Pedagogical technique. What is pedagogical technique

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Hosted on http://allbest.ru/

Pedagogical technique? one of the most important elements of pedagogical skill

Introduction

1. The concept of "pedagogical technique"

2. The specificity of pedagogical technique in the activities of a sports teacher
3. Pedagogical technique, its components
conclusions
List of used literature
Introduction
The professionalism of a teacher of physical culture and sports is determined by how skillfully he applies fundamental theoretical knowledge in the practice of physical education and upbringing of students, how sensitively he reacts to the changes that occur in the educational system, what are the results of creative search in educational and organizational work. Professionalism, first of all, is pedagogical skill, pedagogical technique, pedagogical culture and pedagogical tact of the teacher.
The pedagogical skill of a teacher is a synthesis of psychological and pedagogical thinking, professional and pedagogical knowledge, skills and abilities, emotional and volitional means, which, in conjunction with personality traits, allow him to successfully solve educational problems.
The teacher directly influences students with the help of various skills, in particular, the possession of pedagogical equipment. Pedagogical technique is the use by the teacher of personal qualities in the implementation of the pedagogical process, the ability to speak and listen, use logical techniques, empathy, involvement in the process of communication with students. An important component of pedagogical technology is the technique of using information and communication technologies.
It is known that the effectiveness of each of them largely depends on the methods and methods of application. Pedagogical technique is of particular importance in the process of communication. The ability to present the content of educational material at a level corresponding to the level of students' readiness for its perception and taking into account the personal characteristics of students in the process of communication are the most important indicators of a teacher's possession of not only knowledge, but also the basics of pedagogical technology.
Taking into account the above judgments, the topic was formulated
“Pedagogical technique? one of the most important elements of pedagogical skill"
The purpose of the work: The study of pedagogical technology as one of the most important elements of pedagogical skill "
Tasks of this work:
1. To study the concept of "pedagogical technique"
2. To reveal the specifics of pedagogical technique in the activities of a sports teacher
3. Consider pedagogical technique and its components
1. The concept of "pedagogical technique"
Back in the 20s of the XX century. the concept of “pedagogical technique” arose, and since then it has been studied by many teachers and psychologists (V.A. Kan-Kalik, Yu.I. Turchaninova, A.A. Krupenin, I.M. Krokhina, N.D. Nikandrov, A. A. Leontiev, L. I. Ruvinsky, A. V. Mudrik, S. S. Kondratiev, etc.). Pedagogical technique is included in pedagogical technology as its instrumental side. Those. in any pedagogical process, including those of a technological nature, there is always a pedagogical technique. The educator, influencing the pupils, seeks to convey to them his ideas, thoughts, feelings. And the channels of communication, the transmission of their intentions and, if necessary, orders, requirements for pupils, are the word, speech, expressive gesture, facial expressions. Pedagogical technique is a set of skills that allows the educator to clearly express himself and successfully influence the pupils, to achieve an effective result. This is the ability to speak correctly and expressively (the general culture of speech, its emotional characteristics, expressiveness, intonation, impressiveness, semantic accents); the ability to use facial expressions and pantomime (expressive movements of the face and body) - with a gesture, look, posture to convey to others an assessment, an attitude towards something; the ability to manage one's mental state - feelings, mood, affects, stress; the ability to see yourself from the outside. Psychologists call this social perception - it is also included in the pedagogical technique. This also includes the ability to reincarnate, the ability to play, neurolinguistic programming (NLP). Depending on the extent to which the educator owns the means and channels of interaction, one can also talk about pedagogical skill. A good mastery of pedagogical technique by an educator is a condition necessary for his effective work. Noting the role of pedagogical technology in the work of the educator, A.S. Makarenko said that a good teacher knows how to talk with a child, owns facial expressions, can restrain his mood, knows how to “organize, walk, joke, be cheerful, angry”, every movement of the teacher educates. In pedagogical universities, it is imperative to teach both the production of the voice, and the pose, and the possession of one's face. “All these are questions of educational technology.” What is the role of pedagogical technology in pedagogical technology? As already mentioned, pedagogical technology includes goal-setting, diagnostics, and the educational process. In striving to achieve the goal, good results are achieved by the educator who is fluent in various methods of pedagogical technology, uses humor, is sympathetic and at the same time persistent in communicating with students, reveals resourcefulness and the ability to improvise. All these are methods of pedagogical technology that are used in pedagogical technology.
2. The specificity of pedagogical technique in the activities of a sports teacher
Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, friendly, optimistic attitude, elements of the skills of an actor and director (according to L. I. Ruvinsky)) .
Pedagogical technique involves a combination of two groups of skills:
The art of communicating with students among the most important skills that make up pedagogical technique can be put in the first place. You should talk to students in the same way as with other people, regardless of their age, always trying to be simple, natural and understandable.
The correct style and tone of communication is determined by the position of the teacher in the team. He is a senior comrade, who, according to A. S. Makarenko, is always there and a little bit ahead.
Pedagogical technique - a set of skills and abilities necessary for the application of methods of pedagogical influence. This includes the ability to choose the right style and tone in communication, manage attention, the pace of activity, as well as the skills to demonstrate one's attitude to the actions of students.
A special place in the range of skills and abilities of pedagogical technology is occupied by the development of the teacher's speech as one of the most important educational means - correct diction, "set voice", rhythmic breathing and reasonable addition of facial expressions and gestures to speech.
In addition to those mentioned above, the skills of pedagogical technology include the following skills:
* win over the interlocutor, figuratively convey information, if necessary, change the subtext load;
* mobilize creative well-being before the upcoming communication;
* manage your body, relieve muscle tension in the process of performing pedagogical actions;
* regulate their mental states; evoke feelings of surprise, joy, anger and others “on order”.
Pedagogical technique can also be represented by the following skills:
* choosing the right tone and style in dealing with students;
* managing their attention;
* sense of pace;
* possession of a word, diction, breathing, facial expressions and gestures;
* Possession of figurative, colorful speech, technique of intonation and expression of various emotions.
In the conditions of physical education, pedagogical technique is expressed in the organization and conduct of training sessions, trainings and competitions in sports at a high sports level.
An important component of the pedagogical skill of the teacher is his methodological skill, it manifests itself in knowledge and skills:
* apply the most effective teaching methods in the classroom;
* combine the educational process with educational;
* organize independent training of students;
* use technical training aids;
* keep records and control progress;
* develop and use in practice the methodological support of the educational process.
An indicator of the methodological skill of the teacher is the correct definition of the didactic and educational goals of the lesson, planning the levels of assimilation of knowledge of the educational material based on the goals and objectives of training.
An important indicator of the teacher's methodological skill is the development of author's training programs based on the fulfillment of the requirements of the State Educational Standard and taking into account local conditions for the organization and implementation of the educational process.
The methodological mastery of the teacher finds its expression in the use of various methods and forms of organizing training sessions that arouse interest in learning.
To increase students' interest in training sessions, the teaching methodology uses such a form of their organization as a discussion. During the discussion, the teacher gives answers to critical questions, teaches to reason, build arguments, defend one's positions, which is especially important in the dispute, the formation of sportsmanship of students.
The organization of training sessions in the form of business and role-playing games, the use of project methods in teaching and other methods of intensifying the educational process are widely used in modern teaching methods.
