Issues of pedagogical mastery at all stages of the development of pedagogical thought were the subject of close attention and study. This is due to the fact that the pedagogical process is the most complex sphere of human activity. The teacher deals with a developing personality - the most complex system of all systems known so far. In order to interfere with the process of personal development and regulate it, it is not enough for a teacher to be good person. He still needs special knowledge and skills that make him competent, forming his pedagogical skill.
Mastery is not education. Education is only necessary condition formation of pedagogical skills. Future teachers, studying various sciences - mathematics, physics, history, literature and others - master the system scientific knowledge that need to be presented and explained to your students. They study psychology, physiology, and pedagogy in order to be guided in their human activities by scientific knowledge about man.
What is pedagogical skill?
Let us highlight the essential signs of mastery.
Firstly, mastery is manifested only in real activity, “in one’s business,” i.e. it is always active, concrete. Mastery does not exist outside of activity, so it can only be fully characterized in the context of activity.
Secondly, skill is a measure of the perfection of human activity, which is why we call a master a person who has achieved great skill in his field. Perfection is a criterion sign of any skill, including teaching. But every perfection is harmony. Any system, and the skill of a teacher, is also a system, if it is only perfect, harmonious in its essence, built according to the laws of harmony and functions as a harmonious whole, in which all its elements, parts, components are in harmonious combination and correspondence. Pedagogical activity will be perfect if its components are in harmonious interaction.
Thirdly, based on the above, it can be argued that pedagogical skill as a system represents a harmonious structure of pedagogical activity. The true theory of pedagogical mastery is inseparable from pedagogical architectonics, i.e. theories of harmonic construction of pedagogical systems.
Fourthly, pedagogical skill is technological. The skill of a teacher is manifested only in activities during which he solves certain teaching and educational tasks and at the same time performs many actions that make up pedagogical technology as a certain orderliness. Mastery is manifested in each specific action, which must be perfect. This is the mastery of a specific action. But if only individual actions are performed in an activity, then it is impossible to achieve the required result. A master is only that person who achieves a perfect final result in his activity. We will call a teacher a master who achieves high results in solving educational problems. This means that although mastery consists of the mastery of individual actions, it ultimately manifests itself as a system of perfect actions in their technological connection, in integrative technological interaction. From this it follows that the true system of pedagogical excellence is always a technological system, reflecting the degree of perfection of the system of pedagogical actions that ensure the achievement of the goal. But how can one understand the technological system of pedagogical mastery?
The idea of a systemic-functional approach to pedagogical activity opens up the possibility of understanding the technological system of pedagogical skills. It was with the support of it that we were able to learn the true technology for solving educational problems, which always unfolds as the implementation of a system of pedagogical functions in any pedagogical cycle.
The activity of a teacher consists of a chain of actions. Homogeneous actions aimed at achieving a pedagogical goal are functions. When solving a particular problem, the teacher implements a system of pedagogical functions and applies the methods corresponding to them. The process of implementing such functions is pedagogical technology, since all the elements included in it are integrated into a single system, which ensures the achievement of the set educational goals. Pedagogical activity, and, consequently, its technology, is subject to a system-functional pattern.
It follows from this that the desired technological system of pedagogical mastery is systemic-functional in nature and it can be built objectively on the basis of the application of a systemic-functional approach.
Let's make some generalizations. PEDAGOGICAL EXPERTISE IS A MEASURE OF A TEACHER'S READINESS AND ABILITY TO FULLY IMPLEMENT PEDAGOGICAL FUNCTIONS WHEN SOLVING SPECIFIC TEACHING AND EDUCATIONAL TASKS.
This definition of pedagogical skill satisfies us in that it is inseparable from the very activity of the teacher and its structure, under the technology of solving pedagogical problems. If we approach mastery from the standpoint of element-by-element analysis, then it is easy to verify that mastery is always specifically manifested in the teacher’s readiness and ability to qualitatively implement one or another pedagogical function.
Diagnostic skill. In order for a teacher to fully prepare for a lesson, he, first of all, needs to diagnose whether educational material which students are to study. To do this, he needs to be able to determine the measure of systematicity educational information, its structure, isolate a system of basic concepts, laws, highlight the core and shell in the system of new knowledge, determine information modules, the development of which will occur in stages. It is equally important for him to be able to determine the degree of complexity and difficulty of educational material for students, and the appropriate types of their cognitive and practical activities when mastering it. Even if a teacher knows his subject well, but does not possess the aforementioned diagnostic skills, then, as a rule, he is not able to conduct a full-fledged lesson, optimally organize the cognitive and practical activities of students, and cultivate in them a culture of educational work. Let's just say that the teacher does not know how to diagnose the degree of difficulty of the tasks that students need to solve in class. In this case, it is possible that such tasks may turn out to be either too difficult or even overwhelming for students, which will kill their faith and their abilities, destroy their activity, motives for activity, or too easy, which will discourage, relax, and disorganize them. Just as a doctor cannot be a master doctor if he is not an excellent diagnostician, so a teacher will not be able to teach and educate students without possessing perfect diagnostic skills directly related to the diagnostic function.
