Pedagogical communication is a professional communication of a teacher with students in the classroom and outside it, which has certain pedagogical functions and is aimed at creating a psychological climate. learning activities and relations between the teacher and students and within the student team; his success determines his success in training and education.
The style of communication is understood as individual-typological features of the socio-psychological interaction between the teacher and students. In the style of communication find expression: features of the teacher's communicative abilities; the established nature of the relationship between the teacher and pupils; creative individuality of the teacher; characteristics of the student body.
Authoritarian In the authoritarian style, a characteristic tendency towards strict management and comprehensive control is expressed in the fact that the teacher much more often than his colleagues resorts to an orderly tone, makes harsh remarks. The abundance of tactless attacks against some members of the group and unreasoned praise of others are striking. An authoritarian teacher not only defines the general goals of the work, but also indicates how to complete the task, rigidly determines who will work with whom, etc. Tasks and methods for its implementation are given by the teacher in stages. Characteristically, such an approach reduces activity motivation, since a person does not know what is the purpose of the work performed by him as a whole, what is the function of this stage and what lies ahead. Studies have shown that this behavior of the manager is explained by his fear of losing authority, having discovered his lack of competence: “If someone proposes to improve something by building the work differently, then he indirectly indicates that I did not foresee this.” In addition, an authoritarian leader, as a rule, subjectively assesses the success of his wards, making comments not so much about the work itself, but about the personality of the performer. With an autocratic leadership style, the teacher exercises sole control over the management of the team, without relying on the asset. Students are not allowed to express their views, critical remarks, to take the initiative, and even more so to claim the solution of issues that concern them. The teacher consistently makes demands on students and exercises strict control over their implementation. The authoritarian style of leadership is characterized by the main features of the autocratic. But students are allowed to participate in the discussion of issues that affect them. However, the final decision is always made by the teacher in accordance with his own attitudes.
Indulgent production process, disclaiming responsibility for what is happening. The conniving style turns out to be the least preferred among those listed. The results of its approbation are the smallest amount of work performed and its worst quality. It is important to note that students are not satisfied with the work in such a group, although they do not bear any responsibility, and the work is more like an irresponsible game. With a conniving style of leadership, the teacher seeks to interfere as little as possible in the life of students, is practically eliminated from leading them, limiting himself to the formal fulfillment of duties and instructions from the administration. An inconsistent style is characterized by the fact that the teacher, depending on external circumstances or his own emotional state, carries out any of the leadership styles described above.
Democratic As far as the democratic style is concerned, the facts are evaluated first of all, and not the personality. Wherein main feature democratic style is that the group takes an active part in the discussion of the entire course of the forthcoming work and its organization. As a result, students develop self-confidence, self-government is stimulated. In parallel with the increase in initiative, sociability and trust in personal relationships increase. If under the authoritarian style enmity reigned between the members of the group, which was especially noticeable against the background of obedience to the leader and even currying favor with him, then under democratic management, students not only show interest in work, revealing positive internal motivation, but approach each other personally. With a democratic style of leadership, the teacher relies on the team, stimulates the independence of students. In organizing the activities of the team, the teacher tries to take the position of "first among equals". The teacher shows a certain tolerance for critical remarks of students, delves into their personal affairs and problems. Pupils discuss issues of collective life and make choices, but final decision formulated by the teacher.
Communication based on passion for joint creative activity. At the heart of this style is the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with students is the result not only of the teacher's communicative activity, but to a greater extent of his attitude to pedagogical activity in general. Emphasizing the fruitfulness of this style of relationship between the teacher and pupils and its stimulating nature, which brings to life the highest form of pedagogical communication - based on the enthusiasm for joint creative activity, it should be noted that friendliness, like any emotional mood and pedagogical attitude in the process of communication, should have a measure. Often, young teachers turn friendliness into familiarity with students, and this negatively affects the entire course of the educational process (often a novice teacher is driven to this path by fear of conflict with children, complicating relationships). Friendliness should be pedagogically expedient, not contradict the general system of relationships between the teacher and children.
Communication-distance This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. Hypertrophy of the distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. The distance acts as an indicator of the leading role of the teacher, based on his authority. What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means of self-affirmation in the student, and in the pedagogical environment. But in most cases, the use of this style of communication in its purest form leads to pedagogical failures. Authority must be won not through the mechanical establishment of distance, but through mutual understanding, in the process of joint creative activity. And here it is extremely important to find both a general style of communication and a situational approach to a person. Communication-distance to a certain extent is a transitional stage to such a negative form of communication as communication-intimidation.