teacher pedagogical communication training
3 . Pedagogical technique, its components
An outstanding teacher A.S. Makarenko wrote: "The educator must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement educates him."
Yu.P. Azarov argued that, firstly, a developed pedagogical technique helps the teacher to express himself deeper and brighter in pedagogical activity, to reveal in interaction with students all the best, professionally significant in his personality. A perfect pedagogical technique frees up the time and energy of the teacher for creative work, allows in the process of pedagogical interaction not to be distracted from communicating with children in search of the right word or explanation of unsuccessful intonation.
Mastering pedagogical technique, allowing you to quickly and accurately find the right word, intonation, look, gesture, as well as maintaining calmness and the ability to think clearly, analyze in the most acute and unexpected pedagogical situations, leads to an increase in teacher satisfaction with their professional activities.
Secondly, pedagogical technique has a developing effect on the qualities of the individual. An important feature of pedagogical techniques is that they all have a pronounced individual-personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher. Individual pedagogical technique significantly depends on the age, gender, temperament, character of the teacher, health status, anatomical and physiological characteristics.
So, work on expressiveness, purity, literacy disciplines thinking. Mastering the methods of self-regulation of mental activity leads to the development of emotional balance as a character trait, etc. In addition, in real pedagogical interaction, all the teacher's skills in the field of pedagogical technology are manifested simultaneously. And self-observation makes it possible to successfully correct the selection of expressive means.
Thirdly, in the process of mastering pedagogical technique, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.
All of the above emphasizes that pedagogical technique is the most important tool of the teacher.
Components of pedagogical technology.
It is customary to include two groups of components in the concept of "pedagogical technique".
The first group of components is associated with the ability of the teacher to control their behavior:
- possession of one's body (facial expressions, pantomimics);
- management of emotions, mood (removal of excessive mental stress, creation of creative well-being);
- socially - perceptual abilities (attention, observation, imagination);
- speech technique (breathing, voice setting, diction, speech rate).
The second group of components of pedagogical technique is associated with the ability to influence the individual and the team, and reveals the technological side of the process of education and training:
- didactic, organizational, constructive, communication skills;
- technological methods of presenting requirements, managing pedagogical communication, etc.
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.
Listeners "read" the face of the teacher, guessing his attitude, mood, so it should not only express, but also hide feelings. The most expressive on a person's face are the eyes - the mirror of the soul. The teacher should carefully study the possibilities of his face, the ability to use an expressive look. The teacher's gaze should be turned to the children, creating eye contact.
Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image.
The teacher needs to develop a manner to properly stand in front of the students in the classroom. All movements and postures should attract listeners with their elegance and simplicity. The aesthetics of the posture does not tolerate bad habits: shifting from foot to foot, leaning on the back of a chair, turning foreign objects in the hands, scratching the head, etc.
The gesture of the teacher should be organic and restrained, without sharp wide strokes and open corners.
For communication to be active, you should have an open posture, do not cross your arms, turn to face the audience, reduce the distance, which creates an effect of trust. It is recommended to move forward and backward through the class, 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.
Managing the emotional state involves mastering the ways of self-regulation, which include: fostering goodwill and optimism; control of one's behavior (regulation of muscle tension, tempo of movements, speech, breathing); self-hypnosis, etc.
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, which, according to scientists, accounts for approximately? - ? the entire study time. Therefore, the process of students' correct perception of educational material depends on the perfection of the teacher's speech.
No matter how interesting and informative speech is, I.R. Kalmykov, it will not be perceived by the audience if the speaker pronounces it in an inarticulate, hoarse, weak, inexpressive voice. The voice in a speech is just as important as the content of the speech, appearance, manners of the speaker. He delivers his message to the audience with his voice. The human voice is a powerful means of influencing the public. Thanks to a beautiful, sonorous voice, a speaker can attract the attention of listeners from the first minutes, win their sympathy and trust.
In addition, the voice can contribute to a person's professional career, or it can hinder it.
The voice is able to express the thoughts and feelings of a person. In pedagogical activity, it is extremely important to speak expressively and simply, giving a lecture, a report, reciting poetry and prose; own intonation and voice power, thinking through each phrase, sentence, emphasizing significant words and expressions competently using them in various situations. The voice is the main expressive means of the teacher's oral speech, which he must be able to use perfectly. P. Soper believes that “nothing affects people's attitude towards us as much as the impression of our voice. But nothing is so neglected, and nothing so needs constant attention. Possession of the voice is directly related to the development of phonation (sound), the so-called speech breathing. This, in turn, makes it possible to convey the aesthetic and emotional richness of the teacher's speech, not only helping in communication, but also influencing the feelings, thoughts, behavior and actions of students.
Mastering the technique of speech means having speech breathing, voice, good diction and orthoepic pronunciation. The teacher needs to constantly work on diction, breathing and voice.
Breathing ensures the vital activity of the organism, the physiological function. At the same time, it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phono - sound). In everyday life, when our speech is predominantly dialogical, breathing does not cause difficulties. The difference between phonation breathing and physiological breathing is that the inhalation and exhalation of normal breathing are 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 more air, its economical use and its timely renewal. Another and the sequence of breathing. After a short breath - a pause, and then a long sound exhalation.
There are special exercises aimed at developing breathing. The purpose of breathing exercises is not to develop the ability to inhale the maximum amount of air, but to train in the ability to rationally use a normal supply of air. Since sounds are created during exhalation, its organization is the basis for setting the breath, which should be complete, calm and imperceptible.
Diction is the distinctness and correctness of pronunciation, efficient sounds, which are ensured by the correct functioning of the organs of speech. The articulatory apparatus should work actively, without unnecessary tension. All sounds and their combinations must be pronounced clearly, easily and freely at any pace.
All diction speech and voice disorders are divided into organic (speech therapists are involved in their correction) and inorganic (they can be corrected through exercises), associated with lethargy of the articulatory apparatus (lips, tongue, jaw), fuzzy pronunciation of consonants (“porridge in the mouth”).
Among the teachers there are people whose voice is set by nature itself, but this does not happen often. Yes, and a good voice, in the absence of special training, wears out over the years.
Thus, summing up all of the above, we can conclude that pedagogical technology, which is a complex of skills, abilities and knowledge that allows the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.
conclusions
1. Pedagogical technique is a set of skills necessary for a teacher in his activities to effectively interact with people in any situation (speech skills, pantomime, self-control, friendly, optimistic attitude, elements of the skills of an actor and director).
2. The specifics of pedagogical technique in the activities of a sports teacher consists of a set of skills, abilities and knowledge that allow the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.
3. It is customary to include two groups of components in the concept of "pedagogical technique".
a) the first group is associated with controlling one's behavior - facial expressions, pantomime, emotions, mood, attention, imagination, voice, diction;
b) the second, the group is associated with the ability to influence the individual and the team (didactic, organizational, constructive, communication skills, communication management techniques).
List of used literature

1. Introduction to the theory of physical culture / Ed. L.P. Matveeva. - M., 2004.-106s.

2. Vulfov B.3., Ivanov V.D. Fundamentals of Pedagogy in Lectures, Situations, Primary Sources: Textbook. - M.: Publishing house of URAO, 2006.-288s.

