Psychological task "specific situation". Responsibilities of the teacher Table 7 Non-verbal remedies
speech at the pedagogical council as part of the methodological week on the topic "Integration as a way of joint activities of teachers of the general education cycle, teachers of special disciplines, masters of industrial training and educators"
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Federal State Budgetary Social Educational and Educational Institution for Children and Adolescents with Deviant Behavior "Izvestkovskoe Special Vocational School No. 1 of an open type"
Report
On the topic "Integration as a way of joint activities of teachers of the general education cycle, teachers of special disciplines, masters of industrial training and educators"
Prepared by: teacher
mathematicians N.V. Kolodkina
the village of Izvestkovy, 2012
Every teacher is faced with a problem: students, coming to a lesson in one subject, are not ready to use the knowledge gained in other lessons. The success of students in one subject often depends on their knowledge and skills in another subject. For example, solving problems in physics or chemistry requires purely mathematical skills; working with a computer is associated with knowledge of the corresponding English vocabulary. But even if there is no such precise indication of a possible partnership, while strictly evaluating the content plan of his subject, the teacher can see that teaching in isolation is often flawed, not enough. In such cases, comparison, comparison is required, and this is the basis for integration.
The integrated teaching methodology has a great future, since thanks to it a more objective and comprehensive picture of the world is formed in the minds of students, students begin to actively apply their knowledge in practice. And the teacher sees and reveals his subject in a new way, realizing its relationship with other sciences. All disciplines of the general education and professional cycle have a kind of integrated potential.
Integrated lesson - one of the innovations of modern techniques. This technology boldly invades unshakable curricula and links seemingly incompatible subjects.
Integrated lessons are an effective form for systematizing knowledge, since in these lessons the knowledge of various academic disciplines is synthesized, as a result of which a new quality is formed, which is a continuous whole, achieved by a wide and deep interpenetration of this knowledge.
The main goals of such lessons are to foster a culture of value orientation of students and the development of intellectual abilities, primarily such as synthesis, generalization at various levels, comparison and establishment of interdisciplinary and universal connections. In integrated lessons, learning goals tend to be concomitant.
An integrated lesson has a psychological advantage: it awakens interest in the subject, relieves tension, uncertainty, and helps the conscious assimilation of details and facts. The details thus ensure the formation of the creative abilities of students, as it allows you to make not only educational, but also research activities.
Integration (from Latin) is the unification of disparate parts into a whole, deep interpenetration, the fusion of generalized knowledge in one area or another in one educational material.
Benefits of lesson integration
1. The world surrounding children is perceived by them in diversity and unity, and often the subjects of the general educational and professional cycles, aimed at studying individual phenomena of this unity, do not give an idea of the whole phenomenon, splitting it into disparate fragments.
2. Integrated lessons develop the potential of the students themselves, encourage active knowledge of the surrounding reality, to comprehend and find causal relationships, to the development of logic, thinking, communication skills. To a greater extent than ordinary ones, they contribute to the development of speech, the formation of the ability to compare, generalize, and draw conclusions.
3. The form of conducting integrated lessons is non-standard and exciting.
4. Integration provides an opportunity for self-realization, self-expression,
creativity of the teacher, contributes to the disclosure of the abilities of his students.
Integration is the source of finding new facts that
confirm or deepen certain conclusions, observations of students in
various subjects.
Integrated lessons give the student a fairly broad and vivid idea of the world in which he lives, of mutual assistance, of the existence of a diverse world of material and artistic culture.
The main emphasis in an integrated lesson falls not so much on the assimilation of knowledge about the relationship of phenomena and objects, but on the development of figurative thinking. Integrated lessons also involve the compulsory development of the creative activity of students. This allows you to use the content of all academic subjects, to attract information from various fields of science, culture, art, referring to the phenomena and events of the surrounding life.
Integrated lessoninvolves the integration of material from two or more school subjects. In other words, several subjects are studied in the lesson. Each subject has its own goals and objectives, but in such a lesson there must be necessarily and such goals that tie together these subjects are common. Most often, developmental or educational goals can serve as such goals.
An integrated lesson can be binary in the sense that it is taught by two subject teachers. However, this is not required. But two or more chains of goals, material from areas of two or more objects are required.
The structure of integrated lessons requires special clarity and harmony, thoughtfulness and logical interconnection of the studied material in various subjects at all stages of study. This is successfully achieved due to the compact, concentrated use of the educational material of the program, and, in addition, the connection of some modern ways of organizing and studying the educational material.
The options for integrated lessons are varied. It is possible to integrate not only two, but also three, and even four, five subjects in one or several lessons.
In this regard, an integrated lesson is called any lesson with its own structure, if knowledge, skills and results of the analysis of the studied material by methods of other sciences and other academic subjects are involved in its implementation. It is not by chance, therefore, that integrated lessons are called interdisciplinary, and the forms of their conduct are very different: seminars, conferences, disputes, discussions, lectures, travels, and so on.
Here is the most general classification of integrated lessonsby the way they are organized:
- designing and conducting a lesson by two or more teachers of different disciplines;
- design and conduct of an integrated lesson by one teacher with basic training in the relevant disciplines;
- creation on this basis of integrated topics, sections, courses.
The process of integrating different sciences in teaching is implemented through interdisciplinary connections... Interdisciplinary connections in teaching are a concrete expression of the integration processes taking place today in science and in the life of society. These connections play an important role in increasing the practical and scientific-theoretical training of students, an essential feature of which is the mastery of the generalized nature of cognitive activity by students.
With the help of multilateral interdisciplinary connections, not only at a qualitatively new level, the tasks of teaching, development and education of students are solved, but also the foundation is laid for a comprehensive vision, approach and solution of complex problems of reality. That is why interdisciplinary connections are an important condition and result of an integrated approach to teaching and educating students.
Experience shows that the restructuring of the learning process under the influence of purposefully carried out intersubject connections affects its effectiveness: knowledge acquires the qualities of consistency, skills become generalized, complex, the worldview orientation of the cognitive interests of students is enhanced, a comprehensively developed personality is more effectively formed.
Using the specifics of each subject, the interaction of teachers of the general education cycle, teachers of special disciplines and masters of industrial training can be carried out in the following areas: the study of intra-subject connections between the basic laws and the determination of their connection with other related subjects and industrial training.
The nature of the interaction of the subjects of the educational process also depends on the method of interaction of teachers, which can be understood as a system of techniques and methods of organizing joint activities.
The methods of interaction between a teacher of a general education cycle, a master of industrial training, a teacher of special disciplines and educators mainly include binary, integrative and dialogical.
The effectiveness of the binary method of interaction lies in: - combining the pedagogical efforts of teachers, which allows organizing the educational process as a whole at a high level (the merits of one are complemented by the merits of the other; the existing shortcomings in the activities of one are compensated by the merits of the other); - the unification of pedagogical efforts of teachers contributes to the effectiveness of management of the process of educational-cognitive and professional-practical activities of students;
- manifestation of a unified approach of teachers in solving joint educational, professional, industrial and educational problems and tasks.
In binary teaching, the presentation of new material is not canceled, it has a different form and should not dissolve in practical action, but, on the contrary, be systematized, forming an integral system on a particular topic. The dose of educational information should not go beyond the normal working capacity of students when assimilating the material.
Binary teaching becomes a source of powerful educational resonance, which is seen as an echo, a response in the personality structure. The influence on the formation of educational mobility is especially strong - the readiness and ability to perceive pedagogical requirements and correctly respond to them. Many students are characterized by weak educational sensitivity, some resist pedagogical efforts. In binary learning, a person is activated, a feeling of success, self-confidence, interest in knowledge, and a desire to master a profession are formed. Between students and teachers, the necessary educational contact, mutual understanding, trust, consent is developing favorably, all this allows students to maintain a predisposition to correctly respond to pedagogical requirements.
