Fundamentals of pedagogical skills edited by Zyazun. Zyazun I.A. (ed.) Fundamentals of pedagogical skills (Technique of speech, communication styles of the teacher). correction function: making positive changes in the structure of personality indicators

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Fundamentals of pedagogical skills. / Ed. By I.A. Zyazyun. - M: Education, 1989. p.85-91; 142-154.

1. SPEECH TECHNIQUE

The process of perception and understanding of the teacher's speech by students is closely related to the complex process of educational listening, which, according to scientists, accounts for approximately ¼ - ½ of the educational time. Therefore, it is clear that the process of correct perception by students of educational material depends on the perfection of the teacher's speech.

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

Some believe that both the voice and its timbre are only a natural gift of a person. But modern experimental physiology claims that voice quality can be drastically improved. History also testifies to the striking consequences of human self-improvement in this direction. Probably everyone has heard about Demosthenes and how he, having overcomehis physical disabilities, became an outstanding political speaker Ancient Greece... In the same way, twenty-year-old Vladimir Mayakovsky prepared himself for public speeches, who, picking up pebbles in his mouth, made speeches on the banks of the noisy Rioni River.

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

BREATH.

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

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

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

Chest breathingcarried out by the intercostal muscles. The transverse volume of the chest changes. The diaphragm is inactive, so the exhalation is not vigorous enough.

Diaphragmatic breathingcarried out by changing the longitudinal volume of the chest, due to contraction of the diaphragm (while there is a contraction of the intercostal respiratory muscles, but very insignificant).

Diaphragmatic costal breathingcarried out by changing the volume in the longitudinal and transverse directions due to contraction of the diaphragm, intercostal respiratory muscles, as well as the abdominal muscles of the abdomen. This breathing is considered correct and is used as the basis for speech breathing.

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

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

Pulling up the lower abdominal walls (oblique muscles) serves to create support for the diaphragm and partially move air from the middle and lower parts of the lungs to the upper, which helps to fill the entire volume of the lungs with air 1 .

How is the exhalation performed? The diaphragm, while relaxing, rises, going into the chest cavity, the longitudinal volume of which decreases, and the ribs descend, reducing the transverse volume of the chest. The total volume of the chest decreases, the pressure in it increases, and the air goes out. What is the difference between phonation breathing and normal breathing? The inhalation and exhalation of normal breathing is carried out through the nose, they are short and equal in time. The sequence of normal physiological breathing is inhalation, exhalation, pause.

INHALING EXHALING

PAUSE

For speech, normal physiological breathing is not enough, and reading requires a large amount of air, economicalspending and its timely renewal. In speech breathing, the exhalation is longer than the inhalation. The breathing sequence is also different. After a short breath, there is a pause to strengthen the abdominal press, and then a long sound exhalation.

INHALATION PAUSE

EXHALATION

Speech sounds are produced when you exhale. Therefore, its organization is of great importance for the formulation of speech breathing and voice, their development and improvement. There are special exercises that develop and strengthen the diaphragm, abdominal and intercostal muscles. For instance:

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

The practical exercises presented in this manual and mainly independent work will be able to improve the power of breathing of each teacher.

Among teachers, there are people whose voice is set by nature itself, but these cases are rare. And a good voice, in the absence of special training, degrades over the years, deteriorates, wears out. And yet we can say that each person is endowed with a voice that can become strong, flexible, sonorous.

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

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

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

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

A well-tuned voice is characterized by a richness of timbre coloring. Timbre - the color of the sound, brightness, as well as its softness, warmth, individuality. In the sound of a voice, there is always a fundamental tone and a number of overtones, i.e. additional sounds, higher than in the main tone, frequency. The more of these additional tones, the brighter, more colorful, juicier the sound palette of the human voice. The original timbre of the voice can be changed using resonators. There are two main types of resonators: upper (head) and lower (chest). Trachea and large bronchi - chest resonator. Skull, nasal cavity and mouth - head resonator. Resonant sensations in the chest (and they can be detected if you put your hand to your chest) and especially in the area of the head resonator help to organize the work of the vocal cords in such a way that the original timbre of the voice, born in the larynx, has those overtones that will cause resonance in head and chest resonators.

All these properties of the voice are developed by special exercises. Voice education is an individual and laborious process. It requires a strictly individual methodology and supervision by experienced professionals. Conscious voice training (changing the direction of sound to certain places of resonance) can affect the change in its timbre, remove unpleasant shades (nasal, shrill), and reduce the overall tone. It has been experimentally proven that low voices (in comparison with high voices) are better perceived by children, they like them more, they are very impressive. The system of exercises for the education of the speech voice can be found in the works of Z. V. Savkova and V. P. Chikhachev about the lecturer's voice, in the manual for theatrical universities.

A few words about the hygiene of the teacher's voice. As special studies show, the incidence of the vocal apparatus in individuals. "Voice professions" are very high. For teachers, it averages 40.2%. The reasons for voice disorders are different. There are four main ones: increased daily voice load, inept use of the vocal apparatus, non-observance of hygiene rules, congenital weakness of the vocal organ.

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

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

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

It is necessary to pay attention to the healthy state of the upper respiratory tract, nervous system, diet. The vocal apparatus is very sensitive to spicy, irritating food. Too cold, too hot, spicy foods, alcoholic beverages, smoking cause reddening of the mucous membrane of the oral cavity and pharynx. To avoid dry throat, experts recommend gargling with a solution of soda and iodine.

The following tips are also helpful:

- monotonous speech tires the muscles of the vocal apparatus, since with such speech only one muscle group functions, the more expressive the speech, the healthier it is;

- inhalation of chalk dust is harmful, so the rag for the board should always be damp;

You can not walk quickly on cold days after voice work, as with intense movements breathing quickens, becomes deeper and more cold air enters the respiratory tract.

DICTION

For the teacher, the clarity of pronunciation is a professional necessity that contributes to the correct perception of the teacher's speech by the students. Diction is clarity and clarity in the pronunciation of words, syllables and sounds. It depends on the well-coordinated and energetic work of the entire speech apparatus, which includes lips, tongue, jaws, teeth, hard and soft palate, small uvula, larynx, back wall of the pharynx (pharynx), vocal cords. The tongue, lips, soft palate, small uvula and lower jaw take an active part in speech, so they can be trained.

