation of a friendly tone in the relations of the teacher with the team. new requirements, or the same increase towards greater emotionality - during general meetings of common work, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: snarling, telling jokes, no liberties in language, mimicry, antics, etc. On the other hand, it is completely unacceptable that teachers and management in the presence of pupils were sullen, irritable, noisy" .

Some teachers misinterpret this category of the communication process and turn friendliness into familiarity with students, which negatively affects the entire course of the educational process.

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

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

The extreme form of communication-distance is a style such as generalnie-intimidation. It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. Here are typical forms of manifestation of communication-intimidation: “Listen carefully, otherwise I’ll call you and put a deuce”, “You will find out from me, I will ask you”, etc.

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

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

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

What is dialogue-dialogue, what are its features?

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

The dialogue will not take place without the equality of positions of the educator and the educated person, which means the recognition of the active role of the educator in the process of education. For V. A. Sukhomlinsky, the terms “education” and “self-education” are essentially synonyms. In addition, the equality of positions means that the educator himself is under the influence of the pupil.

A feature of communication-dialogue is the irreducibility of the results of communication to evaluation. In the pedagogy of cooperation, there is no place for shortcuts, once and for all established opinions, and harsh assessments. This, of course, does not mean that the assessment is completely excluded, it is simply necessary to change the authorship of the assessment, to make it a mutual assessment and a self-assessment.

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

THE CONCEPT OF PEDAGOGICAL TECHNOLOGY

Delving into the secrets of the success of master teachers, we discover the perfection of methods of pedagogical influence, the skillful formulation and solution of a wide variety of practical problems. An important role here belongs to special skills: to mobilize students for intensive cognitive activity, ask questions, communicate with the team and the individual, conduct observations, organize the team, control their mood, voice, facial expressions, movement. “The pupil perceives your soul and your thoughts not because he knows what is in your soul, but because he sees you, listens to you,” said A. S. Makarenko.

Pedagogical technique just contributes to the harmonious unity of the internal content of the teacher's activity and its external expression. The skill of the teacher is in the synthesis of spiritual culture and pedagogically expedient external expressiveness.

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

Soviet pedagogical science assigns a service role to pedagogical technique and does not reduce the essence of pedagogical skill to it. But you can't go to the other extreme either. Not neglecting technology, but mastering it, turns it into a subtle tool for solving important pedagogical problems facing the teacher.

It is customary to include two groups of components in the concept of "pedagogical technique".

The first group of components is associated with the teacher's ability to control his behavior: mastery of his body (facial expressions, pantomimics); management of emotions, mood (excessive mental stress is removed, creation of creative self-confidence); social-perceptual abilities (attention, observation, imagination); speech technique (breathing, voice setting, diction, speech rate).

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

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

TYPICAL MISTAKES OF A YOUNG TEACHER

Studies conducted by a number of educators point to typical mistakes in the pedagogical technique of a novice teacher. Most of all, such a teacher has losses from the inability to sincerely talk with the student, his parents, to restrain or, conversely, show anger, suppress uncertainty. In the essays about the first lessons, the interns write how restless they are for their speech, how they showed excessive severity, were afraid of a friendly tone, spoke quickly, even experienced a feeling of fear, how they ran at the blackboard and gesticulated excessively or stood, petrified, and did not know what to do heavy hands. In the posture of many students, attention is drawn to the stoop, lowered head, helpless movement of the hands, twirling various objects. The main disadvantage in the possession of the voice is monotony, lifelessness of speech, lack of expressive reading skills. There are many individual shortcomings in speech - fuzzy diction, inability to find the optimal volume option.

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

PEDAGOGICAL FOCUSAND APPEARANCE OF THE TEACHER

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

Both the hairstyle, and the costume, and the jewelry in the teacher's clothes should always be subordinated to the solution of the pedagogical problem - an effective influence on the formation of the personality of the pupil. Having the right to adorn clothing and cosmetics, the teacher must observe a sense of proportion and an understanding of the situation in everything. The aesthetic expressiveness of the educator is also reflected in how friendly his facial expression is, in composure, restraint in movements, in a stingy, justified gesture, in posture and gait. Grimacing, fussiness, unnatural gestures, lethargy are contraindicated for him. Even in how you enter the children, how you look, how you say hello, how you move your chair, how you walk around the classroom - in all these “little things” is the power of your influence on the child. In all your movements, gestures, glances, children should feel restrained strength, a very great self-confidence. It is this - calm, friendly, confident - that you are the most expressive as a person, this is how you are the most powerful as a teacher.

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

EMOTIONAL STATE MANAGEMENT

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

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

Answer “yes” or “no” to questions about how you feel and your mood:

Are you always calm and composed?

Is your mood generally positive?

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

Are you good at managing your emotions?

Are you always attentive and friendly in dealing with friends and relatives?

Do you easily absorb the studied material?

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

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

Count the number of "yes" and "no" and draw a conclusion. If all answers are positive, then this indicates either calmness, lack of anxiety, the ability to manage oneself, or an overestimated self-esteem; if the answers are negative to all or some questions, then this indicates anxiety, insecurity, dissatisfaction with oneself, self-criticism. Mixed responses (both "yes" and "no") indicate the ability to see your shortcomings, and this is the first step in self-education. The next steps can be taken if you realize the ways of self-regulation and master its methodology. Among the most important ways of self-regulation are the following:

education of goodwill and optimism;

control of one's behavior (regulation of muscle tension, tempo of movements, speech, breathing);

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

self-hypnosis.

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

The next group of methods is based on the control of the activity of the organism. The depth of emotional experiences can be changed by influencing their external manifestations, since elementary control over somatic and vegetative manifestations of emotions leads to their self-correction. What can be controlled? On the tone of mimic, skeletal muscles, the rate of speech, breathing, etc.

It is advisable for a young teacher preparing for the upcoming lesson and feeling a state of insecurity, fear of children to conduct a relaxation session, achieving physical and mental relaxation. Autogenic training (mental self-regulation) - a kind of psychophysical gymnastics - should become part of the teacher's "pedagogical toilet" along with respiratory and articulatory exercises. Mental self-regulation includes relaxation (a state of relaxation) and self-hypnosis of formulas in order to form professionally necessary qualities. To do this, in the "coachman's pose" with the help of special formulas, you need to cause sensations of heaviness and warmth in the limbs, muscle relaxation, peace. Then, suggesting to oneself a given state and imagining the corresponding attitudes, it is useful to pronounce the following formulas of this nature:

"I'm calm. I teach with confidence. The guys listen to me. I feel relaxed in class. I am well prepared for the lesson. The lesson is interesting. I know and see all the guys. I'll have a good lesson. Children are interested in me. I'm sure full of energy. I am in good control of myself. The mood is cheerful, good. Learning is interesting. Students respect me, listen and fulfill my requirements. I like working in class. I'am a teacher".

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

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

PANTOMIMICS

Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image. Let's look at the teacher, who explains the lesson with inspiration. How organically the movements of his head, neck, arms, and the whole body are merged!

The beautiful, expressive posture of the educator expresses the inner dignity of the individual. A straight gait, composure speak of the teacher's confidence in his abilities and knowledge. At the same time, a stoop, a lowered head, sluggish hands testify to the inner weakness of a person, his self-doubt.

The teacher needs to develop the correct way to stand in front of the students in the lesson (feet 12-15 cm wide, one leg slightly forward). All movements and postures should attract students with their elegance and simplicity. The aesthetics of the posture does not tolerate bad habits: swaying back and forth, shifting from foot to foot, habits of holding on to the back of a chair, turning foreign objects in your hands, scratching your head, rubbing your nose, pulling your ear.

The gesture of the teacher should be organic and restrained, without sharp wide strokes and sharp corners. Round gestures and sparing gestures are preferred.

There are descriptive and psychological gestures. Descriptive gestures depict, illustrate the train of thought. They are less needed, but are common. Much more important are psychological gestures expressing feelings. For example, when saying: "Please," We raise the hand to the level of the chest with the palm up, slightly pushing it away from us.