The method of integrative interaction implies the integration of the functions of teachers, which is expressed in interchangeability in the process of teaching and upbringing.
Dialogue interaction of teachers ensures equality of positions of partners, respectful attitude to each other, exchange of opinions, openness, sincerity.
Thus, the integration of learning should give the student the knowledge that reflects the connectedness of individual parts of the world as a system, teach him to imagine the world as a whole, in which all elements are interconnected. Integration is a means of obtaining new ideas based on traditional subject knowledge. It is aimed at developing the erudition of the student, at updating the existing narrow specialization in teaching.
Integration removes fatigue, overstrain of students by switching to a variety of activities, involves strengthening interdisciplinary connections, reducing student overloads, expanding the scope of information received by students, reinforcing learning motivation. But integration should not replace teaching traditional subjects, it should combine the acquired knowledge into a single system.
Interaction in the "teacher - class" system during an integrated lesson.
(Pedagogical readings)
The idea of integration has recently become the subject of theoretical and practical research in connection with the beginning processes of differentiation in teaching.
The methodological basis of an integrated approach to learning is the formation of knowledge about the world around and its laws in general, as well as the establishment of intra-subject connections in the assimilation of the foundations of the sciences. In this regard, an integrated lesson is called any lesson with its own structure, if knowledge, skills and results of the analysis of the studied material by methods of other sciences and other academic subjects are involved in its implementation. It is no coincidence, therefore, integrated lessons are also called metasubject.
Integration - it is a deep interpenetration, fusion, as far as possible, in one educational material of generalized knowledge in a particular area. The problem of integrating education and upbringing in school is important and contemporary for both theory and practice. Its relevance is dictated by new social requirements for the school and due to changes in the field of science and production.
The modern education system is aimed at the formation of a highly educated, intellectually developed personality with a holistic view of the picture of the world, with an understanding of the depth of connections between phenomena and processes that represent this picture. Subjective disunity is becoming one of the reasons for the fragmentation of the worldview of a school graduate, while in the modern world, trends towards economic, political, cultural, informational integration prevail.
Integrated lessons contribute to the formation of a holistic picture of the world in children, an understanding of the connections between phenomena in nature, society and the world as a whole. An integrated lesson requires careful preparation from the teacher, professional skill and spirituality of personal communication, when children perceive the teacher positively (respect, love, understand), and the teacher is disposed towards children (polite, affectionate, attentive). The teacher will give more to children if he opens up to them as a multifaceted and enthusiastic person.
The effectiveness of the educational process is largely determined by the teacher's ability to organize pedagogical communication with students. An important function of such communication in an integrated lesson is the establishment of interaction between students and teachers with each other, during which the task of assimilating new knowledge is realized. Thus, the learning process involves interaction (teacher - pupils and pupils with each other), which is understood, first of all, their joint activity.
In the conditions of joint creative activity of the teacher and students, a relationship of partnership should develop between them, which manifests itself in the relationship between the teacher and the students, in the consistency of their speech actions.
It was this kind of cooperation that the professor of psychology S.L. Rubinstein, when he wrote: "... teaching is thought of as joint research ... joint passage of the path of discovery and research that leads to it."
The purpose of the interaction is to create a system of opportunities for effective personal self-development of the student.
Speaking about pedagogical and educational cooperation, one should bear in mind the presence of three main factors of interaction.
Teacher-student interactions
Interaction of students with each other in joint learning activities
Interaction of teachers in the system of integrated lessons.
When a teacher interacts with students, the teacher's activity is a variety of pedagogical influences on students.
As for the student, thanks to favorable interpersonal relationships, he does not feel fear, he feels relaxed and free.
The interaction of the teacher with the students in the classroom is a two-way process. It proceeds harmoniously when real goals are set, tasks are clearly formulated, the optimal form of organization of activities is chosen to achieve the set goals. The teacher always remembers that the student, not the teacher, should be at the center of learning, the activity of cognition, not teaching.
Since interaction is impossible without communication of individuals, the collective, and not only the individual, is considered as a subject of joint activity. That is why the teacher needs to possess the following skills: unite students and manage their interaction; organize collective, pair and group forms of work, collective events.
Group learning activities are very effective. It fosters a sense of collectivism, responsibility for the task entrusted, develops logical thinking, the ability to improve in the current situation. The group form of work teaches independence, contributes to the solution of the main educational tasks, develops the creative principles of the individual.
Integrated lessons provide a system for organizing subject learning. They encourage teachers to educate themselves, be creative and interact with other subject teachers.
Teaching a foreign language in an integrated composition is focused on the versatile development of students, their general education and upbringing (which is achieved by combining the educational, educational and developmental capabilities of different subjects); helps to form a more holistic picture of the world in students, and in which the foreign language itself is a means of knowledge and communication.
The high efficiency of teaching foreign language activities in primary school is achieved if this training is organized in integration with other forks of activity, such as drawing, applications, music, which contributes to the formation of a comprehensive personality of the student.
In the middle link in the form of integrated lessons, it is advisable to conduct generalizing lessons, which will reveal the problems that are most important for two or more subjects. For example, these are lessons in a foreign language + geography, a foreign language + computer science, a foreign language + literature, where students will receive a fairly broad and vivid idea of the world in which they live, the existence of the world of artistic culture.
Summing up the above, we can say that interaction in integrated lessons is a coordinated activity to achieve joint goals and results, by the participants in solving a problem or task that is significant for them. Interaction is one of the main ways to activate the child's self-development and self-actualization. Its additional effect is inter-individual influence based on mutual understanding and self-esteem. By creating an interaction environment in an integrated lesson, we can achieve a high level of development of the class and each student individually.
Chevrizova Anastasia Alekseevna,
teacher of school number 56
Younger school age is the most responsible stage of school childhood. At this age, the mental development and formation of the child's personality takes place. And also cognitive activity and communication skills are formed. Progress in the development of students is important and valuable to every teacher. Therefore, the teacher seeks to improve the efficiency of the learning process.
Years have passed.
In a friendly atmosphere
Well, raise your eyes
And look at the board ...
So the bell rang!
Is everyone ready for the lesson?
Everything is in place?
Everything is fine?
Pens, books and notebooks?
Is everyone sitting right here?
And are they looking closely?
The game
- to ask questions;
Problem situations
Projects creation
Information Technology
... provides visibility
Reflection
Thus, we considered that the process of interaction in the classroom between teacher and students is a mutual process between teacher and students. And here all the components of the learning process, the principles guiding the teacher, the methods and technologies used in work become important, influencing the effectiveness of teaching. If the learning process is built in this vein, then the students will boldly move to the middle link and delight their teachers.
Topic: "Interaction between teacher and students as the basis for effective teaching"
The article was compiled by the teacher of school No. 561 A.A. Chevrizova.
Younger school age is the most responsible stage of school childhood. At this age, the mental development and formation of the child's personality takes place. And also cognitive activity and communication skills are formed. Progress in the development of students is important and valuable to every teacher. Therefore, the teacher seeks to improve the efficiency of the learning process.
Amonashvili Sh.A. there is a parable "Wings":
An old man sits by the side of the road and looks at the road. He sees: a man is walking, and a little boy can hardly keep up with him. The man stopped, told the child to give the old man water and give him a piece of bread from the reserves.
- What are you doing here, old man? a passerby asked.
- Waiting for you! - answered the old man. - You were entrusted with this child for upbringing?
- Right! - the man was surprised.
- So take wisdom with you:
If you want to plant a tree for a man, plant a fruit tree.
If you want to give a man a horse, give the best horse.
But if you have entrusted you with a child for upbringing, then return him winged.
- How can I do it, old man, if I can't fly myself? - the man was surprised.
- Then do not take the boy for education! - said the old man and directed his gaze to the sky.
Years have passed.
The old man sits in the same place and looks at the sky.
He sees: a boy is flying, followed by his teacher.
They lowered themselves before the old man and bowed to him.