Mastery of goal orientation. At each lesson, the teacher needs to correctly set educational and educational goals and objectives in order to know what needs to be done and to guide students in their activities. If he does not achieve goal orientation, then his actions will be inconsistent, and the students will not know where the teacher is leading them. At each lesson, many educational and educational tasks are solved: some of them are targeted and related only to this lesson, others are cross-cutting, they are solved in all lessons. The specific goal is to ensure that students master new knowledge, develop new skills; cross-cutting tasks are integral to each lesson: developing students’ self-learning skills, self-control, self-analysis, self-assessment of activities and behavior, etc. For academic year a teacher has to teach, for example, a hundred lessons in the same class, on the same subject. Does the task of developing students’ skills of self-control, self-analysis and self-esteem remain the same in all these lessons?
The teacher needs to be able, firstly, to rank this task in time, which indicates his ability to see the real stages of solving the problem in accordance with the abilities of the students, the ability to break it down into parts and arrange it in such a sequence that a logical chain of development of self-control, introspection and self-esteem of pupils. On every this lesson this task must be specific. The famous methodologist, American D. Lathrop believes that students’ self-control is associated with the nature of the topic being studied, with previous experience in its implementation, therefore, at each lesson, the teacher differentiates the requirements for students. If today my task is to teach self-control using one parameter, then in the next lesson there will be two parameters, and then three. Such simple instructions as “check what the essence of the new knowledge is”; “did I understand the initial arguments”; “can you draw your own conclusion”; “did your condition correspond to the requirement to solve problems”; “how much time was lost in class due to ill-thought-out actions” - all these are signs of differences in the tasks that we set in each lesson. Without such a skill, both the teacher and the students lose perspective.”
Only experienced teachers master the skill of target orientation. Their lessons are therefore purposeful and highly productive. The well-known people's teacher in our country N.N. Paltyshev (physics teacher at the Odessa vocational school) repeatedly noted, talking about his experience, that he could not achieve any success in teaching and educating students if the lessons he taught were stereotypical in their tasks, if There would be no novelty in their vision, presentation and solution if the movement of the individual did not go from simple to complex.
Mastery of planning. A lesson plan or other educational act is a model, a project for upcoming activities. If the designer created a bad design, then the builder will not be able to build a beautiful palace using it. The skill of design and the skill of construction are equally important. To conduct a perfect lesson, a teacher must first develop a plan, create its architectonics - ensure a harmonious structure of the course of solving educational problems.
One day, a young teacher told his colleagues that for him, drawing up a lesson plan was a waste of time; they say, you can do without a plan if you know the topic of the lesson. An experienced teacher asked him several questions: “What specific calculation will you base on when determining student production standards for this and the next month?”, “How much time will you spend on developing primary skills in this lesson and how much on students’ independent exercises?” The young teacher was unable to give a reasoned answer because he did not know and did not know how to use correction factors, according to which the production standards of a skilled worker are one thing, but the student is given it adjusted for the level of mastery of the profession. He did not see the difference between the student’s primary skills and independent skills, so he had no idea how to calculate the time for training and independent work.
Organizational skills. There is hardly anyone who denies the importance of a teacher’s organizational skills and abilities in the educational process. A.S. Makarenko brilliantly proved with his scientific works and practice that the ability to organize training and education is the most difficult aspect of pedagogical skill and gave justification for the requirements for the organizational activities of a teacher. Why A.S. Makarenko’s recommendations do not work in mass practice. The reason is that they could not be realized under the authoritarian system of organizing training and education, which was implanted in schools for decades. Without the affirmation of democratic forms of life, relationships, without reliance on self-government of the individual and the collective, it is impossible for the teacher’s organizational skills to manifest themselves. The affirmation of such democratic principles presupposes that every teacher should be able, based on the natural need of the individual to self-manage his activities, in every lesson and in every educational act, to identify students’ capabilities in self-organization of cognitive, practical and human studies activities, to teach them to set goals for themselves, to design own actions, in collective activities - to be able to create a system of student self-government together with students, to develop self-organizational and self-government skills in students. A teacher of a new democratic type must be a self-organizing person, free from authoritarianism and thereby establishing in his students a self-governing way of life, activity and behavior.
Mobilization and incentive skills. The main thing in the mobilization and incentive function of a teacher is the ability to form in students psychological readiness for meaningful activities and for solving assigned tasks. In this sense, the teacher is practical psychologist: it mobilizes the student’s personality, actualizes its significant psychological states, and reinforces these states with appropriate conditions. Thanks to these actions, the student as an object of the educational process turns into its subject. In order for all this to happen, the teacher needs to be a skilled psychologist in every educational and educational act, and to be fluent in the methods of psychological influence. IN lately The idea is persistently put forward that every school needs to have a psychologist who would fill all the psychological gaps in the pedagogical process.