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

Sports, special techniques help to develop the correct posture: imagine yourself standing on tiptoe, standing against a wall, etc .; teacher's self-control is very important, the ability to look at oneself from the outside, through the eyes of children in the first place.

For communication to be active, you should have an open posture: do not cross your arms, turn to face the class, reduce the distance, which creates an effect of trust. Moving forward and backward through the class is recommended, not to the sides. Stepping forward reinforces the meaning of the message, helping to focus the attention of the audience. Stepping back, the speaker, as it were, gives the listeners a rest.

MIMIC

Mimicry is the art of expressing one's thoughts, feelings, moods, states by the movement of the muscles of the face. Often, facial expressions and gazes have a stronger effect on students than words. Gestures and facial expressions, increasing the emotional significance of information, contribute to its better assimilation.

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

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

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

For the development of orientation in the awareness of one's own behavior and the behavior of students, it is useful to get acquainted with the standards presented in the works of psychologists. "Here, for example, is a standard of behavior in a state of joy: a smile, eyes shine, gesticulates excessively, verbose, a desire to help another. A standard of behavior in a state of fear : the eyes are dilated, the posture is frozen, the eyebrows are raised, the voice is trembling, the face is distorted, the gaze is shifting, the movements are sharp, the body is trembling.

/ The teacher's gaze should be turned to the children, creating visual contact. Avoid contact with walls, windows, ceilings. Visual contact is a technique that must be consciously developed. We must strive to keep all students in sight.

SPEECH TECHNIQUE

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

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

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

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

BREATH

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

Let us briefly outline the main provisions of the breathing technique. There are four types of breathing, depending on which muscles are involved in the respiratory process.

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

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

Diaphragmatic breathing carried out by changing the longitudinal volume of the chest, due to the contraction of the diaphragm (in this case, there is a contraction of the intercostal respiratory muscles, but very slight).

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

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

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

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

How is exhalation done? The diaphragm, relaxing, rises, going into the chest cavity, the longitudinal volume of which decreases, and the ribs descend, reducing the transverse volume of the chest. The total volume of the chest decreases, the pressure in it increases, and the air comes out.

What is the difference between phonation breathing and normal breathing?

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

Normal physiological breathing is not enough for speech. Speech and reading require a lot of air. At its economical spending and its timely renewal. In speech breathing, the exhalation is longer than the inhalation. Another and the sequence of breathing, after a short breath - a pause to strengthen the abdominal press, and then a long sound exhalation. Speech sounds are produced during exhalation. Therefore, its organization is of great importance for the production of speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For example:

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

The practical exercises presented in this manual, and mostly independent work, will improve the respiratory system of each teacher.

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

The resonator system - pharynx, nasopharynx, oral cavity provides statics and dynamics of speech.

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

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

The flexibility, mobility of the voice, the ability to easily change it, obeying the content and listeners, is essential. The mobility of the voice primarily concerns its changes in pitch. Pitch - the tonal level of the voice. The human voice can freely change in pitch within about two octaves, although in ordinary speech we get by with three to five notes. Range - the volume of the voice. Its boundaries are defined by the highest and lowest tone. Narrowing the range of the voice leads to the appearance of monotony. The monotony of sound dulls perception, lulls.

A well-trained voice is characterized by richness of timbre coloring. Timbre is the color of sound, brightness, as well as its softness, warmth, individuality. In the sound of the voice, there is always a fundamental tone and a number of overtones, that is, additional sounds of a higher frequency than in the fundamental tone. The more of these additional tones, the brighter, more colorful, richer the sound palette of the human voice. The original voice timbre can be changed with the help of resonators. There are two main types of resonators: upper (head) and lower (thoracic).

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

All these properties of the voice are developed by special exercises. Voice education is an individual and time-consuming process. It requires a strictly individual technique and control by experienced professionals. Conscious training of the voice (changing the direction of the sound to certain places of resonation) can affect the change in its timbre, remove unpleasant shades (nasal, shrill), reduce the overall tone. “..It has been experimentally proven that low voices (compared to high ones) are better perceived by children, they like them more, they are very impressive. A system of exercises for educating a speech voice can be found in the works of 3. V. Savkova and V. P. Chikhachev on the voice of a lecturer, in a manual for theater universities.

A few words about the voice hygiene of the teacher. As special studies show, the incidence of the vocal apparatus in persons of "voice professions" is very high. For teachers, it averages 40.2%. The causes of voice disorders are different. There are four main ones: increased daily voice load, inept use of the vocal apparatus, non-observance of hygiene rules, congenital weakness of the vocal organ. (See: Vasilenko Yu.S. On the voice of the teacher//Sov. Pedagogy.- 1972.- No. 7.- P. 89.)

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

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

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

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

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

one should not walk fast on cold days after vocal work, as with intense movements, breathing quickens, becomes deeper and more cold air enters the respiratory tract.

DICTION.

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

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

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

Inorganic pronunciation deficiencies are the result of inattention to the child's speech at home and at school. This is burr, lisp, lisp, lethargy or ambiguity of speech, generated by improper use of the speech apparatus. A frequent defect in diction is a tongue twister, when words seem to jump on each other. "7 Slurred speech is due to the sound" through the teeth, eating the final consonant or sounds inside the word. and flaccid lower lip.

Improving diction is associated primarily with the development of articulation - the movement of the organs of speech. This is served by special articulatory gymnastics, which includes, firstly, exercises for warming up the speech apparatus and, secondly, exercises for the correct development of the articulation of each vowel and consonant sound.

Useful tips for correcting some speech defects can be found in the textbook for universities on expressive reading. So, lisping, which happens if a person presses his tongue very hard against the inside of his upper teeth or puts it on his teeth, is removable: you need to learn to hide your tongue behind your teeth. The sound "s" is pronounced with unclenched teeth: the tongue lies below, barely touching the lower teeth. Exercises with a match in the teeth are useful. There are also simple exercises to eliminate lisping, burriness, lethargy of voice, nasality. Naturally, incorrect skills that have already taken root in speech cannot quickly disappear. It takes hard work, patience and regular practice.

TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

In communication, two sides can be distinguished: attitude and interaction. It is like the underwater and above-water part of the iceberg, where the visible part is a series of verbal and non-verbal actions, and the inner, invisible part is needs, motives, interests, feelings - everything that pushes a person to communicate.

As studies show, a teacher with a stable emotionally positive attitude towards children, a business-like response to shortcomings in academic work and behavior, a calm and even tone in his speech, schoolchildren are relaxed, sociable, and trusting. Negative attitude towards children (“How tired I am of your class”, “You learned to be smart, but you can’t write correctly”, etc.), the instability of the teacher’s position, falling under the power of his moods and experiences, create the basis for the emergence of distrust, isolation? and even lead to such ugly forms of "self-affirmation" as hypocrisy, sycophancy, playing the role of a cool clown, etc. All this leaves an imprint on the entire course of the educational process. The mentor has no right to forget even for a moment that the idea for the student is inseparable from the personality of the teacher: What the beloved teacher says is perceived quite differently than what the despised, alien person says. The loftiest ideas in his mouth become hated ”(N. K. Krupskaya).

In general, researchers identify three main styles of the teacher's attitude to the class team: stable-positive, passive-positive, and unstable. But there are also such teachers who have features of a negative style of attitude towards children - situationally negative and even persistently negative.

The main conclusion about the role of the style of the teacher's attitude towards students is made by A. A. Leontiev, noting that both "negative" and "unstable" teachers cause a negative attitude towards themselves. And this means that they work both against the school and against society.

STYLE OF WORK - HANDWRITING OF THE ORGANIZER

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

Authoritarian style (“smashing arrows”), the teacher single-handedly determines the direction of the group’s activities, indicates who should sit and work with whom, Suppresses any initiative of students, students live in a world of conjectures. The main forms of interaction are orders, instructions, instructions, conclusions, even rare gratitude sounds like a command or even like an insult: “You answered well today. I didn't expect this from you." Having discovered a mistake, such a teacher ridicules the culprit more often than not explaining how it can be corrected. In his absence, work slows down, or even stops altogether. The teacher is concise, his bossy tone prevails, impatience with objections.