3. Degtyarev I.P. Physical development. Kyiv 2007. - S.23-48.

4. Korotov V.M. Introduction to Pedagogy. - M.: Publishing house of URAO, 2003.-256 p.

5. Krutsevich T.Yu., Petrovsky V.V. Management of the process of physical education // Theory and methods of physical education / Ed. T.Yu. Krutsevich. Kyiv: Olympic Literature, 2003. T. 1. - S. 348.

6. Fundamentals of the theory and methodology of physical culture: A textbook for technical schools of physics. culture. / Ed. A.A. Guzhalovsky. - M.: Physical culture and sport, 2006. - 352 p.

7. Fundamentals of the theory and methodology of physical culture: Textbook for technical schools of physics. culture. / Ed. A.A. Guzhalovsky. - M.: Physical culture and sport, 2006. - 352 p.

8. Pedagogy: pedagogical theories, systems, technologies:

9. Stefanovskaya T.A. Pedagogy: science and art. Lecture course. Proc. allowance for students. lecturer, graduate students - M.: Publishing House "Perfection", 2008. - 368 p.

10. Proc. allowance for students / S.A. Smirnov and others - M .: Publishing Center "Academy", 20079. - 544 p.

Hosted on Allbest.ru

Similar Documents

The essence of pedagogical technology is their structure and specificity. The concept of the technology of constructing the pedagogical process. Planning as a result of the constructive activity of the teacher, features of the work of the class teacher. Diagnosis of education.

cheat sheet, added 09/26/2010

The essence of pedagogical technology and pedagogical design. Categories "technology", "pedagogical technology", "teaching technology". Technology of designing the pedagogical process. Planning in the activities of the teacher.

thesis, added 09/08/2007

The main values of individual characteristics in pedagogical activity. Specifics of pedagogical communication, characteristics of communication barriers. The structure of the pedagogical process. Scientists who at different stages contributed to the development of pedagogy.

test, added 09/04/2009

The essence and content of pedagogical skill, its general characteristics and distinctive features. Determining the level of pedagogical skill at the present stage and identifying the factors that shape it, its place and importance in the learning process.

abstract, added 06/21/2012

Analysis of the structure of the teacher's activity. The study of the structure of the teacher's activity in the educational process, the types of interaction and the pedagogical process as a whole. The interaction between the student and the subject of study, between the student and the teacher.

term paper, added 12/08/2011

Formation of artistry as the basis of professional pedagogical skills. The specifics of pedagogical work. Fast and flexible response to emerging pedagogical tasks. Comparative characteristics of pedagogical and acting skills.

abstract, added 06/22/2012

The concept of pedagogical skill. Personal qualities of a master teacher. Speech of the teacher and his role in professional activity. Secrets of pedagogical skill. Orientation to the calendar-thematic and lesson plans in preparation for classes.

report, added 08/27/2011

Promising pedagogical experience is one of the most important reserves for improving the lesson, increasing the effectiveness of pedagogical work. Effective mastery of pedagogical means by a young teacher. Group and individual consultations of teachers.

control work, added 11/21/2010

The optimality of pedagogical guidance depending on the level of skill and communicative culture. Authoritarian, democratic and liberal styles of teacher leadership. Leadership of the teacher on the basis of dedication to common creative activity.

abstract, added 06/06/2015

The main conditions and obligations for the worthy performance of professional pedagogical duty. The concept of professional competence of the teacher and the allocation of his personal qualities. The social role of the teaching profession in modern society.

Lecture 4. Pedagogical technique, its components.

1. Pedagogical technique.

2. Components of pedagogical technique.

3. Knowledge and skills necessary for mastering pedagogical technique.

Basic concepts: pedagogical technique, mime, pantomime, speech technique, teacher's image.

1. Pedagogical technique is a set of skills that allow the teacher to see, hear and feel their students. An outstanding teacher A.S. Makarenko wrote: “The educator must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement educates him.”

Yu.P. Azarov claimed that, firstly , developed pedagogical technique helps the teacher to express himself deeper and brighter in pedagogical activity, to reveal in interaction with students all the best, professionally significant in his personality. A perfect pedagogical technique frees up the time and energy of the teacher for creative work, allows in the process of pedagogical interaction not to be distracted from communicating with children in search of the right word or explanation of unsuccessful intonation.

Mastering pedagogical technique, allowing you to quickly and accurately find the right word, intonation, look, gesture, as well as maintaining calmness and the ability to think clearly, analyze in the most acute and unexpected pedagogical situations, leads to an increase in teacher satisfaction with their professional activities.

Secondly , pedagogical technique has a developing impact on the qualities of the individual. An important feature of pedagogical techniques is that they all have a pronounced individual-personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher. Individual pedagogical technique significantly depends on the age, gender, temperament, character of the teacher, health status, anatomical and physiological characteristics.

So, work on expressiveness, purity, literacy disciplines thinking. Mastering the methods of self-regulation of mental activity leads to the development of emotional balance as a character trait, etc. In addition, in real pedagogical interaction, all the teacher's skills in the field of pedagogical technology are manifested simultaneously. And self-observation makes it possible to successfully correct the selection of expressive means.

Thirdly , in the process of mastering pedagogical technique, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.

All of the above emphasizes that pedagogical technique is the most important tool of the teacher.

2. In concept "pedagogical technique" It is customary to include two groups of components.

The first group of components is associated with the ability of the teacher to control their behavior:

Possession of one's body (facial expressions, pantomimics);

Management of emotions, mood (removal of excessive mental stress, creation of creative well-being);

Socially - perceptual abilities (attention, observation, imagination);

The second group of components of pedagogical technique is associated with the ability to influence the individual and the team, and reveals the technological side of the process of education and training:

Didactic, organizational, constructive, communication skills;

Technological methods of presenting requirements, managing pedagogical communication, etc.

facial expressions- this is the art of expressing one's thoughts, feelings, moods, states with 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.

Listeners "read" the face of the teacher, guessing his attitude, mood, so it should not only express, but also hide feelings. The most expressive on a person's face are the eyes - the mirror of the soul. The teacher should carefully study the possibilities of his face, the ability to use an expressive look. The teacher's gaze should be turned to the children, creating eye contact.

Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image.

The teacher needs to develop a manner to properly stand in front of the students in the classroom. All movements and postures should attract listeners with their elegance and simplicity. The aesthetics of the posture does not tolerate bad habits: shifting from foot to foot, leaning on the back of a chair, turning foreign objects in the hands, scratching the head, etc.

The gesture of the teacher should be organic and restrained, without sharp wide strokes and open corners.