Without denying in principle the need to create a psychological service in educational institutions, it should be noted that it will not save the situation. Solving this problem does not raise the level of psychological skill of the teacher, and it is in this mastery that lies a huge reserve for the progress of pedagogical work. No outside psychologist not included in this system relationships with students, in the process of solving certain educational tasks will not be able to change these relationships, significantly influence them, because only the teacher himself, involved in certain processes, knows them from the inside, can take into account the specific situation, the specific mental states of students , motivations and desires to regulate them. This indicates that each teacher, in order to be a master of his craft, must also be at the same time practically a master psychologist in the pedagogical process, and therefore he needs to master not general psychological knowledge, but genuine psychological mastery.
Communication skills. The essence of the pedagogical process is educational relationships, the core of which is the relationship between teacher and students. In the light of modern views, such relationships should be based on the principle of cooperation between the teacher and students. In order for such cooperation not to remain a slogan, a phrase, as is observed in mass practice, the teacher must master the skill of building his relationships with students on the basis of harmony. It is possible to harmonize the position of the teacher and the position of the student in the educational act only through the perfect ability to establish educational contact, which is based on mutual understanding, trust, consent and cooperation. Through such contact, the efforts of the teacher and students are integrated, and integrative interaction between the subjects of the pedagogical process arises, without which there is not and cannot be a full-fledged pedagogical system.
Formative mastery. It can also be called educational, since it manifests itself in the teacher’s ability to fully solve educational problems, or methodological, since it reflects the degree of perfection of mastery of teaching and educational methods. But it is also a formative skill, because it ensures the formation of significant personality qualities, technological - because it is associated with the choice of the perfect technology for solving a given problem. The core of this motherhood is the teacher’s ability to translate educational or educational goals into goals for students’ activities, i.e. formation of an indicative basis for the activities and behavior of students. In this sense, a teacher is a master only to the extent that in a lesson he turns a student into a subject of learning and self-organization, and in an educational act - into a subject of self-education and mental self-regulation.
Control, analytical and evaluation skills. No one has yet learned to work better, to achieve success in any business, without mastering the ability to check the progress of their work, analyze and evaluate its quality. A turner, having turned a part, cannot hand over his product without checking the specified size using a caliper, without analyzing the quality of the surface treatment, without evaluating his actions and their results. If he does not do this, does not know how to do this, then his part may not meet the standard, be defective and, subsequently becoming a part of a machine or unit, will entail a new imperfection, a new defect. For a teacher, control, analytical and evaluative skills and abilities are integral component his skills, without which he is blind, and his work is unpredictable in its results. And if such unpredictability is unacceptable in the manufacture of a metal part, then it is immoral in the pedagogical process. To prevent this from happening, the teacher, at least to a minimum extent, must master diagnostic tools. This issue will be discussed in more detail in the third section of this work.
Coordination and correction skills. Alone, as we know, a teacher cannot solve educational problems. It is connected by visible threads with other participants in the pedagogical process, and an indispensable condition for the usefulness of this process is their integrative interaction. But such interaction does not arise on its own; it is primarily the result of the efforts of the teachers themselves. They need to coordinate their actions, joint actions with parents, students, etc. This requires special skills. They are manifested in the ability to develop and implement both unified and personalized requirements for students, for the organization of the educational process, and in adjusting its course when activity conditions change.
Why did interdisciplinary connections appear in student learning? The answer is simple: the study of one discipline cannot be separated from the study of another, all academic subjects are interconnected and interdisciplinary connections are an objective reality. That is why interdisciplinary connections must be implemented in the educational process, which ensure students’ holistic mastery of the system of scientific knowledge. This precisely indicates to the teacher that he needs to be able to coordinate his actions in organizing the cognitive activity of students with the actions of other teachers. Why did such a thing arise? new form training as a binary lesson in which students simultaneously master theoretical, professional and practical skills? Objectively, this is due to the fact that professional training is binary in nature. And if in technical schools, technical colleges, vocational schools and educational schools, teachers of general technical and special disciplines and industrial training masters work independently of each other, then theoretical training will be divorced from practical training.
Testing theoretical knowledge.
Self-education and self-education as a factor in improving professional skills.
Stages of teacher professional growth.
Ways to develop pedagogical skills.
Ways, conditions, means of developing pedagogical skills. Self-education and self-education as a factor in improving professional skills.
Never stop your self-educational work and do not forget that no matter how much you study, no matter how much you know, there are no boundaries or limits to knowledge and education.
N.A. Rubakin
Reveal the features of teaching activity.
Reveal the essence of pedagogical skill and its elements.
Present and explain a material model of teaching excellence.
Describe 2-3 examples of pedagogical skills of creative teachers. Explain why you consider these teachers to be masters of their craft.
Write down ten essential qualities of an ideal teacher. Are the five components of teaching excellence found in all of the qualities you wrote down?
The need to teach and educate;
Giftedness, talent, originality;
Humanity;
Bright mind;
Sociability;
Integrity;
Purity of nature;
Mental youth;
Gift of speech;
Knowledge of the subject...
Analyze the formation of these qualities in yourself on a 5-point scale (5 points - stable quality,... 1 - completely absent). Look at which component of teaching skill you rated 4, 5 points, 3 points, 1, 2 points. Is it possible to draw a conclusion from the results of the work done? Which?