Communication-intimidation This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication based on enthusiasm for joint activities. After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication - intimidation or distance in its extreme manifestation. In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what should not be done, deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.
Flirting is again characteristic, mainly for young teachers and associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The appearance of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication, experience in professional communicative activity. A.S. Makarenko sharply condemned such a pursuit of love. He said: I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to be a favorite teacher. I personally have never achieved childish love and I think that this love, organized by a teacher for his own pleasure, is a crime ... This flirtatiousness, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this pendant ... should not be in our life ... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm ... Communication-flirting, as observations show, arises as a result of: a) the teacher's misunderstanding of the responsible pedagogical tasks facing him; b) lack of communication skills; c) fear of communication with the class and at the same time the desire to establish contact with students.
As a result of numerous studies and experiments, psychologists and educators advise teachers to develop communication skills as follows: You need to be aware that the school is part of society, and the teacher's attitude towards children is an expression of social requirements.
The teacher should not openly demonstrate a pedagogical position. For children, the words and actions of the teacher should be perceived as a manifestation of his own convictions, and not just as the fulfillment of duty. The sincerity of the teacher is the key to strong contacts with students. Adequate self-assessment. Self-knowledge, self-management should be the constant concern of every teacher. special attention requires the ability to manage one's emotional state: the educational process is harmed by an irritable tone, the predominance of negative emotions, and shouting. Pedagogically expedient relationships are built on mutual respect between the student and the teacher. It is necessary to respect the individuality of each student, create conditions for his self-affirmation in the eyes of his peers, and support the development of positive personality traits.
The teacher needs to take care of a favorable self-presentation: to show the children the strength of their personality, hobbies, skill, breadth of erudition, but not intrusively. The development of observation, pedagogical imagination, the ability to understand the emotional state, correctly interpret behavior. A creative approach to situation analysis and decision-making is based on the teacher's ability to accept the role of another - a student, parents, colleagues - to take their point of view. An increase in the speech activity of students by reducing the speech activity of the teacher - important indicator teacher's communication skills. Even with minor successes of students, be generous with praise. You need to praise in the presence of others, but it is better to blame in private. The teacher's speech should be expressive. And even if you do not have a voice, gestures, facial expressions, and a look can help you out.
Model 1 The teacher, as it were, rises above the class. He soars in the world of knowledge, science, is fascinated by them, but is at an unattainable height. Here the system of communication develops as follows: the teacher is, as it were, removed from the students, for him they are only perceiving knowledge. As a rule, such a teacher has little interest in the personality of the child and his relationship with him, reducing pedagogical functions to the communication of information. For such a teacher, only the process of transmitting information is important, and the student acts only as a general context for science. Such a position, as observations show, characterizes some novice teachers who are passionate about science. Negative consequences- lack of psychological contact between the teacher and the children. Hence - the passivity of students in the learning process, lack of initiative.
Model 2 The meaning of this fairly common model of communication lies in the fact that between teachers and children, the distance that the teacher sets between himself and the students acts as an invisible limiter in the relationship. Such constraints can be: emphasizing by the teacher of his superiority over students; the predominance of the desire to communicate information rather than educate; lack of desire for cooperation, approval of the situation of the unconditional statement of schoolchildren; condescending - patronizing attitude towards students, which interferes with the organization of adult interaction. Negative consequences - lack of interpersonal contact between the teacher and children, weak feedback, indifference of schoolchildren to the teacher.
Model 3 Its essence is that the teacher builds relationships with children selectively. In particular, it focuses its attention on a group of students (strong or, on the contrary, weak), as a locator, captures these students, leaving the rest without attention. The reasons for this attitude can be different: the teacher is passionate about the guys who are interested in his subject, gives them special tasks, involves them in circles and extracurricular work, not showing attention to the rest; the teacher is preoccupied with weak students, constantly deals with them, while losing sight of the rest of the students, hoping that they will cope with everything themselves; does not know how to combine a frontal approach with an individual one. Negative consequences - the lesson does not create a holistic and continuous system of communication, it is replaced by fragmented, situational interaction. The pattern of communication in the lesson is constantly torn, its integral rhythm is disturbed, there are interruptions in interpersonal interaction, which leads to destabilization of the socio-psychological basis of the lesson.