If the deficiencies in speech are of organic origin, then it is not educational and training exercises that will help, but medical intervention: the operation of the frenum (membranes under the tongue), the use of a special device for straightening the teeth, the use of special probes to give the correct position of the tongue when pronouncing certain sounds, etc. . P.

Inorganic deficiencies in pronunciation are the result of inattention to the child's speech at home and at school. This is burr, lisp, lisp, lethargy or vagueness of speech, generated by improper use of the vocal apparatus. A frequent defect in diction is a tongue twister, when words seem to bounce on each other. Slurred speech is due to sounding "through the teeth", eating the final consonant or sounds inside the word. Some people tend to have a fuzzy pronunciation of sibilant and hissing consonants due to the immobile upper and flabby lower lip.

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

For helpful tips on correcting some of the speech impairments, see the college textbook on expressive reading. So, the lisp, which happens if a person very strongly presses the tongue to the inner side of the upper teeth or puts it on the teeth, is eliminated: one must learn to hide the tongue behind the teeth. The sound "s" is pronounced with unclenched teeth: the tongue lies below, barely touching the lower teeth. Exercises with a match in the teeth are useful. There are also simple exercises to eliminate lisp, burr, lethargy, nasal sounds.

Naturally, incorrect skills that are rooted in speech will not be able to quickly disappear. It takes work, patience, regular training.

RHYTHMIC

The speed as a whole and the duration of the sound of individual syllables, as well as pauses in combination with rhythmic organization, regularity of speech make up its tempo. This is a very important element of speech, since "intonation and pauses in themselves, in addition to words, have the power of an emotional impact on the listener" (KS Stanislavsky).

The speed of speech depends on the individual qualities of the teacher, the keeping of his speech and the situation of communication. The optimal speech rate for Russians is about 120 words per minute (for English people - from 120 to 150). But, as experimental data show, in grades V-VI it is better for a teacher to speak no more than 60, and in X - 75 words per minute. The duration of the sounding of individual words depends not only on their length, but also on their significance in a given context. "An empty word is pouring out like peas from a sieve - a rich word turns slowly, like a ball filled with mercury."{ S. Stanislavsky). The more important the word, the text, the slower the speech.

The teacher expounds the difficult part of the material at a slow pace, then you can speak faster. Speech necessarily slows down when it is necessary to formulate this or that conclusion - a definition, a rule, a principle, a law. The degree of arousal of the students should also be taken into account. The more agitated the student, the slower and quieter the teacher should speak.

To achieve expressive sound, one should masterfully use pauses, logical and psychological. Without logical pauses, speech is illiterate, without psychological pauses, it is lifeless. Pauses, tempo and melody of speech together make up intonation. Monotonous speech causes boredom, decreased attention and interest. Academician IP Pavlov called boredom "a dream with open eyes." The teacher's speech should attract with its naturalness, colloquial melodic pattern and, unlike ordinary conversation, be more contrasting, more expressive. Special exercises can help the teacher to develop the intonational richness of speech.

So, after an objective assessment of your speech data, you need to start regular exercises: to establish breathing, to work out diction, tempo rhythm, to strengthen the vocal cords. The teacher's voice should be bright, juicy, sonorous, clear, attract attention, call for thinking, for action, and not lull. However, if the activities of a teacher are not inspired by citizens' feelings, ideals, then, no matter how brilliantly he mastered the technique, his behavior, speech will be nothing more than false, imaginary elation. An inner truth of pedagogical technique is needed, which is expressed in the entire behavior of the teacher.

2. TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

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

Studies show that a teacher with a stable emotionally positive attitude towards children, a business reaction to shortcomings in academic work and behavior, a calm and even tone in addressing, schoolchildren are relaxed, sociable, and trusting. Negative attitude towards children (“I’m tired of your class”, “Learned to be clever, but to write correctly = no”, etc.), the instability of the position of the teacher, who falls under the power of his moods and experiences, create the basis for the emergence of mistrust, isolation, otherwise and lead to such ugly forms of "self-affirmation" as hypocrisy, sycophancy, playing the role of a cool clown, etc. All this leaves an imprint on the entire course of the educational process. A mentor does not have the right to forget even for a moment that the idea for the student is inseparable from the personality of the teacher: “What the beloved teacher says is perceived in a completely different way than what the person who is despised by them says is alien to them. The highest ideas in his mouth become hated ”(NK Krupskaya).

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

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

WORKING STYLE - ORGANIZER'S SCRIPT

In modern psychology, rather clear features of the socio-psychological portrait of various types of leaders have been developed, the technique of their communication with team members is analyzed. The teacher is also a leader who carries out his interaction in different ways. Let's take a quick look at the three main leadership styles, focusing on the other side of communication - interaction. Their figurative names ("smashing arrows", "returning boomerang" and "floating raft") are given in the book by A. N. Lutoshkin "How to lead."

Authoritarian style ("shooting arrows").The teacher single-handedly determines the direction of the group's activities, indicates "who ka to have to sit, work, suppress any initiative of students, students live in a world of guesswork. The main forms of interaction are orders, instructions, instructions, reprimands. Even a rare gratitude sounds like a command, if not an insult: “You answered well today. I didn't expect this from you. " Having discovered a mistake, such a teacher makes fun of the culprit, often without explaining how it can be corrected. In his absence, work slows down, or even stops altogether. The teacher is laconic, he hasa commanding tone prevails, impatience with objections.

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

Liberal style ("floating raft")- anarchic, conniving. The teacher tries not to interfere in the life of the team (does not show activity, considers questions formally, easily obeys other sometimes contradictory influences. In fact, he removes himself from responsibility for what is happening. There can be no talk of authority.

An authoritarian leadership style can provide the perceived effectiveness of group activities and creates an extremely unfavorable psychological climate. With this style, the formation of collectivist qualities is delayed. According to sociologists, it is in such collectives that neurotics are formed. Schoolchildren develop an inadequate level of aspirations in communicating with people around them.