What does every teacher think about his profession at the moment of deciding that he will become a Teacher? This is a wonderful, noble and rewarding profession. He imagines himself standing at the blackboard, enthusiastically and enthusiastically presenting his favorite subject to a group of happy children thirsty for knowledge, research and discovery.
But sometimes, the harsh reality of school very soon dispels these dreams into dust. The teacher is deprived of his dream - to teach. He gradually begins to feel like an overseer, driving around a “gang” of lazy students, whose main desire is to avoid any work at all costs. They lie, complain, cry, betray each other and only think about being left alone so they can “pass” to the next grade.
The teacher finds it funny, scary and insulting that the results of his work are assessed by the success of the students’ writing tests and their passing exams - didn’t he fight with all his might so that these creatures would remember at least something, and is he to blame for their laziness?!
The fate that so many dreamed about turns into a great pedagogical battle. The teacher fights with the students to survive. He is afraid of every new class, new day. He pushes away new pedagogical methods.
Every teacher, having worked a little at school, tries to find out why everything is so bad; teachers are the first to come under attack - they instilled pedagogical illusions and did not show the real world in all its darkness. Then comes the idea of a radical change in the new generation's attitude towards learning - "We weren't like that." Then the education system as a whole begins to be accused: the classes are too large, the programs are overcomplicated and change too often, and the pay is too little. Finally, the teacher comes to the conclusion that it is his fault, he chose the wrong profession, he simply cannot be a good teacher. Behind all this is disappointment, a feeling of inferiority and inadequacy.
There is some truth in all of the above reasons. Although during the teacher’s training at college and university, such radical changes could not have occurred in the psychology of schoolchildren. Of course, the classes are overcrowded and the wages are low. However, an increase in wages and a decrease in the number of children in classes alone cannot lead to complete job satisfaction.
The problem is not that teachers do not know pedagogy or are not competent enough in their subject, they do not know what and how to teach. They just don't have the ability to do it. Why is this happening? Because there is an important point in the teaching profession - the creation of appropriate relationships with students, mastery of pedagogical skills, pedagogical technologies that give teaching a different quality, constant self-improvement, getting pleasure from one’s work...
According to Thomas Gordon, there are eight myths associated with the “ideal image” of a teacher. Listen to each of them and agree or disagree.
1. A good teacher is calm, does not fuss, and is always in the same mood. He is always reserved and never shows strong emotions.
2. A good teacher has no prejudices or biases. For him, all children are the same - black and white, smart and stupid, boys and girls.
3. A good teacher can and should hide his real emotions from students.
4. A good teacher is able to provide a stimulating classroom environment while maintaining order and calm at all times.
5. A good teacher is always good. He never forgets anything, does not turn to his students, either the bad or the good side. Doesn't make mistakes.
6. He doesn't have favorites.
7. A good teacher can answer any question.
8. Good teachers always support each other and act as a “united front” towards their students.
Is it possible to be like this all the time? Don't you think that the image of a “good” teacher is losing its human features, and he is becoming more and more like an angel?
To realize the qualities of a teacher, it is possible to propose another model of a “good” teacher: “A good teacher is a happy teacher.” Write down this motto and prove below whether you agree with it or not. If not, then suggest your own option.
Can we say that the ultimate goal of training and education is the mental health of the student and his human happiness? Why?
Much in the fate of students depends on the teacher, his personal qualities, and professional skills. A teacher can raise wonderful students who will remember him as their ideal all their lives, but he can also cripple the life, mind and abilities of his students. As People's Artist of Russia and teacher A.A. said. Mylnikov: “The teaching profession is insidious. You can be a teacher all your life, but never become a Teacher. Only a student can call a teacher a Teacher. It doesn’t matter that they don’t remember you badly, it’s alarming that they don’t remember you well.” How do you understand this statement?
You cannot teach the teaching profession, but you can learn it. Whether a teacher becomes a master or not depends not only on the educational system, but also on the efforts of those who study. One can often come across the opinion that mastering this complex art is only a matter of time and experience. In many ways this is true. But research by domestic scientists has shown that the level of a teacher’s pedagogical skill is determined not only by experience and length of service. It is important at the stage of developing pedagogical skills to form a humanistic orientation and pedagogical culture, acquire the necessary knowledge and skills, develop abilities and master pedagogical techniques, and form oneself as a creative pedagogical individuality.
Ivan Andreevich Zazyun identifies a number of stages in the formation of pedagogical skills:
1. Formation of the ideal of professional activity.
2. Mastery of pedagogical techniques (the ability to manage oneself, students, and cooperate in the process of teaching and educational work).
3. Professional self-education, self-development.
How many years does a teacher need to become a teaching master?
“Experienced teacher” and “master teacher” – should these concepts be considered synonymous or do they contain a qualitative difference?
Can a teacher become a master teacher if most of the memories left from school are unpleasant?
Can a loss of teaching skill occur?
Is it possible to say to yourself: “That’s it, from now on I am a master teacher, I know everything, I can do everything. I no longer need to improve myself, to develop myself.” Justify your answer.
Problem seminar
“Development of pedagogical skills through the development of communication”
The work is carried out individually, in a general circle and in small groups.
Presenter's speech.