For communication to be active, you should have an open posture, do not cross your arms, turn to face the audience, reduce the distance, which creates an effect of trust. It is recommended to move forward and backward through the class, 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.

Managing the emotional state involves mastering the ways of self-regulation, which include: fostering goodwill and optimism; control of one's behavior (regulation of muscle tension, tempo of movements, speech, breathing); self-hypnosis, etc.

3. Pedagogical technique is considered as a set of skills that allow the teacher to see, hear and feel their students.

Pedagogical technique includes the ability to manage oneself and interact in the process of solving pedagogical problems. The basis of pedagogical technique is professional knowledge.

The combination of skills and knowledge of the teacher, their relationship 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. A.S. Makarenko said: “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.”

The foundation for the development of professional skills of a teacher is professional knowledge.

Professional knowledge is addressed, on the one hand, to the discipline he teaches, on the other hand, to students. The content of professional knowledge is knowledge of the subject, its methodology, as well as pedagogy and psychology. An important feature of professional pedagogical knowledge is its complexity and integration. First of all, it is the teacher's ability to synthesize the studied sciences. The core of the synthesis is the solution of pedagogical problems, the analysis of pedagogical situations that make it necessary to comprehend the psychological essence of phenomena, the choice of methods based on the laws of personality formation. The solution of each pedagogical task actualizes the entire system of pedagogical knowledge of the teacher, which manifests itself as a whole. In addition to complexity, generalization, the professional knowledge of a teacher is also characterized by such an important feature as an individual style of work.

On the basis of professional knowledge, pedagogical consciousness is formed - the principles and rules that determine the actions and deeds of the teacher.

The following professional knowledge can be distinguished:

Knowledge of your subject;

Knowledge of psychological and pedagogical disciplines;

Knowledge of teaching and learning methods;

Knowledge of the merits and demerits of one's personality and activity.

As a complete system teacher's image characterized by stable links that exist between the elements and unite, reinforce the structure.

The formation of the teacher's image is provided not by a separate component, but by their system, interconnection and interdependence of various elements. Both the appearance of the teacher and his inner state are important.

The image of a teacher is an emotionally colored stereotype of the perception of the image of a teacher in the minds of pupils, colleagues, the social environment, and in the mass consciousness. When forming the teacher's image, real qualities are closely intertwined with those attributed to him by others.

In Uzbekistan, the concept of "image" became the subject of public attention and scientific analysis only at the end of the 20th century.

The concept of a teacher's image is closely related to such a concept as authority. The authority of the teacher is, first of all, a means of educational influence on the student. An authoritative person is, as it were, advanced in success. A person who is recognized as authoritative is also credited with competence in other areas. There is a kind of irradiation of authority. The authority of the teacher is a complex phenomenon that qualitatively characterizes the system of relations with the teacher.

The relationship of students to an authoritative teacher is positively emotionally colored and saturated. And the higher this authority, the more important for the pupils of science, the basics of which are taught by the teacher, the more fair his demands, remarks seem, the more weighty his every word.

Questions.

What is the essence of pedagogical technology?
What components are included in the concept of "pedagogical technique"?
What is facial expressions and pantomime?
what is the essence of the teacher's image?
What should a teacher look like?
how to gain credibility with students?

Lecture 5-6. Pedagogical communication: styles and functions.

1. Communication as a mechanism for people to interact

2. Functions and structure of pedagogical communication

3. The structure of communication.

4. Styles of communication.

Basic concepts: communication, interaction, pedagogical communication, communication styles, communication-distance, communication-intimidation, communication-flirting, communication functions.

1. Without communication, neither an individual nor human society as a whole can exist. Communication for a person is his habitat. Without communication, it is impossible to form a person's personality, his upbringing, intellectual development, and adaptation to life. Communication is necessary for people both in the process of joint work, and to maintain interpersonal relationships, recreation, emotional relief, intellectual and artistic creativity.

The ability to communicate is both a natural quality of every person, given by nature, and a difficult art, involving constant improvement.

Communication is a process of interaction between individuals and social groups, in which there is an exchange of activities, information, experience, skills and results of activities. Speech culture and communication efficiency / Ed. L. K. Prudkina, E. N. Shiryaeva. - M., 1996. S. 125

In the process of communication:

Social experience is transmitted and assimilated;

There is a change in the structure and essence of interacting subjects;

A diversity of human identities is formed;

There is a socialization of the individual.

Communication exists not only by virtue of social necessity, but also by the personal necessity of individuals for each other. In communication, the individual receives not only rational information, forms ways of mental activity, but also, through imitation and borrowing, empathy and identification, assimilates human emotions, moods, and behaviors.

As a result of communication, the necessary organization and unity of actions of individuals in the group is achieved, rational, emotional and volitional interaction of individuals is carried out, a commonality of feelings, thoughts and views is formed, mutual understanding and coordination of actions are achieved that characterize collective activity.

Since communication is a rather complex and multifaceted process, it is studied by representatives of various sciences - philosophers, sociologists, culturologists, psychologists and linguists. Philosophers study the place of communication in human life and society, the role of communication in human development. Sociologists explore the forms of communication within different social groups and between groups, differences in the types of communication caused by social causes. Psychologists consider it as a form of human activity and behavior, consider individual psychotypical features of communication, as well as the place of communication in the structure of individual consciousness. Culturologists establish relationships between types of cultures and forms of communication. Linguists explore the linguistic and speech nature of social and interpersonal communication.

2. Everyone who chooses the profession of a teacher takes responsibility for those whom he will "teach" and "educate", at the same time being responsible for himself, his professional training, his right to be a Teacher, Teacher, Educator. Worthy fulfillment of professional pedagogical duty requires a person to accept a number of obligations: objectively assess their own capabilities; own a common culture of intellectual activity (thinking, memory, perception, representation, attention), a culture of behavior, communication; respect, know and understand the student, being the organizer of the educational activities of the trainees, acting as a partner and a person who facilitates pedagogical communication.

The essence and features of pedagogical communication are revealed in the works of teachers and psychologists A.A. Bodaleva, A.A. Leontieva, N.V. Kuzmina, V.A. Kan-Kalika, Ya.L. Kolominsky, II.A. Zimney, A.A. Rean and others.

Professional and pedagogical communication, according to D.A. Lobanov, is the interaction of a teacher-educator with his colleagues, students and their parents, with representatives of educational authorities and the public, carried out in the field of his professional activity; it goes beyond the contact "teacher-student" and involves the interaction of the teacher with other subjects of the pedagogical process.

« Pedagogical communication, - notes A.A. Leontiev, professional communication of a teacher with students in the classroom or outside it (in the processes of education and upbringing), which has certain pedagogical functions and is aimed (if it is full and optimal) at creating a favorable psychological climate, as well as another kind of psychological optimization of educational activities and relations between the teacher and students and within the student team.

Pedagogical communication, according to M.V. Bulanova-Toporkova, this is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of the interaction between the teacher and students.