Authoritarianism in communication is multifaceted, often skillfully disguised, remaining, in essence, soulless bureaucratic administration, can manifest itself as latent, mediated, generating violence from within. (See: Yu.P. Azarov, The Art of Educating.)

As for authoritarianism, it feeds on the insufficient maturity of the teacher, hismoral and political bad manners, due to the low level of culture of the teacher and neglect of the individual characteristics of children, ignoring the principle of amateur organization of children's life.

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

STYLE OF PEDAGOGICAL COMMUNICATION

So, the style of relationships and the nature of interactions in the process of managing the upbringing of children together create a style of pedagogical communication. V.A.Kan-Kalik distinguishes the following communication styles:

Communication based on passion for joint creative activities,

Communication based on friendly disposition,

Communication is a distance

Communication is intimidation

Communication is flirting.

Communication based on passion for joint creative activity is based on a stable positive attitudea teacher to children and business, the desire to jointly (and therefore democratically) solve the issues of organizing activities. Passion for joint creative search is the most productive style of communication for all participants in the pedagogical process. Experience shows that the entire system of relations with children among the masters of pedagogical labor is built on this very basis. “For things to go well, following the Makarenko tradition, schoolchildren and teachers should have the same, common concerns. Teachers do not manage schoolchildren, but together with them take care of school affairs, no "we" and "you". Instead of one-sided influences of the teacher on the students, there is the general creative activity of the pupils together with the educators and under their guidance. " The style of pedagogical communication based on a friendly disposition is closely related to the first, - in fact, this is one of the conditions for the formation of a communication style based on passion for compatible creative activity. Think about the thought of Sh. A. Amonashvili, his answer to his own question ("How can we raise a child if he runs away from us?"): "Only a spiritual community - and nothing that can split this community."

Considering the system of relations between the teacher and the pupils, A.S. Makarenko repeatedly insisted on the formation of a friendly tone in the relations of the teacher with the collective: In relation to pupils, the management and pedagogical staff should always be polite, restrained, except for those cases when either a slight increase in tone is required in connection with new requirements, or the same increase towards greater emotionality - during general meetings, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling anecdotes, no liberties in language, mocking, antics, etc. On the other hand, it is completely unacceptable that teachers and leadership in the presence were gloomy, irritable, loud. "

Some teachers misinterpret this category of the communication process and turn friendliness into familiar relations with students, which negatively affect the entire course of the educational process. Cultivating a friendly disposition towards children in their activities, one should have a creative union based on a passion for work with the prospect of developing a communication style. Going with children to the subject is one of the principles of cooperation pedagogy.

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

An extreme form of distance communication is a style such ascommunication-intimidation... It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. Here are the typical forms of communication-intimidation: “Listen, carefully, otherwise I’ll give you a challenge,” “You’ll find out from me, I’ll ask you,” etc. This style usually creates an atmosphere of nervousness, emotional distress in the classroom, inhibits creative activity, since it focuses not on the program of action, but on its limitations and prohibitions.

A manifestation of liberalism, undemandingness with a possible positive attitude towards children is stylechatting... It is caused by the desire to conquer the false and cheapauthority. The reason for the manifestation of this style is, on the one hand, the desire to quickly establish contact, the desire to please the class, and on the other hand, the lack of professional skills.

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

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

Dialogue will not take place without equality of positions of the educator andeducated, which means recognition of the active role of the pupil in the upbringing process. For V. A. Sukhomlinsky, the terms "education" and "self-education" are essentially synonyms. In addition, equality of positions means that the teacher himself is under the influence of the pupil.

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

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

3.PEDAGOGICAL TACT OF THE TEACHER WHAT IS THE PEDAGOGICAL TACT

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

Experience shows that it is the presence of pedagogical tact that allows the teacher to build communication on positive emotions, to establish and maintain psychological contact with children. Following the requirements of pedagogical tact, the teacher will be able to develop a democratic style of communication with children, to achieve a genuine culture of communication with students.

Modern pedagogy and psychology have a large number of works on pedagogical tact, the knowledge of which helps the teacher to avoid conflicts in communication with children, to build relationships correctly. All researchers of the pedagogical tact of the teacher emphasize the capacity of this concept and note the absence of a single definition of it. The complexity of disclosing the essence of pedagogical tact is due to the specificity of this phenomenon in comparison with the generally accepted concept of “tact”.

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

So, pedagogical tact is a measure of the teacher's pedagogically expedient influence on students, the ability to establish a productive style of communication. Pedagogical tact does not allow for extremes in communication with schoolchildren. Describing the work of the teacher. KD Ushinsky wrote: "At school, seriousness should reign, allowing a joke, but not turning the whole thing into a joke, gentleness without cloying, justice without pickiness, kindness without weakness, order without pedantry and, most importantly, constant rational activity."

The dosage of influence is also manifested in the use of educational means. As drugs in medicine require a clear packaging and regimen of administration, so the teacher's word, his methods should be applied optimally, unobtrusively, delicately. Excessiveness can lead to a reverse reaction: excessive demanding - to disobedience, excessive indulgence - to rudeness. By respecting students, teachers must be able to show their respect for children. The manifestation of respect forms the child's self-esteem, disarms those who resist pedagogical influence, makes them accomplices in upbringing.

Respect, warmth, affection do not exclude exactingness, but suggest it. The connection between respect and exactingness is dialectical. The exactingness to the person increases and becomes more complicated as the respect for her grows, taking into account the individual characteristics of schoolchildren. Depending on the level of upbringing of the student's personality, the teacher varies the shades of his relationship with him: from hidden sympathy to emphasized coldness, from cordiality to dryness, from softness to severity. The manifestations of attention, care, kindness should change in connection with the age of the children. In relation to kids - directly and specifically: the teacher can hug the child, pat on the head, call him a diminutive name. With elders, this is permissible only in individual cases. In relationships with adolescents, restraint and simplicity of relationships are important, because they want to be adults and the "childishness" of their treatment annoys them. On the peculiarities of communication between a teacher and children different ages interesting material is provided by the books of A.V. Mudrik.

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

The culture of communication of the teacher, tact are manifested in different forms of his interaction with the student: in the classroom, in extracurricular work, at leisure.