Democratic style ("returning boomerang"). It manifests itself in the support of the leader on the opinion of the team. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects everyone to active participation in the discussion of the progress of work; sees his task not only in control and coordination, but also in education; each student is encouraged, he has self-confidence; self-government develops. A democratic teacher tries to distribute the workload in the most optimal way, taking into account the individual inclinations and abilities of each; encourages activity, develops initiative. The main ways of communication with such a teacher are requests, advice, information.

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

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

Schoolchildren have an inadequate level of claims in communicating with people around them.

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

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

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

STYLE OF PEDAGOGICAL COMMUNICATION

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

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

communication based on passion for joint creative activity,

communication based on friendship,

communication - distance,

communication - intimidation,

communication is play.

The basis of communication based on the enthusiasm for joint creative activity is the stable positive attitude of the teacher to children and work, the desire to jointly (and therefore democratically) solve the issues of organizing activities. Enthusiasm for joint creative search is the most productive style of communication for all participants in the pedagogical process. As experience shows, the whole system of relations with children among the masters of pedagogical work is built precisely on this basis. “In order for things to go well, following the Makarenko tradition, schoolchildren and teachers should have the same, common concerns. Teachers do not manage schoolchildren, but together with them they take care of the affairs of the school, there is no “we” and “you”. Instead of one-sided influences of the teacher on students, there is a common creative activity of pupils together with educators and under their guidance.

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

Considering the system of relations between the teacher and pupils, S. Makarenko repeatedly insisted on the formation of a friendly tone in the relations of the teacher with the team. new requirements, or the same increase towards greater emotionality - during general meetings of common work, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: snarling, telling jokes, no liberties in language, mimicry, antics, etc. On the other hand, it is completely unacceptable that teachers and management in the presence of pupils were sullen, irritable, noisy" .

Some teachers misinterpret this category of the communication process and turn friendliness into familiarity with students, which negatively affects the entire course of the educational process.

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

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

The extreme form of communication-distance is a style such as generalnie-intimidation. It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. Here are typical forms of manifestation of communication-intimidation: “Listen carefully, otherwise I’ll call you and put a deuce”, “You will find out from me, I will ask you”, etc.

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

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

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

What is dialogue-dialogue, what are its features?

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

The dialogue will not take place without the equality of positions of the educator and the educated person, which means the recognition of the active role of the educator in the process of education. For V. A. Sukhomlinsky, the terms “education” and “self-education” are essentially synonyms. In addition, the equality of positions means that the educator himself is under the influence of the pupil.

A feature of communication-dialogue is the irreducibility of the results of communication to evaluation. In the pedagogy of cooperation, there is no place for shortcuts, once and for all established opinions, and harsh assessments. This, of course, does not mean that the assessment is completely excluded, it is simply necessary to change the authorship of the assessment, to make it a mutual assessment and a self-assessment.

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

PEDAGOGICAL TACT OF THE TEACHER

WHAT IS PEDAGOGICAL TACT

As we can see, in the process of communication between teachers and students, two emotional poles of communication can develop. A true educational effect is provided by the teacher's ability to organize relationships based on positive emotions. Negative emotional states may arise, but not as the ultimate goal of exposure, but as a possible situational remedy to be overcome in order to achieve a positive emotional effect (for example, fear of losing respect).

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

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

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

Tact Literally means "to touch". This is a moral category that helps regulate human relationships. Based on the principle of humanism, tactful behavior requires respect for the person in the most difficult and contradictory situations. Being tactful is a moral requirement for every person, especially for a teacher who communicates with a developing personality. Pedagogical tact is the professional quality of a teacher, part of his skill. Pedagogical tact differs from the general concept of tact in that it denotes not only the personality traits of the teacher (respect, love for children, politeness), but also the ability to choose the right approach to students, that is, it is an educative, effective means of influencing children.)

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

The dosage of influence is also manifested in the use of educational means. Just as medicines in medicine require a clear packaging and regimen, so the word of the teacher, his methods should be applied optimally, unobtrusively, delicately. Excess can lead to back reaction: excessive exactingness - to disobedience, excessive indulgence - to rudeness. Respecting students, the teacher must be able to show his respect for the children. The manifestation of respect forms a child's self-esteem, disarms those who resist pedagogical influence, makes them accomplices in education.

Respect, warmth, affection do not exclude exactingness, but presuppose it. The connection between respect and exactingness is dialectical. The exactingness to the individual increases and becomes more complicated as respect for it increases, taking into account the individual characteristics of schoolchildren. Depending on the level of upbringing of the student's personality, the teacher varies the shades of his relationship with him: from hidden sympathy to emphasized coldness, from cordiality to dryness, from softness to severity.

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

Pedagogical tact is manifested in the balance of the teacher's behavior (restraint, self-control, combined with immediacy in communication). It implies trust in the student, an approach to him with an "optimistic hypothesis", as A. S. Makarenko said, even with the risk of making a mistake. The teacher is tactless, pessimistically assessing the possibilities of students and emphasizing this at every opportunity. The trust of the teacher should be an incentive for the work of students. To do this, you can also resort to the method of some deliberate exaggeration of the first successes of the student, so that he feels joy from his efforts, from successes. Trust is not connivance, it is effective if it is shown sincerely, supported by concrete deeds, if combined with control, a certain degree of vigilance of the teacher in relation to the pupil. But control should not be pedantic, oppressive suspicion.

The teacher's communication culture, tact are manifested in various forms of interaction with the student: in the classroom, in extracurricular activities, at leisure.

PEDAGOGICAL TACT IN THE LESSON

An analysis of conflicts between students and teachers shows that one of the reasons for them is the teacher's tactlessness, which manifests itself in the teacher's rude remarks about the appearance, mind, and abilities of young interlocutors. Some teachers consider it normal to make such remarks: “Why are you fidgeting, like there are nails under you?” etc. An angry teacher remembers in the classroom where and with whom he saw a student or a student on the street, how they were dressed. This often starts a conflict.

The teacher needs tact at all stages of the lesson. He should pay special attention to his behavior during the testing and assessment of students' knowledge. Here, tact is expressed in the ability to listen to the student's answer: to be attentive to the content and form of the answer, to show restraint when the students have difficulties) you do not know!" There are cases when stuttering children forget about their illness in the lessons of a master teacher and become numb with a tactless teacher.

All students love to respond to someone who can listen carefully, respectfully, with participation. At the same time, support during the answer with a smile, look, facial expressions, nod is important; comments along the way that interrupt the answer are undesirable. Seventh-graders say that the teacher's indifference hinders most of all, and tenth-graders consider it undesirable when teachers listen to the answer with superiority and comment on it with irony and sarcasm.

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

An interesting study of the psychology of pedagogical assessment was carried out by B. G. Ananiev, which showed that the lack of a motivated assessment of schoolchildren’s weak answers can lead to the fact that within three months the student ceases to understand the teacher’s questions, because of uncertainty, he learns the habit of asking again, being silent with repeated questions . The author proves that value judgments that are negative in form should also have a positive meaning and be of a guiding perspective character, for example: “It would be true if this was indicated ...”, “Do not rush, you will have time”.

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

TACT AND TACTICS

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

The choice of tactics in communication is associated with the ability to use role positions. A description of them can be found in the books of the psychotherapist A. B. Dobrovich. (See, for example: Educator on the psychology and psychohygiene of communication / - S. 68-74.) "These are four positions: "an extension from above", "an extension from below", "an extension next to" and "non-participation position".

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

In the position of "an extension from below" a dependent, subordinate and insecure person is found. According to A. B. Dobrovich, this is the position of a “child”.

In the position of "an extension nearby" the correctness and restraint of behavior, the ability to reckon with the situation, understand the interests of others and distribute responsibility between themselves and them are expressed. This is an adult position.