Thus, pedagogical communication is a specific company of communication, which has its own characteristics and at the same time obeys the general psychological patterns inherent in communication as a form of human interaction with other people.

In the pedagogical process, communicative, interactive and perceptual functions that carry the main features of human communication.

Communication functions.

Pedagogical communication, according to A.A. Lobanov, performs almost all the main functions of communication that are implemented in a person's daily life, and at the same time, the functions of pedagogical communication have only their inherent distinctive features.

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

educational function pedagogical communication occupies a central place in the activities of the teacher, it involves the introduction of the student to the system of spiritual values, the culture of communication with people.

People knowing each other. The teacher needs to know individual qualities; properties of the physical, intellectual, emotional and moral development of each student, motivation for learning and work; attitude towards people and oneself. But students are also not indifferent to who works with them, what constitutes a teacher as a specialist and a person. It is important for them who communicates with them and how. After all, it is through communication and joint activities that the teacher and pupils get to know each other.

Organization and maintenance of a particular subject activity: educational, industrial, scientific, cognitive, gaming. Interwoven into a particular type of activity, communication acts as a way of organizing it. Through it, the teacher receives information about the effectiveness of the organization of cognitive practical activities of students. Therefore, communication plays a special role in the pedagogical process: even serving some main activity and, as it were, performing a supporting role, it significantly affects the quality of this activity.

Initiation of the initiator of communication to the values of the partner. This process is self-education, i.e. this is the process of self-formation of the initiator of communication, the process of creating one's own "I" through orientation to the values of another person.

The opening of the child to communication - this function of pedagogical communication is distinguished in their works on pedagogical technology by V. Yu. Pityukov and N.E. Shchurkova. It manifests itself in awakening the child’s desire for communication, removing psychological clamps, relieving him of the fear of the unknown, increasing self-esteem and self-confidence, and also convincing another person, in particular the teacher, of a positive attitude towards him.

The implementation of this function is connected with the ability of the teacher to “serve with children, demonstrate their disposition towards them, convince them of their peaceful intentions and noble thoughts.

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

3. The interaction of the teacher and students has a certain time frame, limited by the duration of the lesson, a particular event. The structure of pedagogical communication is not limited to direct contacts between the teacher and pupils, but also includes other types of communication.

In psychology, communication is seen as a process that performs three main functions - communicative, interactive and perceptual.

In the structure of pedagogical communication, V.A. Kan-Kalik and N.D. Nikandrov distinguish several stages.

1. Prognostic stage - modeling by the teacher of the upcoming communication with the class, with a different audience in the process of preparing for direct activities with children or adults.

2. Initial period of communication - the organization of direct communication with the class, the audience at the time of the beginning of interaction with them.

3. Communication management in the developing pedagogical process.

4. Analysis of the implemented communication system and modeling
communication systems for upcoming activities.

Human relationships, including those in the educational process, which includes upbringing and education, are built primarily on a subject-subject basis, when both parties communicate on an equal footing as individuals and participants in the communication process. If this condition is met, interpersonal contact is established, as a result of which a dialogue arises, i.e. the greatest susceptibility and openness to the influence of one participant in communication on another.

4.N.V. Kuzmina emphasizes that to stay in professional and pedagogical activity for a long time, for life, the future
the teacher will be able to if, by the beginning of an independent pa-bot, he will have developed communication, organizational skills and learn to take a responsible attitude to the matter. Famous psychologist V.A. Kan-Kalik distinguished the following styles of pedagogical communication:

1. Communication based on high professional attitudes of the teacher , his attitude to pedagogical activity in general. They say about such people: “Children (students) literally follow him around!” Moreover, in higher education, interest in communication is also stimulated by common professional interests, especially in major departments.

2. Communication based on friendship . It implies a commitment to a common cause. The teacher plays the role of a mentor, a senior friend, a participant in joint educational activities.

3. Communication-distance refers to the most common types of pedagogical communication. In this case, in relationships, there is a constant distance in all areas, in training, with reference to authority and professionalism, in education, with reference to life experience and age.

4. Communication-intimidation - a negative form of communication, inhumane, revealing the pedagogical failure of the teacher who resorts to it.

5. Flirting characteristic of young teachers striving for popularity. Such communication provides only false, cheap authority.

Maintaining a favorable emotional atmosphere is closely related to the teacher's sensitivity to the object of influence, with his ability to respond to the state of the group as a whole and each student individually.

Questions.

What is the essence of communication? Pedagogical communication?
What are the functions of pedagogical communication?
Describe the main styles of pedagogical communication?
Communicative, interactive and perceptual functions of communication.

Lena Svidrik
Pedagogical technique as a form of organization of teacher's behavior

Thinking about how to become a good teacher, we understand that we have to work on ourselves. Working on yourself is work that takes a lot of time. In this work, the teacher acquires the necessary knowledge and skills.

It is important for the teacher to learn how to master the technique of speech, clearly express their thoughts and feelings. This helps him the ability to control his voice, diction, breathing, facial expressions, pantomime. So, we can say that the teacher is a real artist in his profession.

Anton Semenovich Makarenko (teacher) wrote: “The educator must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement brings him up.”

Based on what has been said, we can say that PEDAGOGICAL TECHNOLOGY- these are the knowledge and skills acquired by the teacher that allow him to see, hear, feel his pupils, and transfer knowledge to them.

Yuri Petrovich Azarov (writer, doctor of pedagogical sciences) said that:

1. A developed pedagogical technique helps the teacher to express himself in his pedagogical activity, to reveal all the best qualities of his personality.

A teacher who owns pedagogical technique is no longer distracted by searching for the right word or explaining what was said unsuccessfully, he does not suffer from losing his voice - all his strength goes precisely to a creative approach to activity.

Possessing pedagogical technique, the teacher can quickly and accurately find the right word, intonation, look, gesture, as well as keep calm in stressful situations. In solving such problematic situations, the teacher satisfies personal needs in his professional activities.

2. Pedagogical technique has a developing effect on personality traits.

An important feature of pedagogical techniques is that they are formed on the individual characteristics of the teacher, both psychological and physical. So, we can say that pedagogical technique depends on the age, gender, temperament, character of the teacher, health status.

But if the teacher will:

Work on his speech, his thinking will develop;

Work on mastering the methods of self-regulation, he will develop emotional balance;

Constantly use self-observation, he will develop the ability to correct his actions.

It is good when all the teacher's skills in the field of pedagogical technology are manifested simultaneously. This helps to achieve the best result.

3. In the process of mastering pedagogical technique, the teacher reveals all his moral and aesthetic positions. These positions show the level of culture of the teacher (high, medium, low).

Teacher culture It is, first of all, the culture of the individual. Such a person is able to take responsibility, manage conflicts, make joint decisions, accept and respect foreign cultures.

Personal culture is formed in the process of education and training, under the influence of the social environment and personal need for continuous development.

From all that has been said, we can say that pedagogical technique is an important tool of the teacher, which he uses daily in his work.