He talks about common goals problem seminar and how communication between teachers and students at school has changed recently and how much this corresponds to modern trends in the development of education.
Speech (application)
The transition to student-centered learning, based on respect for the child’s personality, knowledge of his characteristics and the construction of education taking into account the characteristics and needs of children, requires a change in the style of communication between the teacher and students.
Experience shows that changing the style of relationships in the classroom, including the manner of communication, will require not even months, but years of work.
This process can be accelerated by using special methods and techniques that allow the teacher to become aware of the characteristics of his behavior in the classroom, the reasons that cause it, and contribute to a rapid change in communication and attitude in the desired direction. Unfortunately, today's schoolchildren are increasingly experiencing didactogenic neurosis, characterized by such symptoms as: internal anxiety, fear, loss of self-esteem, decreased confidence in the future, and lack of a sense of personal perspective.
This problem has not spared our school either.
Observations show that students are not satisfied with communication with classmates, academic achievements, and feel insulted by teachers.
According to the results of the half-year, there are underachievers in the school
We all need to take note of that fact. What possible reasons There can be not only pedagogical, but also psychological reasons for academic failure:
A) absence or weak formation of positive aspects of educational activities;
b) weak or high mobility of the nervous system;
V) low level of cognitive abilities, etc.
That is why one of the most important areas of work for teachers is the emotional development of schoolchildren. The ability to manage and adequately express their emotions forms their emotional stability.
Today's teachers need to develop such components of pedagogical technology as the ability to interact with individuals and teams and, of course, the ability to manage oneself.
I. Discussion in microgroups of the question: “What is most difficult for me in communicating with students? »
Statement by the teacher of the group summary (application on the problem of conflicts in communication)
Group I. Twelve ways to convince your point of view.
Rule 1. The only way to achieve a better result in an argument is to avoid the argument.
Rule 2. Show respect for the opinion of others, never tell a person that he is wrong.
Rule 3. If you are wrong, admit it immediately and frankly.
Rule 4: Show your friendliness first.
Rule 5. Let your interlocutor from the very beginning be forced to answer you: “Yes, yes.”
Rule 6. Give your interlocutor the opportunity to speak out.
Rule 7. Make your interlocutor feel that the idea belongs to him.
Rule 8: Honestly try to see things from the other person's point of view.
Rule 9. Show empathy for the thoughts and desires of other people.
Rule 10. Appeal to noble motives.
Rule 11. Make your ideas visual, stage them.
Rule 12. Challenge!
Remember!
It is better to give way to a dog than to argue with it for the right to pass first and end up being bitten by it.
Even killing her will not heal the wound you received.
Nine rules
Compliance with which allows you to influence people without offending them or causing them to feel offended:
Rule 1. Start with praise and true recognition of the other person's strengths.
Rule 2. Point out the mistakes of others not directly, but indirectly.
Rule 3. First, talk about your own mistakes, and then criticize your interlocutor.
Rule 4. Ask your interlocutor questions instead of ordering him something.
Rule 5. Give people the opportunity to save their prestige.
Rule 6. Applaud people for their slightest success and celebrate their success. Be candid in your assessment and generous with your praise.
Rule 7. Give people a good reputation that they will try to justify.
Rule 8. Use encouragement. Give the impression that the bug you want to see fixed is easy to fix; make sure that what you encourage people to do does not seem difficult to them.
Rule 9: Get people excited to do what you offer.
Six ways
win people over.
- Show genuine interest in other people.
- Smile!
- Remember that for a person, the sound of his name is the most important sound of human speech.
- Be a good listener. Encourage others to tell you about themselves.
- Conduct a conversation in the circle of interests of your interlocutor.
- Make people feel important and do it sincerely.
Think about it!
Today begins the first day of the rest of your life! Live consciously in time and find time for important things!
- Find time to work
This is a condition for success.
- Take time to think
it is a source of strength.
- Find time to play
this is the secret of youth.
- Find time to read
this is the basis of knowledge.
- Make time for friendship
this is a condition for happiness.
- Find time to dream
this is the path to the stars.
- Make time for love
this is the true joy of life.
- Make time for fun
this is the music of the soul.
II. Work of small groups using brainstorming technique.
(solving the problem of difficulties in communicating with students)
- reasons for difficulties (what prevents us from listening to the child)
This technique allows you to find as many options as possible for solving selected problems.
The brainstorming method requires adherence to a number of rules:
- all ideas are accepted;
- not a single idea is criticized;
- ideas are only expressed, but not thoroughly worked out;
- participants do not interrupt each other;
- participants distribute roles among themselves and perform them.
Compliance with the third rule is important.
The purpose of this stage is to collect solution options, and not to fully develop and bring them to a “working version”.
An idea expressed by one participant may inspire another. This will be done in the next step.
At the moment, flight of imagination and creativity are important, so quantity is more important than quality here.
Discussion of conflicts in communication.
- Summing up the results of writing essays and questioning teachers “Communication without conflicts, is it possible?” (reading out the best works)
- Behavior strategy in a conflict situation.
Persistence, assertiveness - when a person is overactive, overenergetic.
Cons: it destroys everything in its path. "Walks over corpses"
This model is justified in case of a stressful situation.