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

At the same time, the teacher often uses the position of the “child” in his behavior (however, it would seem strange!). For example, the head of the Frunze Commune, F. Ya. Shapiro, as a rule, at one of the stages of organizing collective creative affairs, began to express doubts about the success, even fears, thereby providing an opportunity for high school students to take upon themselves the defense of the case 1 . Sometimes the teacher takes the position of “adding from below”, as if playing along with the students, for example, “mistakes on the blackboard”, and the students correct the teacher with great joy. The "extension from below", used by the teacher, is designed for the student to show independence.

The position of “an extension from above” - the position of a “parent” - is organic for pedagogical activity, but cannot be the only and the same along the entire path of educating a student, because it involves dialogic interaction only when the pupil is constantly in the role of a child. This either hinders the development of personality or leads to conflict communication.

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

CONDITIONS FOR MASTERING THE PEDAGOGICAL TACT

Pedagogical tact is brought up, acquired along with skill. It is the result of the spiritual maturity of the teacher, a lot of work on oneself "to acquire special knowledge and develop the skills to communicate with children, 1 First of all, this is knowledge of the psychology of age and the individual characteristics of modern children.

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

love children, show your love;

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

navigate the environment;

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

talk with children (a tactless teacher assigns the student the position of a passive listener, shows condescension with a word, gesture, facial expressions).

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

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

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

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

Rule two. Influence your partner (student, colleague) with your behavior. Silent consideration of the face of a participant in the conflict helps to remove the effectiveness, which will enable the teacher to concentrate, to study his condition.

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

Rule four. Agree on a goal. It is necessary to realize as early as possible what unites with the student, to see the "common starting point" of interaction, to demonstrate it, moving to the position of "we".

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

DEVELOPMENT OF COMMUNICATION ABILITIESTEACHER

Ensuring the correct communication style of the teacher, observing the pedagogical tact in any activity requires developed communication skills. A. N. Leontiev gave a detailed description of communicative skills:

own social perception or "face reading";

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

“present yourself” in communication with students;

optimally build your speech in psychological terms, i.e., the skills of verbal communication, verbal and non-verbal contact with students. (See his book: Pedagogical Communication. - p. 34.)

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

ADVICE FOR BEGINNERS

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

2. Realizing his role as a trustee of society and following its principles, the teacher should not openly demonstrate a pedagogical position. For children, the words and actions of the teacher should be perceived as a manifestation of his own convictions, and not just as the fulfillment of duty. The sincerity of the teacher is the key to his strong contacts with the pupils; it is based on the fact that the assimilated requirements of society are passed by the teacher through his own attitudes and become the needs of his personality.

For successful interaction with schoolchildren, one should first of all adequately assess one's own personality. Self-knowledge, self-management should be the constant concern of every teacher. The ability to manage one's emotional state requires special attention: the educational process is harmed by an irritable tone, the predominance of negative emotions, and shouting. 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.

6. 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 ability of a teacher to accept the role of another - a student, parents, colleagues - to take their point of view.

7. 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.

9. If, after starting work, for some time you still do not notice the shifts that you hoped for, still do not abuse complaints about students, do not start a 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 towards a certain style of behavior, which in real conditions will prompt a rational reaction to the situation that has arisen.

Let it not seem strange for a university graduate, but in communicating with schoolchildren one should remember to maintain the authority of work colleagues. The loss of the authority of a colleague can, to a certain extent, be a weakening of your personal pedagogical influence on the guys.

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1. The essence of pedagogical activity

pedagogical professional training

The meaning of the teaching profession is revealed in the activities carried out by its representatives and which is called pedagogical. It is a special type of social activity aimed at transferring the culture and experience accumulated by mankind from older generations to younger ones, creating conditions for their personal development and preparing them to fulfill certain social roles in society.

Obviously, this activity is carried out not only by teachers, but also by parents, public organizations, heads of enterprises and institutions, production and other groups, as well as, to a certain extent, the mass media. However, in the first case, this activity is professional, and in the second - general pedagogical, which, voluntarily or involuntarily, each person carries out in relation to himself, engaging in self-education and self-education. Pedagogical activity as a professional activity takes place in educational institutions specially organized by society: preschool institutions, schools, vocational schools, secondary specialized and higher educational institutions, institutions of additional education, advanced training and retraining.

To penetrate into the essence of pedagogical activity, it is necessary to turn to the analysis of its structure, which can be represented as a unity of purpose, motives, actions (operations), results. The system-forming characteristic of activity, including pedagogical, is the goal (A.N. Leontiev)

The purpose of pedagogical activity is a historical phenomenon. It is developed and formed as a reflection of the trend of social development, presenting a set of requirements for a modern person, taking into account his spiritual and natural capabilities. It contains, on the one hand, the interests and expectations of various social and ethnic groups, and on the other, the needs and aspirations of an individual.

Much attention was paid to the development of the problem of the goals of education by A.S. Makarenko, but none of his works contain their general formulations. He always sharply opposed any attempts to reduce the definitions of the goals of education to amorphous definitions such as "harmonious personality", "communist person", etc. A.S. Makarenko was a supporter of the pedagogical design of the personality, and saw the goal of pedagogical activity in the program of personality development and its individual adjustments.

As the main objects of the goal of pedagogical activity, the educational environment, the activities of the pupils, the educational team and the individual characteristics of the pupils are distinguished. The realization of the goal of pedagogical activity is connected with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, and the development of an individual's individuality.

The goals of pedagogical activity are a dynamic phenomenon. And the logic of their development is such that, arising as a reflection of the objective trends of social development and bringing the content, forms and methods of pedagogical activity in line with the needs of society, they add up to a detailed program of gradual movement towards the highest goal - the development of the individual in harmony with himself and society.

The main functional unit, through which all the properties of pedagogical activity are manifested, is pedagogical action as a unity of goals and content. The concept of pedagogical action expresses the general that is inherent in all forms of pedagogical activity (lesson, excursion, individual conversation, etc.), but is not limited to any of them. At the same time, pedagogical action is that special one that expresses both the universal and all the richness of the individual.

An algorithm is a prescription to perform elementary operations in a certain sequence to solve any problem belonging to a certain class.

Appeal to the forms of materialization of pedagogical action helps to show the logic of pedagogical activity. The pedagogical action of the teacher first appears in the form of a cognitive task. Based on the available knowledge, he theoretically correlates the means, the subject and the expected result of his action. The cognitive task, being solved psychologically, then passes into the form of a practical transformational act. At the same time, a certain discrepancy between the means and objects of pedagogical influence is revealed, which affects the results of the teacher's actions. In this regard, from the form of a practical act, the action again passes into the form of a cognitive task, the conditions of which become more complete. Thus, the activity of a teacher-educator by its nature is nothing more than a process of solving an innumerable set of problems of various types, classes and levels.

A specific feature of pedagogical tasks is that their solutions almost never lie on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, the desired is not presented in clear formulations: it is developed on the basis of the forecast. The solution of an interrelated series of pedagogical problems is very difficult to algorithmize. If the algorithm still exists, its application by different teachers can lead to different results. This is due to the fact that the creativity of teachers is associated with the search for new solutions to pedagogical problems.

2. Pedagogical creativity and skill

Creativity is, first of all, the complete concentration of the entire spiritual and physical nature. It captures not only sight and hearing, but also all five human senses. It captures, in addition, the body, and thought, and mind, and will, and feeling, and memory, and imagination. All spiritual and physical nature should be directed towards creativity...

K.S. Stanislavsky

The problem of creativity has become so urgent today that many scientists consider it the “problem of the century”, and its solution lies in a number of areas, including in education, i.e. in the modern school. In this situation, the personality of the teacher comes to the fore, the leading professional characteristic of which is the ability to be creative. It is the pedagogical creativity of the teacher that is able to solve the problem of the functioning of any general educational institution, to satisfy the society's need for highly qualified specialists who can effectively solve the tasks assigned to them, and to respond in a non-standard way to changes in modern technogenic society.