- Old man, remember, you told me to return the boy winged. I found a way ... You see what wings he has grown! - said the teacher proudly and affectionately circled the wings of his pupil.
But the old man touched the teacher's wings, caressed them and whispered:
- I am more pleased with your feathers ...
This parable has a deep meaning ... Everyone can think about something of their own. But I like that thought. We are teachers; all our lives we have been walking alongside our pupils. We are constantly looking for ways and means to achieve the goals of education and training. Sometimes, even without knowing something ourselves, without being able to, we study together with the children, obtain knowledge and teach this to our students.
________________________________________
How can we make our disciples winged? Let's turn to common truths!
The learning process is a purposeful, consistently changing interaction between a teacher and a student, during which the tasks of education, upbringing and general development are solved.
Pedagogical interaction is an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant personality traits.
Thus, teaching is impossible without the simultaneous activity of the teacher and the trainees, without their didactic interaction. No matter how actively the teacher tries to communicate knowledge, if at the same time there is no active activity of the students themselves to assimilate knowledge, if the teacher did not provide motivation and organization of such activity, then the learning process does not actually proceed - didactic interaction does not really function.
The child's full-fledged inclusion in activity is sharply different from the traditional transfer of ready-made knowledge to him: now the teacher must organize the work of children so that they themselves "think of" before solving the key problem of the lesson and themselves can explain how to act in new conditions. The actions of students become more active, creative, independent, and the role of the teacher is reduced to "directing" this active, cognitive activity of students. It is very important to teach children to enjoy the learning process, thereby forming a stable internal motivation for learning.
Each teacher in the course of pedagogical interaction must comply with a number of conditions:
- a) constantly support the student's desire to learn;
- b) provide each person with conditions for independent discoveries, the acquisition of new experience of creative life;
- c) create communicative conditions to support the activity of pupils;
- d) stimulate productive communication with the student in the process of educational activities;
- e) to stimulate correct relationships in the classroom;
- f) contribute to the formation of the personality of the pupil.
I will dwell on some of the components of active interaction between teacher and students in the classroom.
In a friendly atmosphere using all the components of the learning process, the principles that guide the teacher, methods and technologies, we can achieve the effectiveness of the learning process.
Lessons at school are a significant part of children's life, requiring elementary comfort and favorable communication.
From the moment of the first meeting with the first grader, the process of interaction between the teacher and the student begins. It is very important for the teacher to create a friendly atmosphere, an atmosphere of psychological support in the classroom, to make the learning process for the kids desirable and to endear the child so that he would happily go to school, wait for a meeting with friends and a teacher.
Every day, when I come to class, I try to create an atmosphere of goodwill in the lesson and charge everyone with a good mood. Only by being on the wave of joy and emotional upsurge do children quickly get involved in work and are active in the lesson. In this case, a well-chosen "Organizational moment" in the lesson, as well as the communication style, not authoritarian, but friendly, serves well.
For example, working with grade 1 imposes a huge responsibility on the teacher when you try not only to teach, but also to surprise and make your child fall in love with the subject, the school. I often use poems, game moments, an element of a fairy tale in lessons when I need to attract the attention of children.
Well, raise your eyes
And look at the board ...
So the bell rang!
Is everyone ready for the lesson?
Everything is in place?
Everything is fine?
Pens, books and notebooks?
Is everyone sitting right here?
And are they looking closely?
As you review your homework, you think about how to keep it short and at the same time involve most children. Here, feedback means come to the rescue - traffic lights, and test tasks, and a live frontal survey.
By the way, traffic lights are very helpful during oral counting in mathematics lessons, during oral dictations. And in the 1st grade in the pre-book period when drawing up sound schemes.
For younger schoolchildren, play is the leading type of activity, the main tool for learning about the world.
The game- this is what makes childhood the golden age of human life, fabulous, sometimes surprising discoveries. Play is one of the most important ways of developing a child's personality, mastering basic communication skills, forming a creative individuality, where a person reveals his sometimes dormant, unexpected opportunities for those around him. It is the game that allows you to feel the true freedom of creativity.
I try to use game moments in the lessons. This will intensify the activity in the lesson. At the stage of reinforcing what has been learned, children are happy to get involved in the work, if the command sounds: "Shall we play?" Sometimes 5-10 minutes of a fun game solve several problems at once. And boring numbers and rules come to life, are embodied in real actions and objects. Using tablets, pictures, real objects and toys, you can dramatize the conditions of the problem and solve it as a small dramatization.
In the 1st grade, another problem arises: children do not want to learn poetry by heart or have difficulty in doing so. This happens if a child from preschool age is not accustomed to listening and reciting poetry. In order to develop the ability to memorize words by ear in a certain order, we play the games "Royal Sandwich", "Wreath", "Bird Market", "Dog Playground", "Shop". Their essence lies in the fact that children name objects on the chosen topic. Each subsequent player repeats all the previous words in the same order in which they were spoken.
For example, memorizing the spelling of a dictionary word, you can build dangerous vowels from "living" letters or a letter that you need to remember, highlight with an outfit or action that evokes associations. (a sparrow, a pencil, around - we say: here is a circle and draw a circle with our hands together with the children)
And if you invite the children to play wizards, then, completing the tasks of the lesson, the children are happy to enter the role and in the 1st grade mathematics lessons we unobtrusively study and memorize the composition of numbers.
Elements of theatricalization in the learning process.
Kids in the classroom quickly get tired not only from sitting at a desk, but also from the inability to communicate with each other, because the silence cannot be disturbed. What is needed is a collective game in which everyone has the opportunity to take part on an equal footing with others, getting used to the sequence without unreasonable resentment. Such a game can be a collective composition of a story, a fairy tale, an incredible story. So that the children do not interrupt each other and do not try to enter the game ahead of time, an object is needed that gives the right to speak and is transmitted in a certain order, previously announced and accepted by the children as a condition of the game. It can be a toy - the heroes of a fairy tale, a cartoon, or a symbol of "power" - a crown, a scepter, a flag to them, etc. Depending on the chosen object, the content of the game is built.
In reading lessons, we stage small scenes, play in the radio theater. Playing roles, children better understand the character of the hero, remember the plot of the story.
Collaboration in pairs and groups.
Very often in the classroom, work in pairs is used. Collaboration plays a big role in a child's life. Successful collaboration in a couple contributes to increased work efficiency and gives a feeling of emotional comfort, satisfaction and joy from interacting with another person. To do this, you can offer the children the game "Coloring mittens". Patterns of mittens are distributed. One on the left hand, the other on the right. You need to paint your pair of mittens. The guys have only one set of markers, the time is limited - 4 minutes. Children must agree among themselves, take into account their desires and their partner. He himself analyzes his experiences in pairs and learns about the practice of others. Thus, his personal knowledge is enriched, he begins to understand how to work in pairs in order to achieve greater efficiency. The child is aware of and accepts the idea of a contract.
Group work creates work in a mini-team, where children, trying to use the experience of interaction in the classroom, try to agree among themselves, distributing roles in order to achieve a result. Group discussion is developmental for every child. Such work plays an important role in mutual learning, for the development of communication skills. (Express your thoughts and actions in speech;
- build statements that are understandable for the partner, taking into account what the partner sees and knows and what does not;
- to ask questions;
- to use speech to regulate their actions.
- to use speech adequately for planning and regulating one's actions;
- to argue their position and coordinate it with the positions of partners in joint activities;
- to exercise mutual control and provide the necessary assistance in cooperation).
Problem situations
The use of problem learning technology, teaches children to pose questions (problems) and look for answers to them - the most important factor in increasing the quality of education, a means of preparing for creativity, work. … ..
In each lesson, I involve students in self-definition of concepts. Based on observations, descriptions, students highlight the essential features of an object or phenomenon. The main thing in solving a cognitive problem is to involve schoolchildren in solving this problem, to interest them in new activities.