Model 4 The teacher in the process of interacting with students hears only himself: when explaining new material, when interviewing students, during individual conversations with children. The teacher is absorbed in his thoughts, ideas, pedagogical tasks, does not feel communication partners. Negative consequences - feedback is lost, a kind of psychological vacuum is created around the teacher in the classroom, the teacher does not perceive the psychological atmosphere in the classroom, the educational effect of interaction with students is reduced.
Model 5 The teacher acts purposefully and consistently on the basis of a planned program, not paying attention to changing circumstances that require a change in communication. Negative consequences - such a teacher seems to be doing everything right: he has a reasonable plan, pedagogical tasks are correctly formulated. But he does not take into account that pedagogical reality is constantly changing, new circumstances and conditions arise that must be immediately captured by him and cause corresponding changes in the methodological and socio-psychological arrangement of education and training. In the course of the educational process, two lines are clearly distinguished: the first is ideal, planned and the second is real. With such a teacher, these lines do not intersect.
Model 6 The teacher makes himself the main, and sometimes the only initiator of the pedagogical process, suppressing all other forms of educational initiative. Everything here comes from the teacher: questions, tasks, judgments, etc. - the need-based sphere of education and upbringing, the psychological meaning of the interaction between the teacher and children is lost, students are guided only by the one-sided activity of the teacher and realize themselves only as a performer, the opportunities for the creative nature of education and upbringing are reduced, schoolchildren are waiting for instructions, turning into passive consumers of information.
Model 7 The teacher is tormented by constant doubts: whether he is understood correctly, whether this or that remark is interpreted correctly, whether they are offended, etc. the teacher constantly doubts, hesitates, analyzes, which in the end can lead to neuroses.
If you decide to optimize your communication with children, we recommend a kind of guide that you can focus on: 1. The appearance in the class is cheerful, confident, energetic, etc. 2. General well-being in the initial period of communication is vigorous, productive, confident. 3. The presence of a communicative mood: a pronounced willingness to communicate. 4. Energetic manifestation of communicative initiative, emotional attunement to activity, desire to convey this state to the class. 5. Creating the necessary emotional mood in the lesson.
6. Organic management of one's own well-being during the lesson and communication with children (smooth emotional state, ability to manage well-being, despite the prevailing circumstances, mood swings). 7. Productivity of communication. 8. Communication management: efficiency, flexibility, a sense of one's own style of communication, the ability to organize the unity of communication and the method of influence. 9. Speech (bright, imaginative, emotionally rich, highly cultured). 10. Facial expressions (energetic, bright, pedagogically appropriate). 11. Pantomime (expressive, adequate gestures, plastic imagery, emotional richness of gestures).
Plan for the analysis of the pedagogical situation: 1. Understand the pedagogical meaning of the described situation, i.e. describe the situation from the point of view of the formation of the child's personality, his life experience, views, position (what happened, who participated in the event, where it happened, etc.). 2. Isolate the pedagogical problem: a real-life or imminent contradiction in the formation of the child's personality, to which the described situation leads. Find out or suggest the origins of this conflict. 3. Determine the pedagogical goal (the planned result that you would like to achieve in this situation). 4. Formulate several (five-six) options for resolving the conflict, effective behavior of the teacher in this case. 5. Choose and Justify best option pedagogical activity in this situation. 6. Determine the achievement criteria and methods for evaluating the planned result.
Rules of pedagogical communication. Rule 1. Do not try to see only negative motives behind every negative act of a student. Rule 2. Prepare carefully for the lesson, do not allow even the slightest incompetence in teaching your subject. Rule 3. Schoolchildren tend to be more willing to follow the orders of teachers with an indirect method of influence. Rule 4. Joint activity brings people together. Rule 5. The foresight and correctness of the teacher's behavior reduce the tension in communication.
And today they forced me to rewrite it again, and the teacher said that it turned out better. Look, is it better? And today we explained fractions. Do you want me to show you? Mom, what is offal? The teacher said that next time she would throw Petya out of the class along with the giblets. Levka smiled at the lesson, and the teacher kicked him out of the class, said: “You will smile in the corridor!” For what? Without understanding, and immediately expel? In our chemistry class, no one is engaged, but everyone is sitting quietly, learning other lessons. The teacher sees this, but is silent, she likes silence. Mom, does a teacher have the right to check briefcases without the permission of the owner to find out who and what is in them?
1. Evaluate the information of each statement of the children. Which of these statements will cause anxiety, alertness of parents? Why? 2. What reaction of parents to each statement will be the most pedagogically correct? What kind of reaction is possible? 3. How would you talk with each of the teachers if, as a class teacher or head of the teaching staff of the school, you received such information from the parents of your students?