Device - in some cases, such a strategy is justified if it is not profitable for us to go into conflict. The danger is that the opponent feels obliged to give in to him. But a person cannot feel obligated for long.
Avoidance - avoiding solving the problem.
Such a strategy is justified if it is carried out here and now.
Compromise - a partial solution to the problem. And if the compromise is not legally secured by a gentleman’s agreement, the opponent can decide it in his favor. Fear of being deceived.
Cooperation – best way. Position – there are no unsolvable problems.
With conflicting people, it is better to adhere to strictly official relations, speak politely but decisively, avoid conversations on personal topics, and not believe in remorse, since most often this is a game.
Defense mechanisms.
- Displacement of the most unfavorable information from consciousness in the subconscious. Sometimes hypnosis is required.
- Rationalization or devaluation.
An object or phenomenon that we have lost is depreciated; improves your image in your own eyes.
- Compensation mechanism. A rejected person seeks success in another person as compensation.
- Argumentation (justification):
a) Methods of three-step answers, when a person convinces you that you are wrong, your answer:
Yes, I agree with you that...
But I doubt that...
I don't agree with you that...
It is imperative to ensure that argumentation does not turn into emotions.
b) The method of argumentation is re-facing, of course, you know...” and others.
Reasons for difficulties in communication (which prevents us from listening to the child):
Warning
Moral teaching
Notation
Criticism
Criticism, accusation
Name calling
Questioning
Sympathy in words
Making jokes
Avoiding conversation
Guess
Interpretation.
Principles of communication between a child and adults:
- Unconditional acceptance of the child.
- The right to negative experiences.
- Right to love
When communicating, it is important to choose the right position. Look eye to eye,
Do not question the child, try to actively listen to him.
A phrase framed as a question does not express sympathy.
Tips for parents:
You must accept the child for who he is and not judge him. If you want to achieve positive results When communicating, constantly think about your interlocutor:
Who is he? What are his thoughts?
His interest should be in the foreground. “If you often emphasize their shortcomings when communicating with people, you will never make them better.” (Goethe)
Always praise your child, praise less often.
Try to have tactile contact between your family members (touching, shaking hands, stroking). Touch your penises at least 4 times. Don't do this when
someone experiences negative emotions.
When communicating, eye contact is also necessary.
In preschoolers and primary schoolchildren, the eyes express all emotions.
Seeing the eyes means feeling the presence of a child.
You must take the initiative to make this contact.
If the child tries to look away, you should smile at him (follow his gaze, analyze why he does not look into the eyes).
You must be patient when communicating with your child. There is no need to artificially speed up the course of events. There is nothing personally directed against you in refusing to “make eye contact.”
The fact that there is no eye contact indicates that the child is insecure.
Remember that children can be with a highly developed left hemisphere of the brain - "mathematicians" and with a large developed right hemisphere - "creators".
“Mathematicians”, as a rule, are inclined to formal learning, they are persistent, responsible, prefer to study and play alone, are able to sit still for a long time, and cope well with independent tasks.
“Creators” like dim light and warmth, do not like to sit for a long time without moving, prefer group learning, like to move, they like to touch objects, and they are not particularly successful in behavior. Accept children as they are!
Don't believe rumors and gossip!
F. Tyutchev said: “A thought expressed is a lie.”
The message in the process of presentation is significantly distorted from the primary information
About 16% remains, that is, approximately 1/6 part.
Love your children!
Good luck with your communication!
Active listening:
Turn to face the interlocutor;
Make eye contact;
Do not question the child, try to listen;
Answers and questions must be in the affirmative;
You need to be able to pause, remember time belongs to the storyteller;
Talk about your feelings and experiences;
State clearly the essence of the problem in one sentence;
Tell your child how you feel about this situation, use open-I statements;
Point out the consequences that you see;
Convey your helplessness and at the same time express your desire for what the child should do;
Remind your child (1 time!) that you could help him if he wants it;
Give your child a helping hand, but don't take everything upon yourself;
Express your belief that the child can make the right decision himself (“Freedom is a conscious necessity.”, “You can!”)
Be sure to reflect: reflect feelings, emotions (was it painful, difficult for you?)
Objective ones include: relational technology, the personality of the student.
To the subjective: pedagogical technique, culture of feelings, influence of the personality and authority of the teacher. Main components of ped. skill:
1. The humanistic orientation of the teacher’s personality will be manifested in ideals, interests, and value orientations, which will ensure the humanistic orientation of all the teacher’s activities. Humanism is manifested in the following provisions: - reliance on all the good that is in the pupil; - inadmissibility of insult or humiliation of a person; - absence of demeaning criticism, irony, and rude value judgments.
2. Professional knowledge acts as the foundation of pedagogy. skills and must be intertwined with knowledge in related fields. Act as a main units: - special knowledge; - knowledge of pedagogy and psychology; - knowledge of the methodology for presenting material.
3. Pedagogical abilities indicate the peculiarities of the psychological processes that contribute to the success of pedagogy. activities, the ability to feel the student, intuition, etc.