For example, in the Russian language lesson ("Harmony" educational complex) in the 3rd grade they meet with immutable nouns. Pupils are given the task of sorting out the words of the neuter gender. Children boldly single out O&E. When they begin to check the correctness of the task, they are faced with the problem that two words do not have an ending, because this is a variable part of a word and independently come to the conclusion that unchangeable words do not have endings.
In a mathematics lesson, focusing on the previously acquired knowledge, I create a problem situation, the result of which will be the search for a new way of action.
For this purpose, I prepared in advance two demonstration figures (square and rectangle) of different colors, divided into squares on the reverse side.
I invite the children to compare the areas of these figures. Using the overlay method of one shape on top of another does not allow you to complete the task, since no shape fits completely into another. We need to look for a new way to compare areas. If the attempts and suggestions of the children are unsuccessful, I turn the figures to the other side, on which the squares are marked.
The conclusion that the area of a square is greater than the area of a rectangle does not raise doubts among children after they have counted the number of squares in each figure. (One figure is made up of 8 squares, the other of 9).
Conclusion: a measure (square) was used to compare the areas.
Projects creation
Project activity is a pedagogical technology focused not on the integration of factual knowledge, but on their application and the acquisition of new knowledge through self-education. The method gives scope for the creative initiative of schoolchildren and the teacher, implies their cooperation, which creates a positive motivation for the child to study. Each student puts knowledge, creativity and hard work into his project. This can be individual work, and group, and collective.
Chinese wisdom says: "Tell me - and I will forget, show me - and I will remember, let me act on my own - and I will learn."
I use project learning technology in my work as an addition to other types of education. In practice, I use subject and interdisciplinary projects, which are widely used in the lessons of the surrounding world and literary reading, technology. For example, "Underwater World", "Plants in Winter", "Folk Tales".
Information Technology
As practice shows, it is already impossible to imagine a modern school without new information technologies.
The use of ICT in the classroom in primary school helps students navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means.
The use of ICT allows the teacher to teach lessons:
... at a high aesthetic and emotional level
... provides visibility
... attracts a large amount of didactic material
... increases the volume of work performed in the classroom by 1.5 times
... provides a high degree of learning differentiation
Health-saving pedagogical technologies
These are all those psychological and pedagogical technologies, programs, methods that are aimed at fostering a culture of health in students, personal qualities that contribute to its preservation and strengthening, the formation of an idea of health as a value, and motivation to lead a healthy lifestyle.
I use physical exercises, various exercises for posture and eyes.
Like every teacher in the classroom, I try to use multilevel assignments, taking into account the abilities of the children. Strong students receive additional assignments in the classroom. In this way, we fuel interest in learning and at the same time, we can pay attention to the underperforming.
Reflection
Interaction between teacher and students occurs at every stage of the lesson. The lesson has come to an end, and it is important for the teacher, with what mood the child will leave for recess, they touched upon his problems solved in the lesson, whether he understood the new material or he needs help.
It is very important to summarize the lesson. Indeed, at this moment, the children voice the most important thing, what the whole lesson went to, what they learned, what they liked, what caused the difficulty.
So, the guys paint a smiley that suits them. In an instant, the teacher sees how the lesson went. And children learn to be self-critical, learn self-analysis.
Thus, we considered that the process of interaction in the classroom between teacher and students is a mutual process between teacher and students. And here all the components of the learning process, the principles guiding the teacher, the methods and technologies used in work become important, influencing the effectiveness of teaching. If the learning process is built in this vein, then the students will boldly move to the middle link and delight
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Approbation of the level assessment model of teachers' competencies will begin soon
- 41158
- 14.08.2017
In the fall of 2017, more than 4,000 Russian language and mathematics teachers from 13 regions of Russia will take part in the approbation of the level assessment model for teachers' competencies.
At the Interregional Conference on Education Quality Assessment "Development of a Unified Education Quality Assessment System - Experience and Prospects", a model of level assessment of teachers' competencies and plans for its approbation with the participation of teachers of the Russian language and mathematics in 2017 was presented.
The model was presented by employees of the Russian State Pedagogical University. Hercena Svetlana Anatolyevna Pisareva, Director of the Institute of Pedagogy, and Victoria Igorevna Snegurova, Head of the Department of Methods of Teaching Mathematics and Informatics.
According to this model, the assessment of teacher competencies should take place in three stages:
Diagnostic work
- testing (min 10 tasks - 2 hours to complete, time is fixed);
- solving methodological problems with a detailed answer (3 tasks - 2 hours to complete, time is fixed);
- solving a professional problem (1 task for the teacher's choice - in terms of content, it can be related to the lesson - 1 - 5 days).
A questionnaire for teachers - participants in the approbation, including at least 15 questions aimed at identifying the work experience and qualifications of a teacher and the characteristics of his professional duties; use of teaching materials, use of ICT, assessment of educational achievements, etc .;
Video broadcast or video recording of the lesson, which allows you to more accurately assess the teacher's real experience in the context of his proposed solution to the professional problem of diagnostic work.
The authors of the model believe that the ability to solve the problems of diagnostic work allows us to draw a conclusion about the teacher's ability to solve professional problems that arise in real situations of professional pedagogical activity, using knowledge, professional and life experience, personal and professional values.
Based on the results of the diagnostic work, the tested teacher can obtain one of three levels of diagnosed competencies:
Level I. Is able to solve problems related to knowledge of the subject and the methodology of teaching the subject, within the program (programs), is able to give examples from real pedagogical experience.
Level II. Is able to solve problems related to knowledge of the subject and the methodology of teaching the subject, within the framework of the program (programs) in a changed situation, is able to give relevant examples from real practice.
Level III. Is able to solve problems related to the knowledge of the subject and the methodology of teaching the subject, within the framework of the program (programs) in a situation of uncertainty of the conditions of the problem, is able to give relevant examples from real practice.
Diagnostic work: professional task
Steps that will lead to a solution:
1. Formulate the specific problem that you need to solve in this situation.
2. What information and from what sources do you need to collect to solve this problem? What methods will you use for this?
3. Formulate a list of questions to which you need to find answers and suggest specific actions required to carry them out.
4. Offer the solution to the problem in the form of a lesson plan indicating the elements of the subject environment used at each stage of the lesson for each class.
5. Give reasons for the proposed solution.
6. In what other situations is the proposed solution applicable?
7. Indicate what ethical and legal norms of the teacher's professional activity may be violated in the process of implementing your decision.
Examples of situations
The office where you work has the necessary equipment in accordance with the Federal State Educational Standard of General Education. What elements of the subject environment and how will you use when conducting a generalization lesson in two different classes (for example, in 5 and 10)? How will these lessons be different?
You are the teacher responsible for preparing and conducting the subject week for the basic school students. Suggest interaction options for teachers of different subjects that will help students understand the interconnection of subject knowledge and reveal the value aspect and creativity of subjects.
The results of the first part of the diagnostic work are the basis for the conclusion about the teacher's achievement of the basic (threshold) level of professional competence.
The minimum required number of points is 13.
When performing the first part of the diagnostic work with a result below 13 points, it is possible to conclude that the level is insufficient for teaching the relevant subject in an educational institution and the need for advanced training in the direction of subject training and basic methodological training.
Approbation procedure. Participant passing the research procedure
In the personal account on the ABBYY Monitoring portal, the participant proceeds to go through each stage of the study:
... Filling out the questionnaire - entering contextual information about yourself
... Testing - completing tasks that imply a short answer in the form of online testing
... Solution of methodological problems
... Solving a professional problem
... Uploading a video of a lesson
... Viewing Results
Evaluation
The first part of the AR is automatically assessed.
... The second part of the DR is assessed by experts based on the proposed criteria.
... The professional task is assessed by experts based on the proposed criteria.
... The video recording of the lesson is evaluated by experts based on the proposed criteria.