Related publications:

"Workshop" as a form of organizing joint activities of an adult and a child in the context of the GEF of preschool education In connection with the introduction of the Federal State Educational Standard, the approaches to organizing activities in kindergarten are changing. Collaboration becomes the leading activity.

Group form of organization of educational activities of schoolchildren in geography lessons The Law of the Russian Federation "On Education" defines: education is a purposeful process of education and training in the interests of a person.

I want to introduce you to the game, which was developed on the basis of the twister game trailer, designed to conduct diagnostic tests in a fun way.

In recent years, due to social changes in society, informatization, as well as enhanced preparation of the child for schooling.

Game as a leading activity and form of organization of life of preschoolers Guselnikova T. A., educator; Murashova M. Yu., educator; Odinaeva B.V., educator; MADOU "Kindergarten No. 56", Balakovo, Saratovskaya.

The game is the main form of organization of the pedagogical process."Play is a way for children to learn about the world they live in and which they are called to change." (M. Gorky). Order of the Ministry of Education and Science.

Pedagogical technique is a set of skills that allow the teacher to see, hear and feel their students. An outstanding teacher A.S. Makarenko wrote: "The educator must be able to organize, walk, joke, be cheerful, angry ... behave in such a way that every movement educates him."

Yu.P. Azarov argued that, firstly, a developed pedagogical technique helps the teacher to express himself deeper and brighter in pedagogical activity, to reveal in interaction with students all the best, professionally significant in his personality. A perfect pedagogical technique frees up the time and energy of the teacher for creative work, allows in the process of pedagogical interaction not to be distracted from communicating with children in search of the right word or explanation of unsuccessful intonation.

Secondly, pedagogical technique has a developing effect on the qualities of the individual. An important feature of pedagogical techniques is that they all have a pronounced individual-personal character, i.e. are formed on the basis of the individual psychophysiological characteristics of the teacher. Individual pedagogical technique significantly depends on the age, gender, temperament, character of the teacher, health status, anatomical and physiological characteristics.

Thirdly, in the process of mastering pedagogical technique, the moral and aesthetic positions of the teacher are most fully revealed, reflecting the level of general and professional culture, the potential of his personality.

All of the above emphasizes that pedagogical technique is the most important tool of the teacher.

Components of pedagogical technology.

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

The first group of components is associated with the ability of the teacher to control their behavior:

Possession of one's body (facial expressions, pantomimics);

Management of emotions, mood (removal of excessive mental stress, creation of creative well-being);

Socially - perceptual abilities (attention, observation, imagination);

Didactic, organizational, constructive, communication skills;

Technological methods of presenting requirements, managing pedagogical communication, etc.

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.

Pantomime is the movement of the body, arms, legs. It helps to highlight the main thing, draws an image.

The gesture of the teacher should be organic and restrained, without sharp wide strokes and open corners.

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, which, according to scientists, accounts for approximately ¼ - ½ of the entire study time. Therefore, the process of students' correct perception of educational material depends on the perfection of the teacher's speech.

No matter how interesting and informative speech is, I.R. Kalmykov, it will not be perceived by the audience if the speaker pronounces it in an inarticulate, hoarse, weak, inexpressive voice. The voice in a speech is just as important as the content of the speech, appearance, manners of the speaker. He delivers his message to the audience with his voice. The human voice is a powerful means of influencing the public. Thanks to a beautiful, sonorous voice, a speaker can attract the attention of listeners from the first minutes, win their sympathy and trust.

The voice is able to express the thoughts and feelings of a person. In pedagogical activity, it is extremely important to speak expressively and simply, giving a lecture, a report, reciting poetry and prose; own intonation and voice power, thinking through each phrase, sentence, emphasizing significant words and expressions competently using them in various situations. The voice is the main expressive means of the teacher's oral speech, which he must be able to use perfectly. P. Soper believes that “nothing affects people's attitude towards us as much as the impression of our voice. But nothing is so neglected, and nothing so needs constant attention. Possession of the voice is directly related to the development of phonation (sound), the so-called speech breathing. This, in turn, makes it possible to convey the aesthetic and emotional richness of the teacher's speech, not only helping in communication, but also influencing the feelings, thoughts, behavior and actions of students.

Mastering the technique of speech means having speech breathing, voice, good diction and orthoepic pronunciation. The teacher needs to constantly work on diction, breathing and voice.

Breathing ensures the vital activity of the organism, the physiological function. At the same time, it also acts as the energy base of speech. Speech breathing is called phonation (from the Greek phono - sound). In everyday life, when our speech is predominantly dialogical, breathing does not cause difficulties. The difference between phonation breathing and physiological breathing is that the inhalation and exhalation of normal breathing are 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 more air, its economical use and its timely renewal. Another and the sequence of breathing. After a short breath - a pause, and then a long sound exhalation.

There are special exercises aimed at developing breathing. The purpose of breathing exercises is not to develop the ability to inhale the maximum amount of air, but to train in the ability to rationally use a normal supply of air. Since sounds are created during exhalation, its organization is the basis for setting the breath, which should be complete, calm and imperceptible.

Diction is the distinctness and correctness of pronunciation, efficient sounds, which are ensured by the correct functioning of the organs of speech. The articulatory apparatus should work actively, without unnecessary tension. All sounds and their combinations must be pronounced clearly, easily and freely at any pace.

All diction speech and voice disorders are divided into organic (speech therapists are involved in their correction) and inorganic (they can be corrected through exercises), associated with lethargy of the articulatory apparatus (lips, tongue, jaw), fuzzy pronunciation of consonants (“porridge in the mouth”).

Among the teachers there are people whose voice is set by nature itself, but this does not happen often. Yes, and a good voice, in the absence of special training, wears out over the years.

Each person is endowed with a voice that can become strong, clear, sonorous. When working on the voice, one should pay attention, first of all, to releasing it from tension, improving its best qualities. There is a deep connection between the voice and the body, so the work on the voice should be based on verbal communication.

Thus, summing up all of the above, we can conclude that pedagogical technology, which is a complex of skills, abilities and knowledge that allows the teacher to see, hear and feel his pupils, is a necessary component of professional pedagogical skills.

19. Mastery of pedagogical communication

It is difficult to imagine communication that would not carry a cognitive or educational charge at all. Nevertheless, in literature and practice, a relatively "young" phrase is used more and more widely: pedagogical communication. This is the professional communication of a teacher with students in the process of education and upbringing, which has certain pedagogical functions and is aimed (if it is full and optimal) at creating a favorable psychological climate, optimizing educational activities and relations between the teacher and the student within the team. In other words, pedagogical communication is the communication of a teacher with pupils for pedagogical purposes.

A. S. Makarenko emphasized the need for a teacher to master the technique of pedagogical skill, the technique of pedagogical communication: “You need to be able to read on a human face. voice of the educator, and in controlling his face. The teacher cannot but play. There cannot be a teacher who would not know how to play ... But you can’t just play on stage, outwardly. There is some kind of drive belt that must connect your a wonderful personality ... I became a real master only when I learned to say "come here" with 15-20 shades, when I learned to give 20 nuances in setting the face, figure, voice."