Creativity is an activity that generates something new, not previously existing, based on the reorganization of existing experience and the formation of new combinations of knowledge, skills, products. Creativity has different levels. One level of creativity is characterized by the use of already existing knowledge and the expansion of the scope of their application; at another level, a completely new approach is created that changes the usual view of an object or field of knowledge. The process of constant creativity is a pedagogical activity. In the set of pedagogical abilities, one should especially highlight the "gift of the word", which, according to the words of the 19th-century methodologist-linguist. V.P. Ostrogorsky, consists in the ability to speak not only coherently, smoothly and clearly, but beautifully and captivatingly. In specialized literature, three independent spheres of speech art are usually considered: stage speech, oratory and speech as a tool of pedagogical communication. In the practice of educational work, these types of speech activity often appear in a complex.

In addition to general pedagogical abilities and skills, an employee of an educational institution must master a variety of techniques and means of personal audiovisual influence on pupils, which are usually combined with the term "pedagogical technique". The subject of special concern of the teacher is the main instrument of communication - the voice, which should be expressive, sonorous, attract attention, but not irritate, call to action, and not lull. It has been experimentally proven that information transmitted in a low voice is better remembered.

Another essential element of pedagogical technique is facial expressions - a kind of art of expressing thoughts, feelings, moods and states with the movements of the muscles of the face. The combination of these movements with the expressiveness of the gaze contributes to the establishment of live contact with the pupils.

Academician V.A. Engelhard wrote: “... that creativity in its original source is the result of an innate, physiological need, the result of some kind of instinct, felt as powerfully as the need for a bird to sing or the desire of a fish to rise against the current of a stormy mountain river.” And indeed, a person in any, even the most, it would seem, work far from creativity, without realizing it himself, introduces elements of creativity. There are also several types of pedagogical creativity:

Pedagogical
Moral	Didactic	Technological	Organizational
Activities in the field of moral and ethical relations between students and teachers using unique, original approaches, giving a qualitatively new result. It gives the greatest effect when designing pedagogical situations. Moral creativity is the art of creating highly moral, benevolent relations between a teacher and students.	Activities in the field of education for the invention of various ways of selecting and structuring educational material, methods of its transmission and assimilation by students. It is limitless - the combination of actions by students, the invention of new techniques, the use of transitions, additions, background music, self-assessment, reference devices for educational purposes, gaming machines, assessment of knowledge by parents.	Activities in the field of pedagogical technology and design, when the search and creation of new pedagogical systems, pedagogical processes and educational pedagogical situations that contribute to increasing the effectiveness of student learning is carried out. This is the most difficult type of pedagogical creativity.	Creativity in the field of management and organizational activities to create new ways of planning, control, alignment of forces, mobilization of resources, communication with the environment, interaction between students and teachers, etc. It ensures the rational use of all factors that contribute to achieving the goal in a more economical way.

3. Components of pedagogical excellence

Components	Characteristic
1. Pedagogical culture	part of the general culture, which to the greatest extent reflects spiritual and material values, as well as the ways of creative pedagogical activity necessary for mankind to serve the historical process of generational change and the socialization of the individual.
2. Professional competence of the teacher	Competence (from Latin competentio from competo I strive, I correspond, I approach) is the personal ability of a specialist to solve a certain class of professional tasks. Competence is also understood as formally described requirements for the personal, professional, etc. qualities of the company's employees (or for some group of employees).
3. Pedagogical skills and abilities	Under pedagogical abilities he understood a number of qualities related to various aspects of the teacher's personality, which are the conditions for the successful implementation of pedagogical activity. The term “skills” denotes, as is known, the possession of a complex system of mental and practical actions necessary for the expedient regulation of activity with the knowledge and skills available to the subject.
4. Speech culture of the teacher	a broad and capacious multi-component concept, but above all it is the literacy of constructing phrases
5. Pedagogical interaction, self-management skills
6. Pedagogical communication and ethics	Pedagogical communication is a professional communication of a teacher with students in the classroom and outside of it (in the process of teaching and education), which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as another kind of psychological optimization of educational activities and relations between the teacher and the student. .
7.Psychological and pedagogical knowledge
8.Pedagogical style	Pedagogical style is a system of pedagogical tools and methodological techniques used by the master of industrial training in the educational process and in relationships with students, characterizing his pedagogical personality.
9. Pedagogical tact	a sense of proportion, the pedagogical expediency of everything that he does, teaching and educating his students. Pedagogical tact is based on a deep knowledge and understanding of the psychology of students, a thoughtful, attentive and friendly attitude towards them.
10. Pedagogical technique	then a certain automatism of individual elements of pedagogical activity

4. The value of pedagogical skills for training and education

The professional activity of a person consists in the fact that it implies a mandatory reflection on the content of the subject of professional activity. The subject of professional activity of a psychologist is the mental reality of a person, which is generated and exists only according to its own laws.

Currently, a psychologist is called upon to provide professional assistance to a person's life problems. Using the recommendations of specialists - psychologists, a person can solve many problems on his own, that is, he is able to be an intuitive psychologist for himself, assess his mental states, behavioral patterns and manifestation of emotions. However, there are situations in which a person is unable to cope with complex problems on his own and needs psychophysiological assistance.

Thus, a psychologist is a specialist with a basic higher psychophysiological education who owns methods for assessing mental phenomena and the ability to correct them.

A pronounced orientation to the value of another person in the professional activity of a psychologist presupposes an adequate perception by him of his possibilities for influencing this other person. This makes the profession of a psychologist, according to G.N. Abramov, one of the few types of social activity where generalized ideas about the value of a person are extremely concretized and personified in his words and actions directed at another person.

Consequently, first of all, the profession of a psychologist has requirements for intellectual qualities, emotional-volitional, psychomotor. These are such requirements as the speed of thought processes, high productivity of mental activity, emotional stability, good volitional regulation.

Requirements for perception: the psychologist must have active perception in order to form an adequate image of the subject; in the first place - visual and auditory perception, as well as the perception of time, which depends on the emotional state.

What is important is the arbitrariness of attention, a large volume, the focus of understanding on the feelings, emotions of the subject with whom the psychologist interacts, a good distribution of attention.

Memory should be predominantly arbitrary, long-term, visual, auditory.

The preferred ways of processing information: analysis and synthesis, generalization, the nature of thinking must be purposeful for the successful resolution of professional problems and tasks. Verbal-logical and figurative thinking should be well developed; flexibility, speed of thinking are important; concreteness and abstractness of thinking, since the tasks before a psychologist are often complex and require responsibility when making a decision.

The load on the emotional-volitional sphere is large, since in the work of a psychologist most of the situations that cause emotional tension require great volitional efforts.

Requirements for personality and character traits: empathic abilities, reflexive thinking, the ability to identify oneself with the subject of interaction and its problems; benevolence, desire for self-education, self-improvement, tact and diplomacy.

5. Pedagogical culture of the individual

The pedagogical culture of a personality is understood as the mastered and daily manifested level of the teacher's art (pedagogical activity) in relation to himself, to other people, to children. Given that the pedagogical qualities of a person have a fairly wide scope of manifestation, it is necessary to single out the socio-pedagogical culture. In this regard, it represents the social experience of pedagogical activity learned and daily manifested by a person in accordance with the age and sphere of life. A specialist in the social sphere must own a professional culture, an integral part of which is pedagogical culture. It is characterized by the level of assimilation of pedagogical experience by a specialist and its implementation in the process of professional activity.

Allocate the internal and external components of the pedagogical culture of the individual.

The internal component of pedagogical culture is often equated with the level of knowledge and skills in the field of pedagogy that a person has. One cannot agree with such an approach. The fact is that a person can have a fairly large amount of knowledge and skills, but by no means always can show them in everyday life and practical activities. This fact indicates that the level of knowledge and skills characterizes only the competence of a person in the relevant field.