It is suggested to test yourself in the following situations. 1. Imagine that you are a class teacher and you need to mobilize the class to collect scrap metal immediately after the lessons. 2. At a school party, a 9th grade student refused to dance with a classmate, the student responded to his invitation to talk rudely to her. 3. A ninth-grader refuses to study literature: he does not study the material, skips lessons, motivating himself by what he has chosen for himself in the future technical specialty and he does not need literature, you are trying to convince him. 4. At recess, a high school student offended a second grader, talk to a high school student. Training
Conditional function ResponsibilitiesPossible options for specific roles The idea generator submits the idea, writing its essence on a card and passing it to the presenter Carlson The presenter presents the idea to the group, coloring it with details and drawing "amazing results" Baron Munchausen The commentator supplements, offers options for implementing the same idea, clarifies the details Wise Owl The critic criticizes, finds fault, looks for obstacles and interference Old Shapoklyak The defender overcomes criticism, talks about ways to minimize the risk of failure Robin Hood The facilitator calms down, monitors the order of speeches, does not allow interruption, keeps track of time - usually no more than 1 minute for each Cat Leopold The secretary writes all valuable ideas, suggestions, details, if necessary, Dr. Watson clarifies them
It is proposed to begin to explain new material(as students of a colleague). Listeners record gestures and evaluate them. Thus, all typical pedagogical gestures are worked out: while working at the blackboard, calling a student, etc. At the same time, facial expressions are taught. Participants are divided into pairs and give each other facial tasks (at least ten each), then change roles. This task is repeated in other classes. Procedure "Reproducing a Gesture in an Etude Situation of a Pedagogical Action"
- and vtocratic (autocratic leadership style), when the teacher exercises sole control over a team of students
- authoritarian (powerful) style of leadership allows for the opportunity for students to participate in the discussion of issues of academic or collective life
- democratic style involves the attention and consideration of students' opinions by the teacher
- ignoring style is characterized by the fact that the teacher seeks to interfere as little as possible in the life of students
- conniving, conforming style is manifested when the teacher is removed from the leadership of a group of students
- inconsistent, illogical style - the teacher, depending on external circumstances and his own emotional state, implements any of the named leadership styles
Styles of pedagogical communication classification (psychologist V.A. Kan-Kalik):
1. Communication based on high professional attitudes of the teacher
2. Communication based on friendship
3. Communication-distance
4. Communication-intimidation
5. Communication-flirting
Teacher Behavior Models
- Model dictatorial "Mont Blanc" - the teacher is, as it were, removed from the students being trained
Consequence: lack of psychological contact, and hence the lack of initiative and passivity of the students being trained .
- Non-contact model ("Chinese wall") there is little feedback between teacher and students
Consequence : weak interaction with the students being trained, and on their part - an indifferent attitude towards the teacher.
- Model of differentiated attention ("Locator") The teacher is not focused on the entire composition of the audience, but only on a part
Consequence : the integrity of the interaction in the system of a teacher - a team of students is violated, it is replaced by the fragmentation of situational contacts
Hyporeflex model ("Teterev") the teacher in communication is, as it were, closed on himself
Consequence : there is practically no interaction between the trainees and the trainer, and a field of psychological vacuum is formed around the latter
Model of active interaction ("Union") - the teacher is constantly in dialogue with the students
Consequence : emerging educational, organizational and ethical problems are creatively solved by joint efforts. This model is the most productive.
Interaction features
- constructive
- organizational
- communicative and stimulating
- information and training
- emotionally corrective
- control and evaluation
Reasons preventing pedagogical communication
- teacher does not take into account individual characteristics student, does not understand it and does not strive for it;
- the student does not understand his teacher and therefore does not accept him as a mentor;
- the actions of the teacher do not correspond to the reasons and motives of the student's behavior or the current situation;
- the teacher is arrogant, hurts the student's pride, humiliates his dignity;
- the student consciously and stubbornly does not accept the requirements of the teacher or, more seriously, of the entire team .
- NEEDS and communication skills
- ability to empathize and understand people
- FLEXIBILITY
- Ability to support FEEDBACK
- ability to MANAGE YOURSELF
- ability to SPONTANCY
- ability to FORECAST
- VERBAL ABILITIES
- mastery of the art of PEDAGOGICAL EXPERIENCE
- ability for PEDAGOGICAL IMPROVISATION
"Business Communication" - Principles of business communication. Professional skills. Business conversation today penetrates into all spheres of public life. Business communication. Greeting speech; trade speech. Compatibility and harmony of team members. Interdependence of all participants business communication. The principle of creating conditions for revealing creative potential.