4. Pedagogical technique - learning to control one’s behavior, facial expressions, pantomime, mood, speech culture, voice production, beauty of language, the ability to influence the individual and the team. Ped. tact allows you to regulate relationships between people, a measure of the expediency of a teacher’s influence on his students. Communication style: democratic, authoritarian, liberal.
Ways of formation: 1. self-education, development, education. 2. regular professional development.
31. Implementation of general pedagogical and special abilities of a music teacher in various types of professional activities.
The success of the learning process depends on the pedagogical abilities of the teacher. Unlike any activity where a person deals with non-living objects, each teacher is highly dependent on the object of his work, i.e. students. Teaching is a complex mental act of a creative nature. Therefore, in any pedagogical activity it is always possible to highlight direct, immediate results - what the student has learned, and long-term results - how the process of training and education affected the formation of the individual, her beliefs, choice of profession, the most professional level, personal life. Types of music pedagogy activities: 1. Pedagogical. 2. Performing. 3.Research. 4.Musicology. 5.Methodological. 6. Educational.
All these types of activities should focus on the creative nature of implementation, which is associated with ped. giftedness. Structure of pedagogical talent:
1 .Didactic abilities– the ability expressed in the need to transfer knowledge to others and find ways to assimilate it. Pedagogical talent is not always combined with great performing talent and skill. At the same time, understanding your skills is the reason and key to improving your own performing skills. Didactic abilities in music. Pedagogy consists of: - consistent generalization of theory and practice; - in a complex set of pedagogical qualities of a teacher, which includes the ability to combine in one’s speech, demonstration and explanation accessibility with entertainment, persuasiveness with passion for music. 2 .Perceptual abilities– the teacher’s ability to perceive and understand the psychology of the student, which helps to determine his cognitive, emotional, technical and pop qualities. The basis of perceptual ability is: pedagogical observation is a necessary component of pedagogy. giftedness. 3 .Constructive abilities– this is the ability to foresee and design the development of a student. They allow you to plan and direct music performers. development of the school. Constructive abilities are combined with such personality traits as independence and independent thinking. as in all types of creativity in pedagogy. intuition plays an exceptional role in the process.
4 .Express abilities– this is the ability to convince and lead students. With the accumulation of ped. Experience gives rise to confidence in one’s actions, a taste for searching for new teaching methods and courage in their implementation. The personal qualities of a teacher, his authority are the basis of the psychological influence on the student. The basis, a necessary condition for the functioning of a teacher’s substantive abilities, is the receptivity and suggestibility of those to whom they are directed. 5 .communication skills is the ability to communicate. Ped. the process is a two-way process. Its productivity is higher, the better the contact between the teacher and the student is. The structure of a teacher’s personality also includes such opposing qualities as ped. will and conformism (compliance). In the absence of pedagogical will, the most talented ideas remain unrealized. An important component of communication abilities is pedagogy. tact (touch). To ped. abilities include organizational skills and artistry of the teacher. For success in ped. In addition to talent, it is necessary to possess certain skills and abilities. The passive way of acquiring them is the accumulation of ped. experience.
You cannot teach the teaching profession, but you can learn it. Whether a teacher becomes a master or not depends not only on the education system, but primarily on the efforts of those who study. Training will be successful if you rely on the following principles.
- The principle of a holistic approach to learning is that knowledge is acquired as practically lived experience.
- The principle of active communication consists of developing a system of tasks aimed at stimulating activity.
- The principle of dismemberment of pedagogical actions with the aim of consistently mastering individual techniques.
- The principle of conjugation of exercises aimed at the development of pedagogical technology, and tasks for the creative use of skills in microteaching, and hence the rigidity and variability in the organization of educational work.
- The principle of the aspect approach, accounting for specialty.
- The principle of connecting knowledge and skills with practical exercises
Aesthetic feelings are the most important component of pedagogical skill.
It is unnecessary to prove that dry, dispassionate, purely “informational” lessons, both scientifically and educationally, turn out to be ineffective. Therefore, the teacher’s ability to express his feelings, to make them tangible and attractive for children, plays such an important role.
To convey his feelings, the teacher uses, first of all, intonation and phonetic means of speech, as well as gestures, facial expressions, expressive posture, etc.
Using the language of feelings, the teacher evokes empathy in students, as if charging them with his own attitude towards certain views, actions, moral values. By achieving such sensory harmony, he gets the opportunity to actively influence the student’s sensory world - a kind of catalyst for his cognitive and practical activities.
A teacher of any subject should know that personal beliefs do not exist outside of feelings. Convictions are stronger the more they are filled with such positive feelings as the beautiful and sublime in unity with knowledge. On their basis, such a personal ethical formation as conscience is formed.
In pedagogy, there is a law that determines the effectiveness of teacher’s work: the formation of different types of human experience is directly proportional to the sensory responsiveness of the individual to situations of their transmission and assimilation. Positive feelings are the basis for the most productive formation of various psychophysiological attitudes, stereotypes of behavior and practical action, which determine the needs and interests of the individual.