PEDAGOGICAL TACT IN THE LESSON

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

The teacher needs tact at all stages of the lesson. He should pay particular attention to his behavior during the examination and assessment of students' knowledge. Here tact is expressed in the ability to listen to the student's answer: to be interested and attentive to the content and form of the answer, to show restraint when the students have difficulties. And of course, remarks like: “This is useless!”, “Sit down. As always, you don't know anything! " There are cases when stuttering children forget about their illness in the lessons of a master teacher and become numb with a tactless teacher.

All students love to respond to someone who knows how to listen attentively, respectfully, with participation. At the same time, support is important during the answer with a smile, a look, a facial expression, a nod; comment along the way, interrupting the response, are undesirable. Seventh graders say that the indifference of the teacher hinders the answer most of all, the tenth graders consider it undesirable when teachers listen to the answer with superiority and comment on it with irony and sarcasm.

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

An interesting study of the psychology of pedagogical assessment was conducted by B.G.the fact that within three months the student ceases to understand the teacher's questions, because of insecurity, he learns the habit of asking again, keeping silent with repeated questions. The author argues that value judgments that are negative in form should also have a positive meaning and be of a guiding promising nature, for example: “It would be true if this was indicated ...”, “Take your time, you’ll have time.”

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

TACT AND TACTICS

Pedagogical tact also presupposes flexibility of the teacher's behavior- tactics. After all, the teacher speaks to children in different roles, which require the manifestation of tact in different keys. In the lesson - clarity, correctness, severity and a dryish tone of address when the class is not ready for the lesson. In extracurricular work - ease, sincerity, relaxedness, which are especially necessary in an individual conversation, a hike, an excursion; companionship while playing, trust in your free evening or camping around the fire. So different shapes communication: meeting, debate, leisure - require the teacher to specify the specific style of communication, change its tone.

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

In position "Extension from above"the teacher demonstrates independence, the decision to take responsibility for himself. This position is called the "parent" position.

In position "Extension from below"a dependent, subordinate and insecure personality is revealed. According to A. B. Dobrovich, this is the position of the "child".

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

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

At the same time, the teacher often uses the position of the “child” in his behavior (however strange it may seem!). For example, the head of the Frunzenskaya commune F. Ya. Shapiro, as a rule, at one of the stages of organizing collective creative affairs, began to express doubts about success, even fears, thereby giving high school students the opportunity to take on the defense of the case. Sometimes the teacher takes the position of “annex from below”, as if playing along with the students, for example, “makes mistakes on the blackboard,” and the students are very happy to correct the teacher. The “extension from below”, used by the teacher, is designed for the student to show independence.

Top extension position - position“Parent” is organic for pedagogical activity, but it cannot be the only one and the same throughout the entire path of upbringing a student, because it presupposes dialogical interaction only when the student is constantly in the role of a child. This either inhibits personality development or leads to conflicting communication.

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

CONDITIONS OF PERSONNING THE PEDAGOGICAL TACT

I Pedagogical tact is brought up, acquired along with skill. He is the result of the teacher's spiritual maturity, a lot of work on oneself to acquire special knowledge and develop skills for communicating with children. First of all, this is knowledge of the psychology of age and the individual characteristics of modern children.

Knowledge of the foundations of morality, the ability to see the moral meaning in actions are no less important. And of course, knowledge of the ways of influencing students who must go in skills:

Loving children, showing your love;

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

Find your bearings in the environment;

- choose an expedient method of influence (here it is important, and as we said, knowledge of roundabout ways of upbringing: "You know better, but I would advise you ...");

- talk with children (a tactless teacher gives the student the position of a passive listener, shows condescension in word, gesture, facial expressions). Endurance, self-control, fairness, a creative approach to the experience of others, the development of pedagogical technique, and a sense of humor are of great importance in the formation of the correct style of communication. At the same time, the teacher must always respect the person in his students and protect his own dignity.

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

Rule one. First of all, you should try to master the conflict situation, and this means defuse mutual emotional tension. (See: Anikeeva I. P. To the teacher about the psychological climate in the team.) How? Start with yourself: remove "unnecessary" physical stress, stiffness, aimless movements. Facial expressions, posture, gestures, as we know, not only express the internal state, but also affect it. So, external calmness and endurance!

The second rule. Influence your partner (student, colleague) by your behavior. Tacit consideration of the face of the participant in the conflict helps to remove affectivity, which will enable the teacher to concentrate, to study his state.

Rule three. Try to understand the motives of the interviewee's behavior. Turning on mental analysis reduces emotional arousal. It is better to express understanding of the predicament: “I understand your (your) state”, etc., convey your state; "It makes me sad." So, do not try to immediately evaluate the action, strive to first express your attitude to the current situation.

Rule four.Agree on a goal. It is necessary to realize as early as possible what unites with the student, to see the “common point of reference” of interaction, to demonstrate it, going into the position of “we”.

The fifth rule. Strengthen your position with confidence in the possibility of a productive solution. And finally, after resolving the conflict, mentally return to it, having analyzed the causes of its occurrence and the possibilities of prevention. It is always easier to avoid a sharp collision than to extinguish it.

DEVELOPMENT OF THE TEACHER'S COMMUNICATIVE ABILITIES

Ensuring the correct communication style of the teacher, his observance of pedagogical tact in any activity require developed communication skills. A. N. Leont'ev gave a detailed description of communicative skills:

Possess social perception or "face reading"; to understand, and not only to see, that is, to adequately model, the personality of the student, his mental state, etc. according to external signs;

- "present yourself" in communication with students;

It is optimal to build your speech psychologically, i.e. skills of verbal communication, verbal and non-verbal contact with students. (See his book: Educational Communication. )

Particular attention should be paid to the development of the ability to make contact, organize cooperation v the communication process. In this matter, many books that we talked about can help, in particular, A. B. Dobrovncha, V. Levn, V. A. Kan-Kalika. Interesting and witty advice from D. Carnegie, much can be gleaned from the advice of LB Filonov.