In the fall of 2017, approbation will take place in 13 regions: the Republic of Adygea, Kabardino-Balkaria, Chechnya, Ingushetia, Tatarstan, Khabarovsk Territory, Leningrad, Kurgan, Tomsk, Moscow, Yaroslavl, Volgograd and Ryazan regions. 2281 teachers of the Russian language and 2263 teachers of mathematics will take part in the approbation.
Comments (56)
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and it is easier to build existing teachers. Students are not yet amenable to construction, and you and I will resignedly go to these testers and will drink validols and corvalols, but officials will get HUGE pleasure from humiliating the teachers once again
Community status: User
On the site: 10 years
Occupation: Teacher in educational organization
Region of residence: Amur region, Russia
that is, one more certification .. only one question arises "Who are the judges?"
Everyone knows how far from the people are the employees of advanced training institutes and departments and ministries of education ...
The authors of the tests are also far away ... Well, you have to invent it - SITUATIONS ... are you more psychologically carried away? Yes, there is no ONE correct decision. Everyone, God forgive me, a psychologist will bend his own line ...
And finally, when will our officials already understand that the teachers should have been TEACHED first? We would conduct courses in these areas and tasks - and only then check. But - no, they must ALWAYS prove - WHAT BAD teachers we have. Indeed, against such a background, it will be easier for them to show themselves as excellent leaders.
Community status: User
On the site: 10 years
Occupation: Teacher in educational organization
Region of residence: Amur region, Russia
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Look who will monitor something ... Pay attention to the line of the browser: many of our educational sites (including P / s) with a flag from the puppeteers.
Community status: User
On the site: 2 years
Occupation: High school teacher in educational organization
Region of residence: —
Life and pedagogical situations are always ambiguous and there are no absolutely "correct answers". For some reason, I remembered an example when current pediatricians are surprised to read the "manuals" of pediatricians of the 60s, where mothers were strictly forbidden to take a baby in her arms if he was crying in a crib - they say, there is no need to pamper! Now they are proving that, on the contrary, it is necessary to take the child in his arms, carry it in his arms, and the closer contact with the mother, the better for the child.
Still wondering how much time will be "taken away" for testing? According to the current tests for teachers, it is simply impossible to get an excellent mark, because the answer is given in less than a minute by a computer program. But the question still needs to be read and thought over. Didn't have time to read it - the answer is not automatically counted! We tried to do this already - the teachers received a bunch of dyes simply because they “did not have time” to answer.Community status: User
On the site: 9 years
Occupation: Teacher in educational organization
Region of residence
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And who will pay for the TIME spent by the teacher on this diagnosis ?! 2 hours and again 2 hours, and a day, and from 1 to 5 days and then a video recording of the lesson. Will this certification be on vacation or on vacation? The rest of the time we should teach children, and not solve dubious properties and incorrectly / at least from those that are published / compiled problems.
Community status: User
On the site: 2 years
Occupation: Teacher in educational organization
Region of residence: Moscow region, Russia
How long can you tolerate this? Let me work in peace! Colleagues! Teachers! It's time to get up and stand up for your rights! Where is our union ?! I just want to head a professional strike. They didn’t give salaries in the 90s, and teachers were raised in the regions ... For a week, if all schools in Russia were to be closed, maybe they would have heard us too. It is believed that teachers and doctors cannot go on strike. And, actually, why? Humane professions! And they treat us humanely ??? Writing introspection during certification is one thing, there is even a benefit in it - you rethink your experience. But why should I confirm my diploma issued to me by a state commission? But we will not go to the "exam"! Will you dismiss? Everyone ?! At our doorstep, crowds of people eager to work in it stand at the doorstep of the school ...
Community status: User
On the site: 10 years
Occupation: Teacher in educational organization
Region of residence: Novosibirsk region, Russia
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11 years ago, 11,000 first-graders sat down at their desks. 2 years ago 5500 were "safely" shoved into vocational schools. (The author knows that they have a different name now.)
This year, 3000 decided not to take the profile exam in mathematics.
2500 took part. Here are the full score results:
Score Number of faithful Number of people
0 0 12
5 1 10
9 2 32
14 3 61
18 4 112
23 5 161
27 6 282
33 7 278
39 8 260
45 9 222
50 10 225
55 11 185
59 12 160
64 13 131
68 14 111
70 15 84
72 16 67
74 17 53
76 18 37
78 19 13
80 20 10
82 21 6
84 22 6
86 23 5
88 24 4
90 25 2
94 27 2Total number of people: 2531. As we can see, out of 11,000 former first-graders, 19 people more or less mastered mathematics for the Stalinist three.
Is it humane?
Community status: User
On the site: 8 years
Occupation: Other
Region of residence
And what is the reason for such a low result, in your opinion?
Community status: User
On the site: 4 years
Occupation: Teacher in educational organization
Region of residence: Karelia, Russia
////..... And what is the reason for such a low result, in your opinion? ..... /////
As soon as schools stop giving fake grades, the level of education will jump immediately. Transferring to the next class (in mathematics) without a BASE is a sophisticated mockery of a student. The Comenius principle of "correspondence of teaching to the level of students' knowledge" is violated. The curriculum and requirements for grades are structured so that it is absolutely natural that 90% (and more) of students drop out of the educational process by grade 6-7. Pretending that you are teaching a student when he does not have an appropriate BASE - bullying the student; no more and no less. The student quickly understands this and naturally begins to feel disgust for the educational process.
Https://cont.ws/@mikluho/508836
Community status: User
On the site: 8 years
Occupation: Other
Region of residence: Vladimir region, Russia
It seemed to be what it should, but then a huge gulf between the declared and the true situation in the school will be revealed. Fearfully! It turns out that more hours are needed for basic subjects, that it is necessary to "sacrifice" a talking shop (all invented courses such as moral development, family studies, ...), that it is necessary to free up physical time for teachers for additional consultations and electives, to remove paper verbiage, i.e. That is, to recognize the fallacy of many changes, to recognize that the main work of a teacher is direct teaching, in direct contact with students, that there should be little paperwork - a journal, a plan of educational and educational work, a report at the end of a quarter, semester, year, and that's it. I, as a parent, do not need a portfolio, for example, on which the teacher spends time, sometimes sucking achievements from the finger, I need my child to be able to ask and receive an answer on any incomprehensible moment, to receive additional advice, time for which should be allocated to the teacher initially, as is done at the university. First of all, this is exactly what parents want from the school - to be taught, taught to work, that there is a better upbringing. With the present ministry, this is unattainable.
Community status: Confidentially
On the site: 2 years
Occupation: Confidential
Region of residence: Confidential
And this is my fault ?! My colleagues ?! We have a rural school. The parents of most of the students barely finished school themselves. for 150 pupils there are 4 parents with a higher education, less than a dozen - with a secondary and specialized secondary. Some of the children leave the 9th grade for the NGO system voluntarily. Others, with low results on the OGE, go to grades 10-11 only because their parents do not have the opportunity to send them to colleges. Children do not want to study, their parents know and accept it. To all our remarks about studies, the answer is one: "Where am I going to give him / her? I have no money. Let him SIT at school." It's so comfortable to sit at school. Children from 8.00 to 15.30 under the supervision of teachers! So we "evaporate" these would-be disciples. What result can they give on the exam? And they choose specialized and basic mathematics! And what? After all, they do not risk anything!