The internal culture of a person is that core, that basis, which largely determines his behavior in various life situations, professional activities. Consequently, we are talking not only about the level of knowledge and skills of a person in the field of pedagogy, but also about the formed personal attitudes, ideals, needs and motives that determine the scope and conditions of their daily manifestation.

The foregoing allows us to highlight the main components of internal culture:

a) personality (internal originality) with its individual psychological and socio-pedagogical advantages and disadvantages - the individual-personal level;

b) the volume and degree of assimilation of the pedagogical experience accumulated in professional activity, this part of the internal component is called the theoretical (ideological) level of pedagogical culture. It defines the rational level (component) and shows what kind of psychological and pedagogical knowledge and how a person has mastered it, to what extent they can be used by him in his professional activity;

c) a formed sensual attitude to the object, social work, its results, and self-improvement in the pedagogical field. This part of the internal component is called the sensory (emotional) level of pedagogical culture, its emotional component. This component is formed and strengthened in the process of mastering the experience of social and pedagogical activity. It includes: experienced feelings (likes or dislikes, respect, indifference or neglect, etc.) to the object of social work, the activity itself; his experiences in the process of activity, as well as in assessing the results achieved; development of the need for knowledge and mastery of new experience in social work. The sensory level often determines the internal attitude to pedagogical activity, the need for pedagogical self-improvement. It largely characterizes its internal moral culture.

The rational and emotional components of pedagogical culture are realized by the personality itself, through its volitional component. It is characterized by the formed moral and volitional qualities of a specialist, which determine his ability to realize his personal socio-pedagogical experience in professional activities.

The external component of pedagogical culture is what finds everyday manifestation in its relation to the object, social work, social and pedagogical activity, and their results. It includes:

a) external advantages and disadvantages as a person (appearance, habits, manners, etc.) - the personal level of manifestation of pedagogical culture. It characterizes the pedagogical side of the personality;

b) actually manifested pedagogical aspects of activity in the process of social work (behavior, actions, actions that have a pedagogical impact on the object) the behavioral level of pedagogical culture.

This level characterizes everyday pedagogical manifestation in communication with people, clients;

c) manifestation of the level of mastery of pedagogical technologies, methods and techniques, means and techniques - the practical and pedagogical level of the individual as a teacher. It shows the degree of possession of real pedagogical experience, the art of pedagogical activity, his pedagogical capabilities in working with a client, as well as the effectiveness of his professional activities;

It is an important characteristic of the manifestation of the pedagogical culture of a specialist. As practice shows, the external attitude of a specialist is largely a manifestation of his sensual (emotional) level - the internal pedagogical culture.

6. Components of pedantry

The pedagogical skill of a teacher is a complex of professional personality traits that ensure a high level of self-organization of pedagogical activity through the possession of the possibilities of their discipline for training and education.

Pedagogical excellence is based on the high professionalism of the teacher, his general culture and pedagogical experience. To master the skill, you need to know the laws and principles of education, be able to perfectly use effective technologies of the educational process, choose them correctly for each specific situation, diagnose, predict the process of a given level and quality.

There is an opinion that only a talented person with a certain hereditary predisposition can become a true master teacher (“a teacher must be born”). There are other assertions: a mass profession cannot become the privilege of the especially gifted. Almost all people by nature are endowed with the qualities of educators; the task is to teach pedagogical skills.

The "Formula of Success" of a modern teacher undoubtedly includes the following components: awareness, methodological skill, enthusiasm, moral culture. But the main core of successful activity is creativity and love for children.

Teaching excellence includes the following components:

Moral and spiritual qualities: humanistic orientation, national dignity, intelligence, life ideals, conscientiousness, honesty, truthfulness, objectivity, tolerance.

Professional knowledge of the subject, human anatomy and physiology, psychology, pedagogy, teaching methods.

Social and pedagogical qualities: organizational skills, endurance, adherence to principles and exactingness, optimism, sensitivity, creative thinking, attention, tact.

Psychological and pedagogical skills: constructive, communicative, didactic, perceptual, suggestive, cognitive, applied, knowledge of the basics of psychotechnics

Pedagogical technique: appearance, possession of facial expressions, gestures, body, culture of speech; maintaining the pace, rhythm, style of speech; culture of communication; didactic skills; the ability to control your feelings.

7. Teaching ability

A number of conditions affect the formation of abilities. This is theoretical and practical experience, knowledge; physical and mental activity associated with the fulfillment of specific goals and involvement in various types of games, studies, labor; observation, good memory, vividness of imagination.

Abilities, B.M. Teplov, are in constant development. If they are not developed in practice, then they go out over time. Only by constantly improving in music, drawing, technical creativity, mathematics, it is possible to maintain and develop abilities in the relevant activities.

Abilities are characterized by interchangeability, large compensatory possibilities. There are: general abilities (individual personality traits that ensure relative ease and productivity in mastering knowledge and performing various types of activities); special abilities (personality traits that help achieve high results in any field of activity). Special abilities are organically connected with general ones.

Each ability has its own structure, it distinguishes between leading and auxiliary properties. So, for example, the leading properties in literary, mathematical, pedagogical and artistic abilities are the following:

In literary - features of creative imagination and thinking; vivid and visual images of memory; developed aesthetic senses; sense of language;

In mathematics, the ability to generalize; flexibility of thought processes; easy transition from direct to reverse train of thought;

In pedagogical - pedagogical tact; observation; love for children; the need for knowledge transfer;

In art - features of creative imagination and thinking; properties of visual memory that contribute to the creation and preservation of vivid images; the development of aesthetic feelings, manifested in an emotional relationship to the perceived; volitional qualities of the individual, ensuring the implementation of the idea into reality.

Specific ways of developing special abilities. For example, abilities in the field of music begin to appear earlier than others, rather early in the field of mathematics.

There are levels of abilities: reproductive (provides a high ability to acquire knowledge, master activities) and creative (provides the creation of a new, original). However, it should be borne in mind that any reproductive activity includes elements of creativity, and creative activity is impossible without reproductive activity.

There are also theoretical and practical abilities.

The former presuppose a person's inclination to abstract-theoretical reflections, and the latter to concrete, practical actions. Often they do not match with each other. The same ability can be different in degree of development.

Talent is a high level of ability development that ensures outstanding success in a particular type of activity.

Genius is the highest level of development of abilities, which makes a person an outstanding personality in the corresponding field of activity.

A person's belonging to one of three types: artistic, mental and intermediate (in the terminology of I.P. Pavlov) determines to a large extent the features of his abilities.

The relative predominance of the first signal system in the mental activity of a person characterizes the artistic type, the second signal system - the mental type, their approximately equal representation - the average type of people. These differences in modern science are associated with the functions of the left (verbal-logical) and right (figurative) hemispheres of the brain.

For the artistic type, the brightness of images is characteristic, for the mental type - the predominance of abstractions, logical constructions.

The same person may have different abilities, but one of them may be more: significant than others. At the same time, different people can (have the same abilities, but differ in the level of development).

The success of any activity is determined not by any individual abilities, but by a unique combination of abilities for each person that characterizes him as a person.

Success in mastering any activity can be achieved in various ways. Insufficient development of one or another individual ability can be compensated by the development of other abilities, on which the successful performance of an activity also depends.

Allocate constructive, organizational, communicative components of pedagogical activity. The teacher must have the appropriate skills.

Constructive abilities [manifested in the desire and ability to develop the personality of the student, select and compositionally build teaching and educational material in relation to the age and individual characteristics of children.

Organizational skills are manifested in the ability to include students in various activities and effectively influence each individual.

Communication skills are manifested in the ability to establish the right relationship with children, feel the mood of the whole team, understand each student

Sociability, sociability is not only the need for communication, but also a sense of satisfaction from the very process of communication, which maintains efficiency and feeds the creative well-being of the teacher. Sociability helps the development of perceptual abilities, such as professional vigilance and observation.

The ability to observe is a complex quality. It manifests itself not only in the ability to see, hear, but also in the presence of interest in what our attention is directed to, as well as in the intensive work of the mind to process information.