CONCEPT OF PEDAGOGICAL TECHNIQUE

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

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

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

Soviet pedagogical science assigns a service role to pedagogical technique and does not reduce the essence of pedagogical skill to it. But one cannot rush to the other extreme either. Not neglecting technique, but mastering it turns it into a subtle instrument for solving important pedagogical problems facing the teacher.

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

The first group of components is associated with the teacher's ability to manage his behavior: control of his body (facial expressions, pantomime); management of emotions, mood (removing excessive mental stress, creating a creative sense of self); socio-perceptual abilities (attention, observation, imagination); speech technique (breathing, voice training, diction, speech rate).

The second group of components of pedagogical technique is associated with the ability to influence the individual and the collective and reveals the technological side of the process of education and training: didactic, organizational, constructive, communicative skills; Technological techniques for making demands, managing pedagogical communication, organizing collective creative affairs, etc.

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

TYPICAL MISTAKES OF A YOUNG TEACHER

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

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

PEDAGOGICAL PURPOSEAND APPEARANCE OF THE TEACHER

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

And the hairstyle, and the costume, and the decorations in the teacher's clothes should always be subordinated to the solution of the pedagogical problem - to the effective influence on the formation of the pupil's personality. Having the right to adornment in clothes, to cosmetics, the teacher must observe a sense of proportion and understanding of the situation in everything. The aesthetic expressiveness of the educator is also reflected in how friendly his facial expression is, in composure, restraint in movements, in a mean, justified gesture, in posture and gait. Grimacing, fussiness, unnatural gestures, lethargy are contraindicated for him. Even how you enter the children, how you look, how you greet, how you move the chair, how you walk through the class - in all these "little things" the power of your influence on the child. In all your movements, gestures, gaze, children should feel restrained strength, very high self-confidence. It is precisely this - calm, affable, confident - you are the most expressive as a person, it is precisely this that you are the most powerful as an educator.

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

EMOTIONAL STATE MANAGEMENT

The public nature of communication between a novice teacher and the class, as a rule, causes him "muscle clamps", feelings of uncertainty, fear, constraint. Activity under the watchful eye of teachers, children, parents, that is, action "in sight", is reflected in the harmony of the teacher's thoughts, the state of his vocal apparatus, physical well-being (legs are stiff, hands are like sticks), mental state (it is scary to be funny, seem inept). All this requires knowledge and the ability to carry out a psychophysical adjustment for the upcoming lesson, to manage your emotional state during communication.

Self-regulatory ability can be tested using the following test.

Answer with the words "yes" or "no" to the questions concerning the state of health and mood:

Are you always calm and self-possessed?

Is your mood generally upbeat?

Are you always alert and focused during class and at home?

Do you know how to manage your emotions?

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

Do you easily assimilate what you have learned?

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

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

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

education of goodwill and optimism;

control of your behavior (regulation of muscle tension, rate of movement, speech, breathing);

relaxation in activity (occupational therapy, music therapy, bibliotherapy, humor, imitation play);

self-hypnosis.

Should also comprehend useful tips VA Sukhomlinsky on the education of mental balance: to prevent the growth of gloominess, exaggeration of other people's vices; turn to humor; be optimistic, benevolent. The conditions for the development of these qualities are as follows: a deep awareness of the social role of their profession, a developed sense of duty, pedagogical vigilance, emotional responsiveness, as well as the desire for introspection and adequate self-esteem. All these methods of psychophysical self-regulation are associated with the formation of the orientation of the personality as a whole, its attitudes, value orientations, since without changes in this area, all subsequent methods will be ineffective.

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

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

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

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

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

PANTOMY

Pantomime is the movement of the body, arms, legs. She helps to highlight the main thing, draws an image. Consider a teacher explaining a lesson with inspiration. How organically the movements of his head, neck, arms, and the whole body are fused!

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

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

The teacher's gesture should be organic and restrained, without sharp wide sweeps and sharp corners. Round gestures and niggardly gestures are preferred.

Distinguish between descriptive and psychological gestures. Descriptive gestures depict, illustrate the train of thought. They are less needed, but they are common. Much more important are psychological gestures that express feelings. For example, saying: "Be kind", We raise our hand to the level of the chest with the palm up, slightly pushing it away from us.

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

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

For communication to be active, you should have an open posture: do not cross your arms, turn to face the class, reduce the distance, which creates the effect of trust. It is recommended to move forward and backward in the classroom rather than to the sides. A step forward increases the meaning of the message and helps focus the audience's attention. Stepping back, the speaker, as it were, gives the listeners a rest.

MIMIKA

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

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

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

The eyes are most expressive on the human face. "Empty eyes are a mirror of an empty soul" (KS Stanislavsky). The teacher should carefully study the capabilities of his face, the ability to use an expressive gaze, strive to avoid excessive dynamism of the facial muscles and eyes ("moving eyes"), as well as lifeless static ("stone" face).

For the development of orientation in the awareness of their own behavior and behavior of students, familiarity with the standards presented in the works of psychologists is useful. "For example, the standard of behavior in a state of joy: smile, eyes shine, excessively gesticulating, verbose, a desire to help another. The standard of behavior in a state of fear : the eyes are widened, the posture is frozen, the eyebrows are raised, the voice is trembling, the face is distorted, the gaze is running, the movements are sharp, the body is trembling.

/ The teacher's gaze should be turned towards the children, creating visual contact. It is necessary to avoid referring to walls, windows, ceilings. Eye contact is a technique that needs to be consciously developed. One should strive to keep all students in sight.

SPEECH TECHNIQUE

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

Some believe that both the voice and its timbre are only a natural gift of a person. But modern experimental physiology claims that voice quality can be drastically improved. History also testifies to the striking consequences of human self-improvement in this direction. Probably everyone has heard about Demosthenes and how he, having overcome his physical disabilities, became an outstanding political orator of Ancient Greece. In the same way, twenty-year-old Vladimir Mayakovsky prepared himself for public speeches, who, picking up pebbles in his mouth, made speeches on the banks of the noisy Rioni River.

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

BREATH

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

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

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

Chest breathing is carried out by the intercostal muscles. The transverse volume of the chest changes. The diaphragm is inactive, so the exhalation is not vigorous enough.

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

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

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

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

What is the difference between phonation breathing and normal breathing?