Depending on the style of pedagogical communication, American psychologists have identified three types of teachers. A "proactive" teacher is proactive in organizing communication in a group, both group communication and pair communication (teacher-student). He clearly individualizes his contacts with students. But his attitudes change according to experience, i.e. such a teacher does not seek mandatory confirmation of a once-established attitude. He knows what he wants and understands that in his own behavior or the behavior of students contributes to this goal.

The "reactive" teacher is also flexible in his attitudes, but he is internally weak, subject to the "elements of communication." The difference in his attitudes toward individual students is not a difference in his strategy, but a difference in the behavior of the students themselves. In other words, it is not he himself, but the students, who dictate the nature of his communication with the group. He has vague goals, he adapts and adjusts to the students.

A "super-reactive" teacher, noticing individual differences, immediately builds a completely unrealistic model that exaggerates these differences many times over and believes that this model is reality. If a student is a little more active than others - in his eyes he is a rebel and a bully, if a little more passive - a loafer and a cretin. Such a teacher does not deal with real, but with fictional students and behaves accordingly. And he actually invents stereotypes, fitting real, completely non-stereotypical students under them. At the same time, students are his personal enemies, and his behavior is a kind of protective psychological mechanism.

What are the main principles of the new model of pedagogy? From the whole variety of approaches, three fundamental installations can be distinguished:

1. A person is in an active-active relationship to the world and to himself.

2. The activity of the subject appears in its highest creative manifestation, when the subject rises to the formation of himself.

3. The considered position leads to the idea of the active formation of a person's vocation.

Pedagogical communication should not be a heavy duty, but a natural and even joyful process of interaction. What are the components of optimal pedagogical communication?

First, it is the high authority of the teacher. The second condition for the success of pedagogical communication is the possession of the psyche and methods of communication, i.e. the teacher should be well prepared as a practical psychologist. And, finally, the third component of success is the accumulated experience, this is what in everyday practice is called "skill first, and then mastery."

The connection of pedagogical technique with acting skills. Shchurkova considers pedagogical technique to be the most important component of pedagogical skill and pedagogical technologists: Without pedagogical technique, there is no point in pedagogical technology. Without pedagogical technology, pedagogical equipment is an unnecessary acquisition.

Share work on social networks

If this work does not suit you, there is a list of similar works at the bottom of the page. You can also use the search button

Lecture No. 3 (1 hour)

PEDAGOGICAL TECHNIQUE IN PEDAGOGICAL ACTIVITY

The pupil perceives your soul and your thoughts not because he knows what is going on in your soul, but because he sees you, listens to you.

AS. Makarenko

Pedagogical technique.

1. Pedagogical technique.

Professor N.E. Shchurkova considers pedagogical technique to be the most important component of pedagogical skill and pedagogical technologists: "Without pedagogical technique, there is no point in pedagogical technology. Without pedagogical technology, pedagogical technique is an unnecessary acquisition."

In the context of pedagogical activity, pedagogical technique is one of the main components of the teacher's successful creative work, his skill.

Pedagogical technique- a set of skills and techniques used by the teacher to most fully achieve the goals of their activities.

The concept of pedagogical technology includes three groups of components. The first group is associated with the teacher's ability to manage himself, the second and third - with the ability to manage others. The first group includes: social-perceptual abilities (attention, observation, imagination); managing your emotions, mood (removing excessive psychological stress, creating creative well-being); possession of the body (expediency and expressiveness of facial expressions and gestures); technique and culture of speech (breathing, voice setting, diction, orthoepy, logic and expressiveness of speech). The second group of components of pedagogical technique is associated with the ability to influence the individual and the team. It reveals the technological side of the process of education and training. It includes didactic, organizational, communication skills, time management, and the ability to make decisions.

Pedagogical technique is a set of practical skills necessary for organizing the creative activity of a teacher-educator, a component of pedagogical skill. So, the following skills characterize the educational and educational transfer: love for children and the ability to correctly perceive the phenomena that occur in the world of children and each individual child in various pedagogical situations; the ability to set realistic goals and organize the education and life of children accordingly; demand and trust; quickly navigate and switch attention; play with children, assess the situation from different angles; to single out the main thing from the variety of pedagogical facts, to see the essential in an accidental fact; in the same situation, use a variety of methods and techniques, accurately convey your mood, feelings and thoughts with words, facial expressions, movements; ability to interact.

The connection of pedagogical technique with acting skills.

For pedagogical activity, not only a variety of abilities and skills are important, but also the knowledge of the system of K.S. Stanislavsky as a whole, since it helps to understand the essence of educational interaction, at-. kind of creative impact on an individual group of people, explains the creative well-being of the individual and ways to manage it, helps a person in self-expression and development. In particular, the concept of the system K .FROM. Stanislavsky points out the need to train imagination, attention, the ability to control one's body, speech technique, etc.

Imagination. The actor needs imagination in order to be able to imagine himself in the circumstances proposed by the author, to imagine himself as a person, perhaps living in another century, with other character traits, a fate completely different from his own.

And why is imagination necessary for a teacher? Imagination will help to create something new, your own: to come up with a lesson and keep it fresh for a long time, to be able to interest students, to encourage them to take active action. A rich imagination will help to understand the student, adequately perceive his thoughts, feelings, experiences, emotionally identify himself with the child, predict the results of a particular situation and find the best her decision.

Attention. Well-developed attention allows the actor to be focused, reliable, free.

Pedagogical attention is akin to the attention of an artist: it helps to capture the finest nuances of the surrounding reality. The teacher, by the smallest signs, is able to predict the pedagogical situation and the possibility of difficulties for his student. Pedagogical attention will also be required in order to be able to manage the audience. With untrained attention, as a rule, there is confusion, helplessness, tightness. In such a state, it is difficult to count on a creative approach to business.

The ability to control one's body, the expediency and expressiveness of plasticity.For a teacher, as well as for an actor, it is extremely necessary to learn how to control your body, your muscles. “You can’t imagine,” wrote K.S. Stanislavsky, “how evil muscle cramps and bodily clamps are for the creative process. When they are created in the vocal organ, people with a wonderful sound from birth begin to wheeze, wheeze and reach the loss of ability to speak. When the clamp is fixed in the legs, the actor walks as if paralyzed; when the clamps are in the hands, the hands stiffen, turn into sticks and rise like barriers. The same clamps, with all their consequences, occur in the spine, in the neck, in the shoulders. They are in In each case, they disfigure the artist in their own way and prevent him from playing, but worst of all, when the clamp is established in the face and distorts it, paralyzes it or forces it to change facial expressions. "The clamp may appear during breathing, disturb the correctness of this process and cause shortness of breath." The ability to relieve tension relieves many of the problems in communication. For a teacher, this is also a paramount ability.

Technique and culture of speech.One of the most important skills in the technique of speech is the correctness of breathing. First of all, the teacher needs to master phonation breathing. Breathing is the physiological basis of speech-voice sounding. It is one of the most important elements of art. Beauty, strength, lightness of voice, melodiousness of speech depend on it. Skillful use of breathing enriches the voice, has a beneficial effect on health, inept use can deprive speech of brightness, strength, and cause vocal diseases.