Community status: User
On the site: 10 years
Occupation: Teacher in educational organization
Region of residence: Novosibirsk region, Russia
Community status: User
On the site: 1 year
Occupation: Teacher in educational organization
Region of residence: Moscow region, Russia
Unfortunately, each teacher understands "work calmly" in his own way. For many, this means imitating activities and giving ratings as they please. If most teachers were conscientious about their work and really were teachers and not lesson teachers, then nothing of this would be invented. I do not defend the Ministry of Education, but I will not support the desire of teachers, especially the old guard, who dream of returning to the times when school performance and their own merits depended on the figures drawn by the teachers themselves, I will not support under any circumstances, since this is a road to nowhere. All over the world, teachers regularly undergo certification and pass a qualifying exam. In the USA, for example, this happens every year, and the wages will depend on the results of certification. Yes, to our teachers
for the most part, one can only dream of the salary of Western colleagues, but, as practice shows, its increase alone does not lead to a more responsible attitude to work. An example of this is Moscow, where teachers' salaries are 80-150 thousand rubles, but this has not reduced the amount of eyewash and formalism in the capital's schools. Therefore, they try not to teach the graduates of the 9th grade so that they pass the OGE, but tell them when to go to the toilet during the exam, where the tasks solved by the teachers will already lie. I do not understand at all how a teacher can work calmly. With the proper attitude, the teacher is always in a creative search, and the students almost every day throw up tasks that are more complicated than what is offered in the diagnostic work. The teacher is obliged to raise his professional level and show by his own example that you need to learn all your life, and not play the role of an omniscient sage who knows everything just because he has a diploma and ... worked for twenty years at school.A wonderful welcome! Let's start by doing everything like the United States. We will reduce the daily load on the teacher, remove from him the obligation to write and rewrite programs every year and print them out at our own expense, remove the vast majority of reports and supervisory bodies over schools, create a truly professional, not bureaucratic assessment of the quality of education, equip schools as expected and of the same quality, and not anyhow (with a toilet on the street and stove heating). And we will bring the textbooks to modern requirements and content. After that, you can be certified annually.
Community status: User
On the site: 1 year
Occupation: Teacher in educational organization
Region of residence: —
Let's say they copied everything, like theirs: reduced the load, began to pay big money, removed the reporting - how will this change what many teachers cannot teach their subject well, since they themselves do not know it? I doubt very much that even with a huge salary and a small amount of reporting, those who have never done this will work conscientiously.
Community status: User
On the site: 1 year
Occupation: Teacher in educational organization
Region of residence: Moscow region, Russia
Has anyone seen the presentation yet? On the second slide, there are two photographs with mathematics and Russian. So on the left photo on the blackboard, a bunch of mistakes were made: there are no integral signs, cn is written instead of the natural logarithm, in the last expression the brackets are missing altogether. And in general, the school does not study the integration of irrational functions. I feel that nothing good can be expected from this whole event, God forbid, that the tasks were without mistakes and on the topic.
On the whole, such initiatives do not arouse much enthusiasm, especially when phrases with the adjective "real" are used (real experience, real practice. What other experiences and practices are there?). You can immediately see all this heresy was composed by "real guys". Therefore, I wish the tested ones to be very careful when completing tasks, to find every mistake and present the results of my check to the public. Let the organizers and compilers blush.Community status: User
On the site: 4 years
Occupation: Teacher in educational organization
Region of residence: Karelia, Russia
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I won't be surprised if I see Liza Peskova.
Community status: User
On the site: 2 years
Occupation: High school teacher in educational organization
Region of residence: —
I never tire of repeating: what is happening now in education, in the language of Russophobes and liberals, is called undermining, that is, an information war ... It seems that no one in the country is pressed like this as educators. This is precisely the information war: to "muck" the teachers, so that they become simply puppet, not at all creative ... All this is done specifically before the elections, so that the teachers are indignant. Someone will receive that kind of money in euros and dollars for organizing this game! All this is far from easy ...
Community status: User
On the site: 7 years
Occupation: Teacher in educational organization
Region of residence: Rostov region, Russia
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Indeed, Lyudmila, this is very logical. It humiliates teachers with a beggarly salary, transferring education to the status of a service, increasing the number of control and supervisory bodies, inciting parents against teachers, our modest, most patriotic, most Russophilic government, and the liberals are to blame for all the troubles of teachers.
Community status: User
On the site: 9 years
Occupation: Journalist
Region of residence: Moscow, Russia
If, when I was teaching at the Lyceum, we were expected to have such a "competence assessment", I would have resigned immediately.
By the way, who are the judges?
It makes sense to do only one thing: if the teacher's children of MASSOVO do not know the subject (admittedly, this happens, though rarely), send him and only him to real advanced training courses, where he will be really taught. And not like now: to force everyone, even a completely successful teacher, to sit out the hours that give nothing to this successful one. Because he is able to learn himself and what he really needs.Community status: User
On the site: 11 years
Occupation: Employee in organizations of higher education
Region of residence: Rostov region, Russia
Yes, the education supervising authorities have started playing with the idea of SUCH CERTIFICATION of teachers!
It turns out that our diplomas issued by universities are not evidence of our professional suitability!
Who will remain in the profession after such a purgatory? Who will "enter the cage" ?!Community status: User
On the site: 2 years
Occupation: High school teacher in educational organization
Region of residence: Russia
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If our diplomas are worthless, then theirs and even more so. And if for the good, then they first of all need to be certified, at least in order to check whether they correspond to their position.
Community status: User
On the site: 4 years
Occupation: Teacher in educational organization
Region of residence: Karelia, Russia
Yes, you do not need to certify them. They must be sent to school. To our regular school. To our ordinary children. 90% will fly out in disgrace in six months under the whistle of parents and the hooting of children. We have seen this many times in local examples ..
Community status: Confidentially
On the site: 13 years old
Occupation: —
Region of residence: —
"... will fly out in disgrace in six months ..."? After half an hour!
Community status: User
On the site: 6 years
Occupation: Teacher in educational organization
Region of residence: Voronezh region, Russia
And let such works be written by those who invented them. And the results will be published here! And we'll see ... Maybe after them and agree to take "this exam"))))
Community status: User
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Some sentences need to be edited. For example, "In the office where you work, there IS the necessary equipment in accordance with the Federal State Educational Standard of General Education ?????"
Community status: User
On the site: 2 years
Occupation: High school teacher in
Region of residence: Rostov region, Russia
And why not concentrate the titanic efforts of the methodologists on the preparation of FUTURE teachers, and not arrange exams for those who plow at 2 rates, and even in the absence of the equipment required by the Federal State Educational Standard?
Community status: User
On the site: 2 years
Occupation: Deputy Head of educational organization
Region of residence: Saint-Petersburg, Russia
As shown in paragraphs. 1.1., 1.2., Communication plays an important role in the educational process. Using communication, changing its content, tone, style, varying the ratio of functions, you can change the student's mood, his attitude to objects and phenomena, enrich his knowledge, develop thinking, change objective and spiritual activity. Thus, it is possible to purposefully develop certain character traits, personality traits.
The success of using this tool in teaching and upbringing depends on the fulfillment of certain requirements (conditions). In their most general form, they were formulated by A.A. Bodalev:
1) communication becomes pedagogically effective if it is carried out in accordance with a single humanistic principle in all spheres of the pupil's life - in the family, at school, in out-of-school institutions, etc .;
2) if communication is accompanied by the education of an attitude towards a person as the highest value;
3) if the assimilation of the necessary psychological and pedagogical knowledge, skills and knowledge of other people and dealing with them is ensured.
A.V. Mudrik draws the attention of teachers to the need to prepare students for communication. According to the scientist, the content of training should include available knowledge of a theoretical nature and the development of communication skills. To do this, one should conduct conversations on such topics as, for example: "I, we, they", "How to behave in ...", "Defining oneself in the world", "Man among people", etc. Each teacher, regardless of what subject he teaches at school should take care of the development of students' fluency in speech. For this purpose, it is necessary to conduct discussions, discussions, role-playing games, and to assimilate standard communication methods - meetings with their organizational rules-rituals. It is also important to develop the ability to distinguish between types of communication (role, partnership, in a group, etc.), to feel a measure of trust, to determine the nature of the interlocutor's relationship, his state, etc. The success of communication, the strength of its educational impact depends on all this.