"Psychology of business communication" - Courtesy, goodwill and friendliness. Methods of influencing partners. Belief. Ways to establish psychological contact. communication barriers. Suggestion. Communication styles. social roles. Ethics and psychology of business communication. manipulative communication. Friendly and helpful attitude.
"The art of business communication" - There are four main distances of communication. political competence. Introduction. Business conversation. Let everything take its course. Non-verbal communication. Specificity. Model of the verbal communication process. The structure of communication. Goals and objectives of the course. Kinds. Negotiation behavior. Business Etiquette. General scheme communication.
"Features of business communication" - Ethno-rhetoric. Things are OK. Laugh. General principles. Consent and disagreement. The “lower” is presented first to the “higher”. Senior championship. Expressions of greeting and farewell. distancing. Trinity system for naming people. "Yeah, you're crazy." Features of communication through an interpreter. Organization of space.
"Features of business communication" - What to do with hands. Public speaking. Tips for beginners. How to build the main part of the speech. How to build an introduction. The role of gestures in speech. Master the skills. requirements for public speaking. The correctness of the propositions. Summarize what has been said. Types of monologue business communication.
"Essence of business communication" - Communication settings. Forms of business communication. The essence of business communication. Direct communication. Principles of activity. spheres of public life. Human nature. Business conversation. Hierarchy. Features of office and business communication. Telephone conversation. Conversation. Exchange of business information. Unproductive meetings.
In total there are 9 presentations in the topic
Description of the presentation on individual slides:
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The essence and features of pedagogical communication are revealed in the works of teachers and psychologists A.A. Bodalev, N.V. Kuzmina, Ya.L. Kolominsky, I.A., Zimnyaya, A.N. Lutoshkin, A.K. Markova.
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Style as a manner of communication is represented in pedagogical practice by three main forms of organizing pedagogical interaction: - cooperation between teachers and students in a joint search for knowledge; - teacher's pressure on students and constraining (restricting) their activity and creative initiative; - a neutral attitude towards students, the teacher's departure not only from the problems of his pupils, but also from solving his own professional problems.
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The style of pedagogical communication is the individual typological features of the social and typological interaction of teachers and students. In the style of communication find expression: - features of the communicative capabilities of the teacher; - the established nature of the relationship between the teacher and pupils; - creative individuality of the teacher; - features of the study group, class.
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Authoritarian style - - it is characterized by the following features: the teacher single-handedly determines the direction of the group, class, indicates who should sit with whom, work, suppresses any initiative of students who are forced to be content with guesswork. The main forms of interaction are an order, an indication, an instruction, a reprimand.
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Democratic style - - is manifested in the reliance of the teacher on the opinion of the group, class. The teacher tries to convey the goal of the activity to the consciousness of everyone, connects everyone to participate in the discussion of the progress of work; sees his task not only in control and coordination, but also in education. Each student is encouraged, he gains self-confidence.
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Liberal style - the teacher tries not to interfere in the life of the group, class. Does not show activity, considers issues formally, easily submits to various, sometimes contradictory influences, in fact, removes himself from responsibility for what is happening.
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Psychologist A.K. Markova - offers a classification of individual styles of pedagogical communication. She distinguishes: - emotionally - improvisational, - emotionally - methodical, - reasoning - improvisational, - reasoningly - methodical styles of communication.
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Emotional-improvisational style (EIS) The teacher of this style is distinguished by a predominant focus on the learning process. Such a teacher builds an explanation of new material in a logical, interesting way, however, in the process of explaining, he often lacks feedback from the students. During the survey, the teacher refers to a large number of students, mostly strong, interested in him. Interrogates them at a fast pace, asks informal questions, but does not let them talk much, does not wait until they formulate an answer on their own.
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Emotional-methodical style (EMS) The teacher of this style is characterized by an orientation towards the process and learning outcomes. Focusing on both the process and the result of learning, such a teacher adequately plans the educational process, gradually works out all the educational material, carefully monitors the level of knowledge of all students, consolidation and repetition are constantly presented in his activities. educational material control of students' knowledge. Such a teacher is distinguished by high efficiency, he often changes the types of work in the classroom, practices collective discussions.