The quality of speech, inalienable for people of "speech professions", which is the profession of a teacher, is good diction. Good diction means clarity, clarity of pronunciation of words and phrases, impeccable pronunciation of each vowel and consonant. The purity of diction helps the speaker accurately and expressively convey his thoughts to the audience. Indistinctness of diction, the presence of any defect distracts students from the content. The key to success is a clear articulation, for the development of which there is gymnastics of the lips and tongue. Work on diction and breathing is, in essence, the beginning of speech production of the voice. “Getting a voice” means developing, enriching natural data, making them suitable for professional sound. A teacher must strengthen and develop his voice all his life. Without a “voice”, he will be forced to change his profession.

The pronunciation norms of the modern Russian language are established by a special section of linguistics - orthoepy. The word "orthoepy" is Greek in origin and means "correct speech". Orthoepic norms, that is, the norms of literary pronunciation, developed historically along with the formation and development of the Russian language. In the "Orthoepy" section, we touch on modern norms of literary pronunciation, which are mandatory for cultured people.

The culture of speech is the degree of compliance of speech with the norms of the literary language. The teacher's speech culture is a component of the general human culture and pedagogical skills. The teacher must comply with the following requirements for speech: correctness and accuracy, logicality and brevity, liveliness and expressiveness.

The second and third groups of skills of pedagogical technique are detailed in chapters 4, 5 - "Technology of pedagogical interaction" and "Skill and technology of pedagogical communication".

The teachings of K.S. Stanislavsky provide invaluable assistance to the teacher in managing their own creative well-being in the process of interacting with children. The most useful are the following tips of the great actor: psychological adjustment for the upcoming communication with students (communicative inspiration), self-management in the process of communication, for example, overcoming unpleasant sensations, uncreative mood, using the method of physical actions to create a certain emotional state, setting exciting creative tasks.

K.S. Stanislavsky developed a system of practical methods of acting psychotechnics, successfully used in the formation of the teacher's pedagogical skills.

Grekhnev V.S. Culture of pedagogical communication. - M., I 1987.

Izard K. Human emotions. - M., 1980,

Kazansky O.A. Games in themselves. - M., 1994.

Caponi V., Novak T. Himself a psychologist. - SPb., 1994.

Caponi V., Novak T. Himself an adult, a child and a parent. - SPb., 1995.

Knebel M.I. Poetry of pedagogy. - M., 1976.

Labunskaya V.A. non-verbal behavior. - Rostov-on-Don, 1986.

Levi V.L. The art of being yourself. - M., 1977.

Maslova N.F. Workbook of a social educator. Eagle, 1994.

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

Stanislavsky K.S. The work of an actor on himself. cit.: In 8 volumes - M, 1954. Vol. 2, 3.

Teacher about. pedagogical technique / Ed. L.I. Ruvinsky. - M., 1987.

Other related works that may interest you.vshm>
807.		Pedagogical work during the internship in the discipline "Analysis of Economic Activities"	59.18KB
	The purpose of pedagogical practice is to get acquainted with the organization of the educational process at the university, the structure and functions of its educational units, directive and regulatory documents on the activities of the university and the organization of the educational process, scientific and methodological work carried out at the university
7872.		SYSTEM OF PEDAGOGICAL ACTIVITY IN SOCIAL WORK	17.48KB
	Social work is characterized by components of socio-pedagogical activity: direct indirect which have a pronounced targeting and locality. Private educational institutions of general and correctional type Religious educational institutions Sunday schools Diocesan gymnasiums Theological academies Areas of activity of social workers: educational institutions of the commission on youth affairs health care institutions social protection social services social shelters ...
8858.		Psychology of pedagogical activity and teacher's personality	17.25KB
	Psychology of pedagogical activity and teacher's personality. The concept of pedagogical activity. The structure of pedagogical activity. The concept of the individual style of pedagogical activity.
18162.		The problem of pedagogical intuition, its role in psychological and pedagogical work with schoolchildren	150.14KB
	In the context of general trends in the development of education in the modern world, high professional requirements for the quality of knowledge and skills have put on the agenda the need to form the creative individuality of the teacher, including the development of not only the logic of thinking and cognition, but also intuition. The skills and abilities of pedagogical intuition play an important role in teaching all academic disciplines in work with schoolchildren. The problem of studying intuition in pedagogical activity is extremely relevant. Today, the question of the need for development ...
20188.		STUDYING THE PRACTICE OF SOCIO - PEDAGOGICAL ACTIVITY OF A SCHOOL WITH DISRUPTED FAMILIES	207.39KB
	Socio-pedagogical characteristics of a dysfunctional family 1. The role of the family in society is incomparable in its strength with any other social institutions, since it is in the family that a person’s personality is formed and develops, he masters the social roles necessary for the child’s painless adaptation in society. In recent years, dramatic changes in the economy, politics and the social sphere in Russia have had a negative impact not only on the material side of the family, but also on the relationship between its members and, above all, between ...
1069.		Individual style of pedagogical activity as a specific expression of pedagogical skill	597.81KB
	Individual features of activity gradually became the subject of a separate study and were called individual style of activity (ISD), which is usually understood as a stable system of methods or methods of activity.
15084.		Analysis of the state and prospects for the development of activities of the State Budgetary Educational Institution DOD DDT "Soyuz" to improve the pedagogical culture of parents	143.75KB
	Theoretical foundations of the formation of the pedagogical culture of parents. The concept of pedagogical culture of parents: the essence and levels of criteria for assessing the educational potential of the family. Technological features of the formation of the pedagogical culture of parents. Sociocultural environment as a factor in the development of the pedagogical culture of parents of children of older preschool age.
6390.		Aggression in the media as a pedagogical problem	75.27KB
	Recently, parents and specialists have been provoked by models of aggression shown on television. And this is no coincidence, because verbal and physical aggression on our television screens is not at all uncommon. Given that children so often experience violence in the media, conclusions arise.
6746.		PEDAGOGICAL ACTIVITY. TECHNOLOGY. SKILL	11.66KB
	The components of pedagogical skill are their characteristics. The general culture of a teacher is not only a component of pedagogical skill, but also a kind of mechanism on the basis of which the professionally significant qualities of a teacher develop. The culture of a teacher is a means of pedagogical activity, the basis of pedagogical skill and the condition of pedagogical creativity, see. The most important part of pedagogical skill is professional knowledge and skills.
931.		Psychological and pedagogical correction of aggressive behavior of adolescents 15-16 years old	496.06KB
	Aggressive behavior is formed mainly in the process of early socialization in childhood and adolescence, and it is this period of development that is most favorable for prevention and correction. This explains the relevance of the topic of psychological and pedagogical correction of the aggressive behavior of adolescents aged 15-16.

Portal for the student. Self-training

Send your good work in the knowledge base is simple. Use the form below

Similar Documents

RELATED ARTICLES