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

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

The practical exercises presented in this manual, and mainly independent work, will be able to improve the breathing system of each teacher.

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

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

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

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

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

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

Trachea and large bronchi - chest resonator. Skull, band of the nose and mouth-head resonator. Resonant sensations in the chest (and they can be detected if you put your hand to your chest) and especially in the area of the head resonator help to organize the work of the vocal cords in such a way that the original timbre of the voice, born in the larynx, has those overtones that will cause resonance in head and chest resonators.

All these properties of the voice are developed by special exercises. Voice education is an individual and laborious process. It requires a strictly individual methodology and supervision by experienced professionals. Conscious voice training (changing the direction of sound to certain places of resonance) can affect the change in its timbre., Remove unpleasant shades (nasal, shrill), reduce the overall tone. “.. It has been experimentally proven that low voices (in comparison with high ones) are better perceived by children, they like them more, they are very impressive. The system of exercises for the education of the speech voice can be found in the works of Z. V. Savkova and V. P. Chikhachev about the lecturer's voice, in the manual for theatrical universities.

A few words about the hygiene of the teacher's voice. As special studies show, the incidence of the vocal apparatus in persons of "voice professions" is very high. Among teachers, it averages 40.2%. ^ The reasons for voice disorders are different. There are four main ones: increased daily voice load, inept use of the vocal apparatus, non-observance of hygiene rules, congenital weakness of the vocal organ. (See: Vasilenko Yu.S.

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

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

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

you cannot walk quickly on cold days after vocal work, as with intense movements breathing quickens, becomes deeper and more cold air enters the respiratory tract.

DICTION.

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

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

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

TEACHER COMMUNICATION STYLES

ATTITUDE STYLE

In communication, two sides can be distinguished: attitude and interactions. It is, as it were, the underwater and surface part of the iceberg, where the visible part is a series of speech and non-speech actions, and the inner, invisible part is needs, motives, interests, feelings - everything that pushes a person to communicate.

Studies show that a teacher with a stable emotionally positive attitude towards children, a business reaction to shortcomings in academic work and behavior, and a calm and even tone in addressing schoolchildren are relaxed, sociable, and trusting. Negative attitude towards children (“How tired of your class is to me”, “Learned to be clever, but not to write competently”, etc.), instability of the teacher's position, falling under the power of his moods and feelings, create the basis for the emergence of distrust and isolation? or even lead to such ugly forms of "self-affirmation" as hypocrisy, sycophancy, playing the role of a cool clown, etc. All this leaves an imprint on the entire course of the educational process. The mentor does not have the right to forget for a moment that the idea for the student is inseparable from the personality of the teacher: What the beloved teacher says is perceived in a completely different way than what the person who is despised by them says is alien to them. The highest ideas in his mouth become hated ”(NK Krupskaya).

WORKING STYLE - ORGANIZER'S SCRIPT

In Soviet psychology, rather clear features of the socio-psychological portrait of various types of leaders have been developed, the technique of their communication with team members is analyzed. The teacher is also a leader who carries out his interaction in different ways. Let's take a quick look at the three main leadership styles, focusing on the other side of communication - interactions. Their figurative names ("smashing arrows", "returning boomerang" and "floating raft") are given in the book by A. N. Lutoshkin "How to lead."

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

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

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

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

Schoolchildren develop an inadequate level of aspirations in communicating with people around them.

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

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

STYLE OF PEDAGOGICAL COMMUNICATION

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

Kan-Kalik (see the said book, p. 97) distinguishes the following communication styles:

communication based on passion for joint creative activities,

communication based on friendly disposition,

communication is distance,

communication is intimidation,

communication is flirting.

Communication based on passion for joint creative activity is based on the teacher's stable positive attitude towards children and work, the desire to jointly (and therefore democratically) solve the issues of organizing activities. Passion for joint creative search is the most productive style of communication for all participants in the pedagogical process. Experience shows that the entire system of relations with children among the masters of pedagogical labor is built on this very basis. “For things to go well, following the Makarenko tradition, schoolchildren and teachers should have the same, common concerns. Teachers do not manage schoolchildren, but together with them take care of school affairs, no "we" and "you". Instead of one-sided influences of the teacher on the students, there is the general creative activity of the pupils together with the educators and under their guidance. "

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

Considering the system of relations between the teacher and the pupils, S. Makarenko repeatedly insisted on the formation of a friendly tone in the teacher's relations with the collective new requirements, or the same increase in the direction of its greater emotionality - during general meetings of general works, individual breakthroughs in the team. In any case, teachers and management should never allow a frivolous tone on their part: scoffing, telling anecdotes, no liberties in language, imitation, antics, etc. gloomy, irritable, loud " .

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

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

An extreme form of communication-distance is a style like generalintimidation. It combines a negative attitude towards students and authoritarianism in the ways of organizing activities. Here are the typical forms of communication-intimidation: “Listen, carefully, otherwise I’ll give you a challenge”, “You’ll find out from me, I’ll ask you,” etc.

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

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

What is dialogue-dialogue, what are its signs?

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

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

The textbook examines the process of acquiring pedagogical skills, reveals the basics of educating the culture of a future teacher, presents a block of practical tasks and exercises aimed at developing pedagogical communication skills.
For students of secondary pedagogical educational institutions. It can be useful for teachers, graduate students of psychological and pedagogical educational institutions, heads of educational institutions.

Pedagogical culture.
Pedagogical culture is a part of universal human culture, it integrates the sphere of pedagogical and historical and cultural experience, regulates the sphere of pedagogical interaction.

The aggregate object of pedagogical culture is the entire society, which determines the goals and content of the processes of socialization, upbringing and education, and its "agents" in pedagogical interaction are teachers, parents who implement this order in concrete historical and pedagogical experience.

Let us recall the statement of A.V. Lunacharsky, who said that an educated person is one in whom the human image dominates. Humanity is the embodiment of pedagogical culture.