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Reasoning-improvisational style (RIS) The teacher is characterized by an orientation towards the process and learning outcomes, adequate planning of the educational process. Compared to teachers of emotional learning styles, a teacher who uses RIS shows less ingenuity in the selection and variation of teaching methods, and is not always able to provide a high pace of work. He rarely practices collective discussions, the time of spontaneous speech of his students in the classroom is less than that of teachers with an emotional style. The teacher using RIS speaks less himself, especially during the survey, preferring to influence students indirectly (through hints, clarifications, etc.), giving the respondents the opportunity to formulate the answer themselves.
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Pedagogical communication and its functions
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Pedagogical communication is the professional communication of a teacher with students in and out of the classroom, aimed at creating a favorable climate.
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Communication functions Feature
Informational Messaging, i.e. reception and transmission of any information in response to a request, as well as the exchange of views.
Contact Establishing contact as a state of mutual readiness to receive and transmit messages.
Incentive Stimulation of the activity of a communication partner, directing him to perform certain actions.
Coordination Mutual orientation and coordination of actions in the organization joint activities.
Understanding Not only adequate perception and understanding of the meaning of the message, but also understanding by partners of each other.
Establishing relationships Awareness and fixation of one's place in the system of role-playing, business, interpersonal relations of the community in which the teacher has to act.
Communication functions:
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Authoritarian (smashing arrows). The teacher single-handedly determines the direction of the group's activities, indicates who should work with whom, suppresses any initiative of students, students live in a world of conjectures. The main forms of interaction are an order, an indication, an instruction, a reprimand. Democratic (returning boomerang). It manifests itself in the support of the leader on the opinion of the team, the teacher tries to convey the goal of the activity to the consciousness of everyone. The main ways of communication with such a teacher are request, advice, information. Liberal (floating raft). The teacher tries not to interfere in the life of the team, does not show activity, considers questions formally, easily obeys other conflicting influences.
Styles of pedagogical communication
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1. Announcer model ("Mont Blanc"). Pedagogical functions are reduced to information communication in the absence of personal interaction. lack of psychological contact, lack of initiative and passivity of trainees.
2. Non-contact model ("Chinese wall"). There is a weak feedback between the teacher and the student due to communication barriers: lack of desire for cooperation, informational rather than interactive nature of the lesson. weak interaction with students, and on their part - an indifferent attitude towards the teacher.
3. Model of differentiated attention ("Locator") Based on selective relationships with students. Teachers are not focused on the entire composition of the audience, but only on a part, for example, on talented, weak, leaders. the integrity of the interaction in the "teacher-team" system is violated, it is replaced by the fragmentation of situational contacts.
4. Hyporeflexive model ("Teterev"). The teacher in communication is, as it were, closed in on himself: his speech is mostly monologue. Such a teacher shows emotional deafness to others. there is practically no interaction between the student and the teacher (the field of psychological vacuum).
5. Hyper-reflexive model ("Hamlet"). The teacher is concerned not so much with the content side of the interaction as with how it is perceived by others. Interpersonal relationships take on a dominant role for him. heightened socio-psychological sensitivity of the teacher, leading him to inadequate reactions to the audience's remarks and actions; the reins of power may be in the hands of the trainees.
Models of teacher behavior:
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name of models characteristic consequence
6. Model of inflexible response ("Robot"). The relationship between the teacher and the students is built according to a rigid program, but the teacher does not have a sense of the constantly changing situation of communication. They do not take into account the composition and psychological state of the trainees, their age and ethnic characteristics. low effect of social interaction.
7. Authoritarian model ("I am myself"). The educational process is entirely focused on the teacher. He is the main and only protagonist. Questions and answers, judgments and arguments come from him. lack of initiative is brought up, the creative nature of learning is lost, motivational sphere cognitive activity.
8. Model of active interaction ("Soyuz"). The teacher is constantly in dialogue with the students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the team and responds flexibly to them. The style of friendly interaction prevails while maintaining role distance. Consequence: emerging educational, organizational, ethical and other problems are creatively solved by joint efforts. This model is the most productive.
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Fairness The ability to put oneself in the place of another Kindness Restraint Tolerance Beauty, style Good verbal abilities Accessibility of the presentation of the material Strictness
Student Choice personal qualities teacher
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Interest in people and working with them; Flexibility, operational and creative thinking; Ability to feel and support feedback in communication; The ability to manage oneself; Empathy (the ability to put yourself in the place of another); Ability to communicate spontaneously; The ability to predict possible pedagogical situations, the consequences of their influences; Good verbal abilities: culture, development of speech, rich vocabulary, correct selection of language means; The ability for pedagogical improvisation, the ability to apply the whole variety of means of influence (persuasion, suggestion, the use of various methods of influence)
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