To be a master means to foresee the course of the pedagogical process, possible complications, i.e. have a pedagogical flair. There is nothing mystical in this. This ability can be developed, but its formation requires some effort.

Another element of pedagogical skill is the form of organization of the teacher's behavior. Knowledge, orientation and abilities without skills, without mastery of methods of action, i.e. pedagogical technique, are impossible. Without them, the high results of the teacher's activity are inconceivable.

Pedagogical technique includes the ability to manage oneself and interact in the process of solving pedagogical problems.

The first group of skills is the possession of one's body, emotional state, speech technique. The second is didactic, organizational skills, possession of the technique of contact interaction, etc.

The criteria for the teacher's skill are: expediency (orientation); productivity (result: level of knowledge, upbringing of students); optimality (choice of means); creativity (content of activity).

The task facing the Pedagogical College is to help students master the basics of mastery as the initial level of their professional training: to form an orientation, to give knowledge, to develop abilities, to equip them with technology.

8. Professionally significant qualities of a teacher

Important professional qualities of a teacher:

§ diligence;

§ performance;

§ discipline;

§ responsibility;

§ the ability to set a goal;

§ choose ways to achieve it, organization;

§ persistence;

§ systematic and systematic improvement of one's professional level;

§ the desire to constantly improve the quality of their work, etc.

But, in addition, the human qualities of the teacher are especially important, which become professionally significant prerequisites for creating favorable relationships in the educational process.

Mandatory professional qualities of a teacher

A mandatory quality for a teacher is humanism, that is, an attitude towards a growing person as the highest value on earth, an expression of this relationship in concrete deeds and actions.

The teacher must be inventive, quick-witted, persistent, always ready to independently resolve any situations.

The professionally necessary qualities of a teacher are endurance and self-control.

Spiritual sensitivity in the character of a teacher is a kind of barometer that allows him to feel the condition of the students, their mood, to come to the aid of those who need it most in time.

An integral professional quality of a teacher is fairness. In addition, the teacher must be demanding.

Professionally important qualities are an important component in the structure of a teacher's personality. V.D. Shadrikov under professionally important qualities understands the individual qualities of the subject of activity, influencing the effectiveness of the activity and the success of its assimilation. He also refers to professionally important qualities as abilities. The productivity of pedagogical activity also depends on the formation of professionally important qualities of a teacher's personality.

An important professional and pedagogical quality is logical thinking. Logical thinking reflects the formation of logical methods of thinking as a set of actions aimed at performing operations of analysis, synthesis, classification of concepts, finding logical relationships.

The dominant qualities in professional and pedagogical activity (R.A. Mizherikov, M.N. Ermolenko) are personality activity, purposefulness, balance, desire to work with schoolchildren, the ability not to get lost in extreme situations, charm, honesty, justice, modernity, pedagogical humanism , erudition, pedagogical tact, tolerance, discipline, pedagogical optimism. In addition, such qualities as exactingness, responsibility, sociability should be included here.

The professiogram of a teacher also includes such a quality as pedagogical artistry, which is expressed in the ability to embody thoughts and experiences in the image, behavior, word, richness of the teacher's personal manifestations. The study of the activities of artistic teachers has shown that, as a rule, they are characterized by self-acceptance as individuals, a tendency to recognize themselves as carriers of positive, socially made characteristics, self-confidence and the importance of their work, a high degree of coincidence of personal and professional interests, a desire to constantly improve, a high level of activity orientation. Reflective skills - the ability to self-knowledge, self-assessment of professional activity and professional behavior, self-actualization;

organizational and pedagogical skills - general pedagogical skills of planning the educational process, choosing the best means of pedagogical influence and interaction, organizing self-education and self-government, forming a professional orientation of the personality of students;

general professional skills - the ability to read and draw up drawings, diagrams, technical diagrams, fill in settlement and graphic work, determine the economic indicators of production;

constructive skills - integrative skills in the development of technological processes and the design of technical devices, include the development of educational and technical and technological documentation, the performance of design work, the compilation of technological maps, guide tests;

technological skills - quantitative skills of analysis of production situations, planning, rational organization of the technological process, operation of technological devices;

production and operational skills - general labor skills in related professions;

special skills - highly professional skills within any one branch of production.

9. Pedagogical foresight

The dictatorship that we now have has once again confirmed the scientific nature of Marxism, has once again shown that, using Marxism, we can not only look into the future, but bring it closer. And on our banner, which bears the inscription "struggle for communism," the struggle for a new man, for a harmoniously developed personality, is thus inscribed. After the Paris Commune, for the first time we have such a political system that tries, through all the gears, through the entire system of measures, to forge a new economy and a new man. This is one of the tasks of the dictatorship of the proletariat, of the state as a whole. That is why Lenin considered the underestimation of its educational work as a slander against the dictatorship of the proletariat. That is why he wrote: “The bourgeoisie is trying to obscure the important role of the dictatorship of the proletariat, its educational task, which is especially important in Russia, where a minority of the population belongs to the proletariat. Meanwhile, this task must come to the fore” (November 3, 1920). The meaning of the dictatorship of the proletariat is to achieve those conditions in which the existence of a harmoniously developed person is possible.

As we move closer to communism, people change too. They must be changed in the process of reorganization. And the faster this process goes, the faster they should change. Otherwise there will be scissors. Otherwise, the construction process will be slowed down. But for such a transformation of people, the old methods of transformation are insufficient. You need special drives. Special schools. And they are. The party teaches, the soviets teach, the trade unions are the school of communism, we say. And these are not figurative expressions, this is not the carelessness of V.I. Lenin to "scientific" pedagogical terminology, as Pinkevich tries to portray. No. This highlights one of the main tasks of these organizations. This is how “targeted change in social behavior” is carried out. This is a characteristic feature of the pedagogy of the transitional era. Targeted education takes place not only within the framework of the institutions of the People's Commissariat for Education, the All-Union Military Commission for National Economy, and other institutions specially designed for educational tasks. No. But also through other channels. Thus, the subject of pedagogy expands not only in the sense that it also deals with the education of an adult, but also in the fact that this education takes place in institutions and organizations that set this task as one of their tasks, often not decisive.

The role, the proportion of pedagogy is changing, as the re-education of millions becomes the task not only of the party and the trade union, but also of the state apparatus as a whole. And the further, the more: since "coercive measures will be replaced more and more by methods of persuasion." This is the trend of the process. This must be said with all decisiveness and clarity. A. Kalashnikov hesitates: “This quotation very clearly outlines that group of influence of the social and state apparatus, which, under certain conditions, can become the subject of pedagogy. But this is only the first, true, decisive feature. And yet, the first line of disagreement. There are others. In a transitional era, the relationship between the economy, politics and pedagogy develops differently. Those who go along with A.G. are wrong. Kalashnikov and, together with him, states the following: “The method of planned economy in no way eliminates the social formation of a person in its former interpretation, i.e. the latter will consist of two processes: a spontaneous process, which is necessary in given social conditions for the formation of the human psyche, and a process of targeted, organized education. This is not true. It is not true because the relationship between the "spontaneous" and the "organized" is changing, the proportion of the "organized" is changing: what was "spontaneous" is becoming organized. And this is the most important thing, the most important thing. We must see the original, the new, that which distinguishes us from the past. This is the point. Don't talk about what's left of the past. Since this remains is in a different environment, in different connections, etc.

A.G. does not see any originality. Kalashnikov. He is in the past. He pulls back. And we need to open, study the present, growing, emerging. And that's what it is. We now have more opportunities than ever before to consciously change human behavior, and not only through agitation and propaganda, but also through a number of economic measures. And we do it. Let's take the simplest example. Commune, state farm, collective farm. Who can doubt that this is the most reliable way of "reshaping the mores of society, for a long time polluted by damned private property." Exactly so, and it is false to say that the legislative economist can never foresee exactly, and very often is not at all interested in, "the change in behavior that occurs as a result of the transition to collective agriculture." This is not true, first, because the change in behavior as a result of this transition can be more accurately predicted than the change in behavior as a result of being in school; secondly, because the economist cannot but be interested in this process, since the development of industry also rests on the problem of creating a new person, since its task is not to achieve an effect, but only to ensure that this result is ours, poured water on our mill. And it is impossible not to take this into account, not to be at all interested in this with us.