Today, a teacher can hardly satisfy someone if he does not perform his duties professionally, works only "inside and out", does not carry the multifaceted qualities of a creative personality. Essentially, it is impossible without professionalism, individual and personal principle. modern teaching and education. The future of our society, the ideals and actions of future workers, field growers and livestock breeders, engineers, doctors, writers, and artists largely depend on what properties of his “I” the teacher passes on to his students, what strings of their souls he will be able to touch. It is quite understandable that this can be done by someone who, to the highest degree, owns professional skills, who is capable and able to creatively convey the richness of human culture to all his students. And the high title “Teacher” acquires its true meaning only when it is inseparable from the concept of culture.

TABLE OF CONTENTS
Foreword 3
Chapter 1. Pedagogical excellence and its meaning 5
Chapter 2. Pedagogical culture: essence, content and ways of formation 16
Chapter 3. Professional competence of a teacher 27
Chapter 4. Pedagogical technique as an element of pedagogical excellence 39
Chapter 5. Artistry - a component of the teacher's creative individuality 46
Chapter 6. Speech culture of the teacher 59
Chapter 7. Self-education and self-education - a factor of improving professional skills 70
Chapter 8. Mastery of Pedagogical Communication 79
Chapter 9. Pedagogical Ethics 99
Practical tasks and exercises
Lesson 1. Elements of acting and directing skills in pedagogical activity 109
Lesson 2. Basics of mimic and pantomimic expressiveness of a teacher 125
Lesson 3. Speech culture of the teacher 134
Lesson 4. The Art of Oral and Public Speaking 162
Lesson 5. The teacher's skill in self-management. The Basics of Self-Regulation Technique 170
Lesson 6. Mastery of pedagogical communication 175
Lesson 7. Culture of the teacher's appearance 190
Lesson 8. Pedagogical conflict resolution 194
Conclusion 254.

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1. The essence of pedagogical activity

pedagogical vocational training

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

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

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

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

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

The educational environment, the activities of the pupils, the educational collective and the individual characteristics of the pupils are singled out as the main objects of the goal of pedagogical activity. The realization of the goal of pedagogical activity is associated with the solution of such social and pedagogical tasks as the formation of an educational environment, the organization of the activities of pupils, the creation of an educational team, the development of individual personality.

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

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

Algorithm is a prescription for performing elementary operations in a certain sequence to solve any problem belonging to a certain class.

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

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

2. Pedagogical creativity and skill

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

K.S. Stanislavsky

The problem of creativity has become so urgent these days that many scientists consider it the “problem of the century”, and its solution lies in a number of areas, including education, that is, in the modern school. In this situation, the personality of the teacher is brought to the fore, the leading professional characteristic of which is the ability to create. It is the pedagogical creativity of the teacher that is able to solve the problem of the functioning of any society. educational institution, to satisfy the need of society for highly qualified specialists who are able to effectively solve the tasks assigned to them, to react outside the box to changes in the modern technogenic society.

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

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

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

Academician V.A. Engelgard wrote: "... that creativity in its primary source is the result of an innate, physiological need, the result of some instinct, felt as imperiously as the need for a bird to sing or the desire of a fish to rise against the flow of a turbulent mountain river." Indeed, a person in any work, even the most seemingly far from creativity, without realizing it himself, introduces elements of creativity. There are also several types of pedagogical creativity:

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

3. Components of pedagogical excellence

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

4. The value of teaching excellence for teaching and education

The professional activity of a person consists in the fact that it presupposes obligatory reflection on the content of the subject of professional activity. The subject of the professional activity of a psychologist is the psychic reality of a person, which is generated and exists only according to its inherent laws.

Currently, a psychologist is called upon to provide professional assistance to a person's life problems. Using the recommendations of specialists - psychologists, a person can solve many problems on his own, that is, he is able to be an intuitive psychologist for himself, assess his mental states, behavioral features and the manifestation of emotions. However, there are situations in which a person is not able to cope with complex problems on his own and needs psychophysiological help.

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

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

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

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

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

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

The predominant ways of processing information: analysis and synthesis, generalization, the nature of thinking should be purposeful for the successful resolution of professional problems and tasks. The verbal-logical and creative thinking; flexibility, quick thinking are important; concreteness and abstractness of thinking, since the tasks before the psychologist are often complex and require responsibility when making a decision.

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

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

5. Pedagogical culture of personality

The pedagogical culture of a person is understood as the learned and everyday level of the teacher's art (pedagogical activity) in relation to oneself, to other people, to children. Considering that the pedagogical qualities of a person have a rather wide sphere of manifestation, it is necessary to highlight the social and pedagogical culture. In this regard, it represents the social experience of pedagogical activity assimilated and daily manifested by a person in accordance with age and sphere of life. Specialist social sphere must own a professional culture, of which the pedagogical culture is an integral part. It is characterized by the level of mastering of pedagogical experience by a specialist and its implementation in the process of professional activity.

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

The internal component of pedagogical culture is often equated with the level of the knowledge and skills in the field of pedagogy that a person has. One cannot agree with this approach. The fact is that a person can have a fairly large amount of knowledge and skills, but not always can show them in everyday life and practical activities. This fact indicates that the level of knowledge and skills characterizes only the competence of a person in the relevant field.

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

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

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

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

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

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

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

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

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

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

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

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

6. Components of teaching

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

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

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

The "formula for success" of a modern teacher undoubtedly includes the following components: awareness, methodological skill, passion, moral culture. But the main pivot of successful activity is creativity and love for children.

Teaching excellence includes the following components:

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

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

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

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

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

7. Teaching ability

A number of conditions affect the formation of abilities. This is theoretical and practical experience, knowledge; physical and mental activity associated with the implementation of specific goals and introduction to various types of games, studies, work; observation, good memory, vivid imagination.

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

Abilities are characterized by replaceability, great compensatory capabilities. Distinguish between: general abilities (individual personality traits, providing relative ease and productivity in mastering knowledge and carrying out various types of activities); special abilities (personality traits that help to achieve high results in any field of activity). Special abilities are organically linked to general ones.

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

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

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

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

In the artistic - the features of creative imagination and thinking; the properties of visual memory, contributing to the creation and preservation of vivid images; the development of aesthetic feelings, manifested in an emotional relationship to the perceived; volitional qualities of a person, ensuring the transformation of a plan into reality.