Researchers note the following common features of successful communication with students, characteristic of masters of pedagogical work:
Personal openness to children, the ability to make it clear to students that a teacher is not so much a teacher as a person;
Ability to organize communication "from the student": from his thoughts, aspirations, mood;
The ability to put oneself in the child's place, to know him in general and in a given situation;
Acceptance of the pupil as a full-fledged communication partner, as a person equal in socio-psychological parameters;
Patience, sensitivity, ability to empathize, sincere interest in the fate of the pupil;
The breadth of knowledge, a variety of interests and the ability to use them in communication with pupils;
The ability to instill in the pupil the consciousness of his significance.
A.V. Kan-Kalik identified up to a dozen different negative models of communication between teachers and students, in particular, such as communication-distance, communication-intimidation, communication-flirting. Understanding their essence will help the educator avoid very common mistakes.
Interesting in this regard is the characteristic of people who are guided by unequal relations in communication, given in E. Shostroma "Anti-Kornegi, or Man-manipulator". We will not consider it, we will only pay attention to what are some of the reasons for the conscious or more often unconscious establishment of such relations: knowledge of the causes helps in overcoming their consequences.
Firstly, it is that a person is never completely sure of himself, including a teacher. He knows that the success of his work also depends on the work of his students. Therefore, he tries to ensure that the students do this and the way he thinks is right. It is always impossible to interest everyone. Hence - intimidation.
Secondly, a person wants everyone to love him, so that there are no people who treat him badly (from those, in any case, with whom he constantly has to communicate). For a teacher, this is directly related to his professional qualities. To achieve recognition and approval of their students is an important task for any teacher, even if he hides it. Exaggeration of this requirement for oneself or the desire to be so gives rise to flirting with students.
Thirdly, a person does not trust other people, especially in the conditions of the so-called market social relations. He is afraid of complete frankness and even just frankness in relations with people and students as well. This forces him to maintain a distance in communication.
Fourthly, a person cannot change everything in his interests, the Teacher, moreover, cannot create the desired conditions for himself and his children for life, communication. Understanding this can cause uncertainty and even despair, and the result can be a wide variety of ways of avoiding humanistic problem solving - both formality in communication, and establishing a distance, and demonstrating indifference, and flirting, and intimidation.
NOT. Shchurkova formulates the following general rules for fruitful communication:
Feeling shaping We with pupils;
Establishing personal contact with children;
Demonstration of their own disposition;
Show of vivid goals of joint activities;
Emphasizing the positive in the behavior and character of the pupil;
Constantly showing interest in your students;
Rendering and asking for help.
Finally, let us turn to the rules of communication formulated back in the 30s. XX century American psychotherapist and businessman Dale Carnegie. They are of historical interest even now, and not only for businessmen, but also for educators. Here are some of these rules (in abbreviated form), formulated on the basis of what the interlocutor expects from the partner:
1) be sincerely interested in the interlocutor;
2) smile, be glad to communicate and do not hide it;
3) address the interlocutor by name;
4) know how to listen, encourage the interlocutor to talk about yourself;
5) talk about what interests the interlocutor;
6) sincerely instill in the interlocutor the awareness of his importance;
7) praise for the slightest success;
8) respect the opinion of the interlocutor; agree, take his point of view; let the interlocutor think that your (this) thought belongs to him.
Thus, in these recommendations, as in others described above, the main condition for the success of pedagogical communication is clearly visible: communication should be the activity of a teacher and a student (the interlocutor should talk about himself, the conversation should be about the interlocutor of interest, the importance of the interlocutor is affirmed in communication and etc.).
Styles and models of pedagogical communication
It is known that each person has his own, integral style of communication, which leaves a characteristic imprint on his behavior and communication in any situations. This style, the researchers note, cannot be deduced only from any individual characteristics and personality traits of people. It reflects precisely the features of a person's communication, which characterize his general approach to building interaction with other people, and determines his behavior.
The problem of communication styles has received significant reflection in the pedagogical literature (V.A.Kan-Kalik, A.K. Markova, L.M. Mitina, etc.). Analysis of these sources makes it possible to determine the communication style, which is a mandatory component of the communication structure, as follows - communication style is the individual psychological characteristics of the socio-psychological interaction between the teacher and the student.
L.M. Mitina says that the art of teacher communication is manifested primarily in how he finds contacts and the right tone of communication with students in certain situations of school life.
Research shows that a teacher's communication style seriously affects the climate in the team, how often conflicts arise and are resolved among children, as well as between teacher and students. The emotional well-being of the students, the psychological climate of the team largely depends on the style.
The style of communication finds expression:
Features of the teacher's communication capabilities;
The prevailing nature of the relationship between the teacher and the pupils;
The creative personality of the teacher;
Features of the student body.
V.A. Kan-Kalik distinguishes the following styles of pedagogical communication:
Communication based on passion for joint creative activities;
Communication based on friendly disposition;
Communication distance;
Communication intimidation;
Communication-flirting.
The most fruitful, according to V.A. Kan-Kalika is communication based on passion for joint creative activities. This style is based on the unity of the teacher's high professionalism and his ethical attitudes. Passion for joint creative search with students is the result of not only the communicative activity of the teacher, but to a greater extent his attitude to pedagogical activity in general.
The style of pedagogical communication based on friendly disposition is also productive. This style of communication can be viewed as a prerequisite for successful joint teaching and educational activities. Friendly disposition is the most important regulator of business pedagogical communication. It is a stimulator of the development and fruitfulness of the teacher's relationship with students. But it should be noted that friendliness, like any emotional structure and pedagogical attitude, must have a measure. In this regard, V.A. Kan-Kalik draws attention to the following situation: often young teachers turn friendliness into familiar relations with students, which negatively affects the entire course of the educational process. Friendliness must be pedagogically appropriate.
Communication-distance is common. This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But the transformation of the "distance indicator" into the dominant of pedagogical communication sharply reduces the creative level of joint work of a teacher and a student. This often leads to the establishment of an authoritarian principle in the system of relationships between a teacher and children, which ultimately negatively affects the results of activities. “Although there should be distance, it’s even necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship, ”notes V.A. Kan-Kalik. (13, p.98)
Communication-distance is a transitional stage to such a negative form of communication as communication-intimidation. Researchers associate this communication style mainly with the inability to organize productive communication based on passion for joint activities. He is sometimes approached by novice teachers. It is quite difficult to form productive communication, and young teachers often follow the line of least resistance, choosing communication-intimidation or distance in its extreme manifestation.
Communication-flirting plays an equally negative role in working with children. This type of communication meets the desire to gain false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The emergence of this style of communication is caused, on the one hand, by the teacher's desire to quickly establish contact with children, by the desire to please the class, and on the other hand, by the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication.
Let us turn to another approach to distinguishing the style in pedagogical activity. This approach is described in the works of L.M. Mitina and A.K. Markova. They based on the following grounds for distinguishing the style in the work of the teacher:
Dynamic characteristics of the style (flexibility, stability, switchability, etc.);
Effectiveness (the level of knowledge and learning skills of students, as well as students' interest in the subject).
Note that these grounds are highlighted in the works of A.K. Markova, whose development of the described classification was carried out in collaboration with A.Ya. Nikonova. In accordance with this classification, the following styles of pedagogical communication are distinguished.
Emotional Improvisational Style (EIS). Teachers with this style of leadership are distinguished by a predominant orientation towards the learning process, insufficiently adequate planning of the educational process (the selection of the most interesting educational material, while the less interesting, although sometimes quite important material is left for students to work independently). The activity of the EIS teacher is distinguished by high efficiency, the use of a large arsenal of teaching methods.
Emotional Methodical Style (EMS). A teacher with this style of leadership is characterized by an orientation towards the learning process and result, some predominance of intuition over reflexivity, adequate planning of the educational process, and high efficiency.