These are interconnected things, especially with us. And it cannot be ignored. We taught the masses from our own practical experience. And first of all, we must, we can learn from the experience that we create through a series of economic measures that we deploy according to a plan, with specific tasks. To refuse it would be the greatest stupidity. I never refuse anyone. On the contrary, we are trying to speed up, consciously speed up the process. This is the meaning of the struggle for the deployment of schools, kindergartens, reading huts, cinema in the communes, state farms, collective farms. In. this is the meaning of household sections. We are fighting for a new way of life. For a different attitude to public property, for a different attitude towards people. And a cell in the commune is doing this, and in its hands is a series of drives. Little of. The issue is broader. We are trying to saturate the peasants who have not been united in communes with the new sentiments that collective farming gives rise to, we are trying to infect them with them. We do it. This is what the “economists” demand of us as well. A. Kalashnikov claims that they are not interested in these behavioral changes. This is not true. But he goes further. He argues that we should not be interested in this, since we still will not be able to foresee these changes.

But accounting is not yet exact knowledge, he says, and therefore the results of economic measures, especially insofar as they produce new production relations, are almost impossible to foresee in relation to the changes that occur in human behavior, since here new social conditions arise. human environment, which also never existed, and therefore it is almost impossible to foresee their effect on a person.

Well, what about, if you believe Kalashnikov, with Marx, Engels, Lenin? They foresaw. Engels wrote in the principles of communism: “Today's industry is less and less able to make use of such people. Moreover, industry, which is systematically managed by the whole society and in the public interest, needs people with comprehensively developed abilities, people who are able to navigate the entire system of production. The division of labour, which has already been shattered by the machine and is transforming one into a peasant, another into a shoemaker, a third into a factory worker, a fourth into a stock speculator, will disappear completely. Education will enable young people to quickly become acquainted with the whole system of production, it will enable them to move in turn from one branch of production to another, according to the needs of society or their own inclinations. Thus, education will free them from the one-sidedness to which the modern division of labor forces everyone at the present time. Thus, a society organized on communist principles will enable its members to apply their comprehensively developed abilities in an all-round way. Engels foresaw! And he argues with him, Kalashnikov refutes him. But this is a burning argument. What about the communes, if you believe Kalashnikov? To foresee their effect on a person is "almost impossible." Will we not get counter-revolutionaries, proprietors, egoists instead of communists-communards, because "it is almost impossible to foresee".

10. Professional competence of the teacher

Professional competence is considered as a characteristic of the quality of specialist training, the potential for the effectiveness of labor activity. In pedagogy, this category is considered either as a derivative component of “general cultural competence” (N. Rozov, E.V. Bondarevskaya), or as “the level of education of a specialist” (B.S. Gershunsky, A.D. Shchekatunova). If you try to determine the place of competence in the system of levels of professional skill, then it is between diligence and perfection].

Correlating professionalism with various aspects of specialist maturity, A.K. Markova identifies four types of professional competence]: special, social, personal individual:

1. Special or activity professional competence characterizes the possession of activities at a high professional level and includes not only the availability of special knowledge, but also the ability to apply them in practice.

2. Social professional competence characterizes the possession of methods of joint professional activity and cooperation, methods of professional communication accepted in the professional community.

3. Personal professional competence characterizes the possession of ways of self-expression and self-development, means of resisting professional deformation. This also includes the ability of a specialist to plan his professional activities, make decisions independently, and see the problem.

4. Individual professional competence characterizes the possession of self-regulation techniques, readiness for professional growth, resistance to professional aging, and the presence of sustainable professional motivation.

As one of the most important components of professional competence, he calls the ability to independently acquire new knowledge and skills, as well as use them in practical activities. We consider it possible to use the above types of professional competence for the tasks of assessing the professionalism of a teacher.

Of interest is the hierarchical model of pedagogical competence, in which each next block relies on the previous one, creating a “platform for “growth”” of the following components.

The blocks that make up the model represent six types of pedagogical competence: knowledge, activity, communicative, emotional, personal, creative. The special significance of the principle of consistency, which is directly related to the formation of the teacher's competence in the process of his education, is emphasized. A separate block taken out of context will not provide the necessary professional competence of the teacher.

Taking into account the analysis of existing studies on the issue of professional competence, we will clarify the concept under consideration in relation to pedagogical specialists. In accordance with the above, the professional competence of a teacher is a qualitative characteristic of the personality of a specialist, which includes a system of scientific and theoretical knowledge both in the subject area and in the field of pedagogy and psychology. The professional competence of a teacher is a multifactorial phenomenon that includes a system of theoretical knowledge of a teacher and ways to apply it in specific pedagogical situations, the value orientations of a teacher, as well as integrative indicators of his culture (speech, communication style, attitude towards himself and his activities, to related areas). knowledge, etc.).

We will single out the following components of a teacher's professional competence: motivational-volitional, functional, communicative and reflective.

The motivational-volitional component includes: motives, goals, needs, values, stimulates the creative manifestation of the individual in the profession; implies an interest in professional activities.

The functional (from Latin functio - execution) component generally manifests itself in the form of knowledge about the methods of pedagogical activity necessary for the teacher to design and implement a particular pedagogical technology.

The communicative (from Latin communico - I connect, communicate) component of competence includes the ability to clearly and clearly express thoughts, convince, argue, build evidence, analyze, express judgments, convey rational and emotional information, establish interpersonal relationships, coordinate one's actions with the actions of colleagues, choose the optimal style of communication in various business situations, organize and maintain a dialogue.

The reflexive (from late Latin reflexio - turning back) component is manifested in the ability to consciously control the results of one's activity and the level of one's own development, personal achievements; the formation of such qualities and properties as creativity, initiative, focus on cooperation, co-creation, a tendency to introspection. The reflexive component is the regulator of personal achievements, the search for personal meanings in communication with people, self-management, as well as the stimulus of self-knowledge, professional growth, improvement of skills, meaning-creating activity and the formation of an individual style of work.

These characteristics of the professional competence of a teacher cannot be considered in isolation, since they are integrative, holistic in nature, they are the product of professional training as a whole.

Professional competence is formed already at the stage of professional training of a specialist. But if training in a pedagogical university should be considered as a process of forming the foundations (preconditions) of professional competence, then training in the system of advanced training is a process of developing and deepening professional competence, first of all, its higher components.

It is necessary to distinguish the psychological meaning of the concepts of "competence" and "qualification". Assigning a qualification to a specialist requires him not to have experience in this profession, but to comply with the knowledge and skills acquired in the process of training with the educational standard. Qualification is the degree and type of professional training (preparedness) that allows a specialist to perform work at a particular workplace. A specialist acquires a qualification before the corresponding professional experience begins to take shape.

The concept of "professionalism" is broader than the concept of "professional competence". To be a professional is not only to know how to do it, but to be able to implement this knowledge, achieving the desired result. (A lifeguard on the waters cannot be one who, in the words of A.N. Leontiev, “knows how to swim”, but does not know how to do it). The effectiveness of activities is also important, and its correlation with costs (psychological, physiological, etc.), that is, when assessing professionalism, we should talk about the effectiveness of professional activities.

11. Communication as the main form of activity

Communication is a complex multifaceted process of establishing and developing contacts between people, generated by the needs of joint activities and including the exchange of information, the development of a unified interaction strategy, the perception and understanding of another person (Brief psychological dictionary. M., 1985). From the definition of communication it follows that this is a complex process, which includes three components:

communicative side of communication (exchange of information between people);

Interactive side (organization of interaction between individuals);

Perceptual side (the process of perception of each other by communication partners and the establishment of mutual understanding).

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