For the practical educational work of a teacher, it is important to know the types of feelings, their characteristics, and the specifics of their manifestation. It is known that spiritual world Personality is, first of all, the most diverse and continuous experiences, an ocean of feelings. They are associated with thinking, will, morality, knowledge, culture, and worldview. Feelings permeate all human attitudes and attitudes. In the words of the outstanding Russian teacher K. D. Ushinsky, nowhere is personality manifested as holistically as in feelings: “In them one can hear the character not of a separate thought, not a separate decision, but of the entire content of our soul and its structure.” In other words, the fullness of human existence is expressed in feelings, and not only in its individuality, but also in its historicity.
The pedagogical skill of the teacher is based on the harmony of thinking and sensuality, “head” and “heart”. Ignoring this unity is always fraught with educational costs, manifested in inertia, rudeness, and cruelty of students.
Feelings can be divided into primary And secondary. Primary human feelings, formed and developed at the biological stage of evolution, do not take his consciousness beyond the limits of feelings - instincts and sensations. They are only a prerequisite human consciousness. Secondary, so-called human feelings arise not only on a biological, but also on a social basis.
Basically, pedagogical and psychological science differentiates human feelings according to the subject that causes them. For example, it talks about the existence of moral, labor, intellectual, practical, aesthetic (caused by art) feelings. However, defining feelings by objects of the surrounding world means impoverishing their content, turning them into mechanical manifestations that limit the richness of human spirituality.
There is another approach to feelings. B. Spinoza depicted it most fully: “Apart from feelings of pleasure or displeasure (positive or negative), no others exist.” The outstanding physiologist I.P. Pavlov also spoke about this, calling these feelings sthenic and asthenic.
It seems to us that the unity of positive and negative feelings can be defined by the concept of “aesthetic feelings” and it can be argued that there are no other feelings besides aesthetic ones. There are many areas that cause them: work, art, religion, human relationships, etc. positive aesthetic feelings include the beautiful and the sublime. TO negative- ugly and base. Transitional between them or intermediate - a feeling of tragic and comic.
Formally and logically, feelings can be defined as follows. If the perceived world (nature, art, various types of human creative action) corresponds to the ideals of the perceiver and at the same time causes a moderate positive experience, then these feelings can be called beautiful. If the intensity of positive experiences is noted, such feelings are called sublime. If the perceived world does not correspond to the ideals of the perceiver and causes moderate negative feelings, then these feelings ugly. When negative experiences are excessive, base feelings. The experience of the death of a person close to one’s ideals evokes a feeling tragic, and experiencing spiritual shortcomings and shortcomings of people is a feeling comic. The relationship between feelings and their intensity are reflected in diagrams 1 and 2.
Although the diagram cannot reflect the entire variety of connections, especially spiritual and psychological ones, it still clearly shows the logical interdependence from the individual to the general and vice versa. The presence of positive and negative experiences as a certain unity according to the law of unity and struggle of opposites causes interdependent feelings of a positive and negative orientation.
If we agree on the coordinate axis (diagram 2) from the zero point O (the point of sensory indifference) to place the development of sensory experiences of a positive and negative orientation, then we will see schematic quantitative parameters of feelings. The sublime is a quantitative increase in beauty, and the base is an increase in ugliness. It is hardly possible to find clear boundaries for the transition of one sensory state to another, taking into account the uniqueness of human individuality. Still, one can assume many experiences of the feeling of beauty from the zero point O to A, or the feeling of the sublime from A to B. This multiplicity is reflected by the abundance of the conceptual language apparatus, reflecting the emotional and sensory states of the individual.
Sensory experiences reflect the norm human life when a person can control feelings, keep them in check. When feelings control a person, it usually ends in illness. Death is also possible. Such conditions can be called stressful.
The nature of human feelings is determined by higher nervous activity. Feelings always manifest themselves in external and internal changes in the body. Outwardly, they are expressed in posture, in changes in the tone of the neck muscles, in the dynamics of gestures, facial expressions, breathing, voice intonation, in eye movements, blinking pupil width, in the color and moisture of the skin, in laughter or crying. Internally - in a significant change in the activity of the endocrine glands, abundant release of adrenaline into the blood, dilation of the coronary vessels of the heart, increased blood clotting, inhibition of the digestive system, etc.
Not only should all teachers, without exception, know about all this, but they should also have mastery of methods for developing children’s aesthetic feelings, especially positive ones. The success of pedagogical action is based on them, and only on them. And only teachers can properly organize the aesthetic education and upbringing of a child, having learned the laws of pedagogical influence on his spirituality. Back in 1918, the declaration of the State Education Commission emphasized: “... by aesthetic education we must mean not the teaching of some simplified children's art, but the systematic development ... of feelings and creativity, which expands the opportunity to enjoy and create beauty. Labor and scientific education, devoid of this element, would be soulless, for joy in life through admiration and creativity is the ultimate goal of both labor and science.”
Used literature:
- Zyazyun I. A. Fundamentals of pedagogical mastery. - M., 1989. - P. 18-24.
- Spinoza B. Ethics. - M. - L., 1932. - P.91.
- Danilov N.V. Entertaining physiology using examples of art. - Rostov, 1984. - pp. 45-52.
- Revolution – art – children. – M., 1966. – P. 102.