Reasoning and improvisational style (RIS). A RIS teacher is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process, efficiency, a combination of intuition and reflexivity. Compared to emotional style teachers, such a teacher is less resourceful in the selection and variation of teaching methods.
Reasoning and methodical style (RMS). Focusing mainly on learning outcomes and adequately planning the educational process, the PMC teacher is conservative in using the means and methods of pedagogical activity.
At the level of dynamic characteristics, notes L.M. Mitina, teachers of emotional styles are distinguished by increased sensitivity, flexibility, impulsivity. Teachers of reasoning styles differ from emotional teachers in reduced sensitivity, they are characterized by caution, tradition. Concerning the issue of the effectiveness of pedagogical activity, scientists point out that neither improvisation, nor methodology are preferable in and of themselves.
In our opinion, the most effective are individual styles that combine methodicality with emotionality, and improvisation with prudence, that is, a kind of intermediate styles.
Close to the concept of "style of pedagogical communication" is the concept of "leadership style", which is defined as "stable features of the interaction of the leader with the team, formed under the influence of both objective and subjective management conditions, and the individual psychological characteristics of the leader's personality."
Ya.A. Kolominsky and E.I. Panko note that in the psychological and pedagogical literature, democratic and authoritarian styles of leadership are usually distinguished, which can be characterized as follows in relation to the pedagogical process.
The democratic style is characterized by a wide contact with pupils, a manifestation of trust and respect for children, an explanation of the introduced rules of behavior, requirements, assessments. The personal approach to children of such teachers prevails over the business one; Typical for them is the desire to give comprehensive answers to children's questions, to take into account the individual characteristics of the educated, the lack of preferences of some children over others, and stereotypes in the assessments of children and their behavior.
Teachers with an authoritarian leadership style, on the contrary, show pronounced subjective attitudes, selectivity in relation to children, they are characterized by stereotypes and poor assessments. Their leadership of children is characterized by strict regulations. The main forms of interaction are orders, instructions, instructions, and a reprimand. They use prohibitions and restrictions on children much more often. The work is dominated by a business approach, the requirements and rules are not explained at all or are rarely explained.
Some researchers also distinguish the liberal style. It is characterized as anarchic, conniving. The teacher tries not to interfere in the life of the collective, does not show activity, considers questions formally, easily obeys other, sometimes contradictory influences, in fact removes himself from responsibility for what is happening.
Close to the described variant of the classification of styles of pedagogical leadership is the point of view of L.M. Mitina and N.N. Obozov, according to which we can talk about the following styles of leadership (pedagogical communication):
Directive style (authoritarian according to the traditional classification, or imperative, as defined by S.A. Belicheva: rigid one-man command in making all possible decisions concerning the group (class) by the leader (teacher), as well as weak interest in the child as a person;
Collegiate (democratic): the teacher seeks to develop collective solutions, while demonstrating an interest in the informal aspect of the relationship;
Liberal style.
In dealing with children, the authoritarian, imperative style is not just "undesirable", but unacceptable - this is the opinion of psychologists. At the same time, A.A. Bodalev notes that the teacher's leadership style greatly influences the emotional state of children. According to the data of his work, a state of calm satisfaction and joy occurs relatively more often in students from those class collectives headed by an educator who adheres to democratic principles in his communication with schoolchildren. And, on the contrary, a state of depression is more often observed in those cases when the teacher is an authoritarian personality, and the experiences of anger and anger in students are more often noted under the condition of the teacher's inconsistency in relations with them.
We also note that positively emotional, comfortable communication creates conditions for creative joint activity, the emergence of a special social attitude towards another person; in a state of comfortable communication, two personalities - a teacher and a student - begin to form a kind of common emotional and psychological space in which the creative process of familiarizing the student with human culture unfolds, the process of versatile cognition of the social reality surrounding him and himself, that is, the process of socialization of the individual unfolds.
Stable-positive type, characterized by a stable emotional-positive attitude towards children, caring for them, helping in difficulties, a business reaction to shortcomings in academic work and behavior, a calm and even tone in dealing with children;
Passive-positive type, characterized by a vaguely expressed emotional-positive attitude towards children; dryness of handling and official tone are mainly the result of a pedagogical attitude; many teachers in this group believe that only they can ensure success in teaching and educating students.
In addition to the indicated types of teachers' attitude towards children, individual scientists also distinguish such an extreme form of interaction with children as a negative, negative attitude towards them.
For the implementation of communication, in our opinion, the roles and positions of the teacher in communication are essential. In this respect, it is interesting to compare different positions of the teacher in interaction with students. Senko Yu.V., Tamarin V.E. highlight the "closed" and "open" position of the teacher. The “closed” position is characterized by an impersonal, emphasized objective manner of presentation, the loss of the emotional-value context of learning, which does not cause a reciprocal desire in children for disclosure. An "open" position is characterized by the fact that the teacher, being in it, opens his personal experience to the students, during which a dialogue with them is carried out.
We see another version of the disclosure of the problem of teacher's positions in communication in M.M. Rybakova, who claims that the positions taken by the teacher when interacting with children largely determine the style of communication with them. In general, she identifies the following leading positions in communication, teacher-student interaction:
The position of "tough discipline", which leads to the consolidation of the authoritarian-role style of communication; at the same time, teachers are practically not interested in the mental characteristics and state of students. Pedagogical interaction is organized with strict discipline in the classroom and demanding knowledge of the subject, personal communication with such interaction is excluded;
The position of "patient waiting for order", which is characterized by a personality-selective style of relations. In this case, the organization of order in the classroom is undertaken by one or a group of students interested in the content of the material or the personality of the teacher. In this case, the teacher is, as it were, “open” to the students, offering his cooperation through an interest in knowledge;
The position of "offended by ungrateful students", characterized by constant complaints of the teacher about fatigue, dissatisfaction with the students. This position gives rise to the emotional-situational style of the teacher's relationship with the students: the teacher is often irritated by the behavior of the students, his remarks are ironic, often in an irritable tone. This condition leads to a gross violation of relations with students;
The position of "cooperation" in interaction with students is characterized by an emotional-personal style of relationship. Such relationships are based on a good knowledge of the personality of each student, tolerance for their failures in mastering the subject and behavior. The teacher shows interest in the child, his age and individual characteristics, sees in the child a developing personality.
In our opinion, this classification of the teacher's relationship with children may well be correlated with the traditional classification of communication styles outlined above.
Some researchers (Senko Yu.V., Tamarin V.E.) introduce into the system of teacher positions such positions as “extension from above” (pressure on a partner), “extension from below” (adaptation to the interlocutor), “extension near” (equal relationship in communication). Close to them in content are the roles identified in the context of transactional analysis by E. Bern:
- "parent" - dominant, taking responsibility for himself;
- "child" - weaker and dependent, in need of help.
Of course, it is important for the teacher to own all these roles and flexibly rebuild them as necessary.
It should be noted that at the same time, in the course of the implementation of pedagogical activities, each teacher must find his own individual style of communication, approach the mastery of the basics of professional and pedagogical positions quite consciously.
Comparison of various positions resulting from their typology of leadership styles shows that in pedagogy there is no ready-made recipe for all occasions. Each situation has its own pros and cons.
Taking this into account, a professional teacher must predict the development of the situation and relations. It has been noticed that out of “non-accepting” schoolchildren, bright individuals often develop, people with a unique attitude to the world around them. And, as life shows, over time, such children develop initiative, leadership qualities, they often turn out to be more prepared for social adaptation than “obedient” children who always and in everything followed the instructions of their “older comrades”.
Based on the above provisions, we can conclude that the theoretical and practical importance of studying the problems of pedagogical communication in the "teacher-student" system is due, first of all, to the fact that communication between teachers and students is an important link in the process of managing personality formation, the development of cognitive and social activity of schoolchildren. , the formation of the student body.
Optimally organized pedagogical communication allows you to effectively influence the socio-psychological climate of the team, prevent interpersonal conflicts.