The ways of developing special abilities are specific. For example, abilities in the field of music begin to appear earlier than others, and quite early in the field of mathematics.

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

There are also theoretical and practical abilities.

The former presuppose a person's tendency to abstract theoretical thinking, and the latter to concrete, practical actions. They often don't go well with each other. One and the same ability can be different in the degree of development.

Talent - a high level of development of ability, providing outstanding success in a particular type of activity.

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

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

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

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

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

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

Success in mastering any activity can be achieved in various ways. Insufficient development of a particular ability can be compensated for by the development of other abilities, on which the successful performance of the activity also depends.

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

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

Organizational abilities are manifested in the ability to involve students in various activities and effectively influence each personality.

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

Sociability, sociability is not only the need for communication, but also a feeling of satisfaction from the communication process itself, which preserves the ability to work and feeds the teacher's creative well-being. Communication skills help develop perceptual abilities such as professional vigilance and observation.

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

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

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

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

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

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

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

8. Professionally significant qualities of a teacher

Important professional qualities of a teacher:

§ hard work;

§ performance;

§ discipline;

§ a responsibility;

§ the ability to set a goal;

§ choose ways to achieve it, organization;

§ persistence;

§ systematic and systematic improvement of their professional level;

§ striving to constantly improve the quality of one's work, etc.

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

Mandatory professional qualities of a teacher

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

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

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

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

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

An important component in the structure of a teacher's personality is professionally important qualities. V.D. Shadrikov understands professionally important qualities as the individual qualities of the subject of activity that affect the effectiveness of activity and the success of its assimilation. He also considers abilities to be professionally important qualities. The productivity of pedagogical activity also depends on the formation of the professionally important qualities of the teacher's personality.

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

The dominant qualities in professional pedagogical activity (R.A.Mizherikov, M.N. Ermolenko) are personality activity, purposefulness, poise, the desire to work with schoolchildren, the ability not to get lost in extreme situations, charm, honesty, fairness, modernity, pedagogical humanism , erudition, pedagogical tact, tolerance, discipline, pedagogical optimism. In addition, this should include such qualities as exactingness, responsibility, communication skills.

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

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

general professional skills - the ability to read and draw up drawings, diagrams, technical diagrams, filling out computational and graphic works, determining the economic indicators of production;

constructive skills - integrative skills in the development of technological processes and design technical devices, include the development of educational and technical and technological documentation, design work, drawing up technological maps guiding tests;

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

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

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

9. Pedagogical foresight

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

As we move closer to communism, people also change. They need to be changed during the rebuilding process. And the faster this process goes, the faster they must change. Otherwise there will be scissors. Otherwise, the construction process will be slowed down. But for such alteration of people, the old ways of alteration are not sufficient. Special drives are required. Special schools. And they are. The party teaches, the soviets teach, the trade unions are the school of communism, we say. And these are not figurative expressions, this is not V.I. Lenin to "scientific" pedagogical terminology, as Pinkevich tries to portray it. No. This highlights one of the main tasks of these organizations. This is how "targeted social behavior change" is carried out. This is characteristic feature pedagogy of the transitional era. Purposeful education takes place not only within the institutions of the People's Commissariat for Education, VONKh, etc., institutions specifically designed for educational tasks. No. But also through other channels. In this way, the subject of pedagogy is expanding not only in the sense that it deals with the upbringing of an adult, but also with the fact that this upbringing takes place both in institutions and organizations that, as one of their tasks, which are often not decisive, set this problem as well.

The role and proportion of pedagogy is changing, since the re-education of millions becomes the task of not only the party and the trade union, but also the state apparatus as a whole. And the further, the more: as "measures of coercion will be replaced more and more by methods of persuasion." This is the trend of the process. This must be said with all decisiveness and clarity. A. Kalashnikov hesitates: “This quote very clearly outlines that group of influence of the public-state apparatus, which, under certain conditions, can become the subject of pedagogy. But this is only the first, true, decisive feature. And at the same time, the first line of disagreement. There are others. In a transitional era, the relationship between economics, politics and pedagogy is developing differently. Those who go along with A.G. are wrong. Kalashnikov and together with him asserts the following: “The method of a planned economy does not in any way eliminate the social formation of a person in its previous interpretation, that is, the latter will consist of two processes: the process of spontaneous, necessary in the given social conditions, the formation of the human psyche, and the process of targeted, organized education. " This is not true. It is false because the relationship between the “spontaneous” and the “organized” changes, the proportion of the “organized” changes: what was “elemental” becomes organized. And this is the most essential, the most important thing. We must see the original, the new, what distinguishes us from the past. This is the point. And not to talk about what is still left of the past. Since this remaining is in a different environment, in different connections, etc.

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

These are interrelated things, especially with us. And you cannot ignore this. We taught the masses through our own practical experience. And first of all, we must, we can learn from the experience that we create through a series of economic measures that we deploy according to the plan, with specific tasks. To refuse this would be the greatest folly. Nobody refuses anywhere. On the contrary, we are trying to speed up, consciously speed up the process. This is the meaning of the struggle for the deployment of schools, kindergartens, reading huts, cinema in communes, state and collective farms. This is the meaning of the household sections. We are fighting for a new way of life. For a different attitude towards public property, for a different attitude towards people. And the cell in the commune is doing this, and it has a number of drives in its hands. Little of. The point is broader. We are trying to saturate the new sentiments that the collective economy gives rise to; we are trying to infect the peasants who are not united in communes with them. We do it. This is what the "economists" also demand of us. A. Kalashnikov argues that they are not interested in these behavioral changes. This is not true. But he goes further. He argues that one should not be interested in this either, since we will still not be able to foresee these changes.

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

Well, what about, if you believe Kalashnikov, with Marx, Engels, Lenin? They foresaw. Even in the principles of communism, Engels wrote: “Today's industry is less and less able to use such people. Moreover, industry, which is governed by the whole of society in a planned way and in the public interest, needs people with comprehensively developed abilities, people who are able to navigate the entire production system. The division of labor, already shaken by the machine and transforming one into a peasant, another into a shoemaker, a third into a factory worker, a fourth into a stock speculator, will disappear completely. Education will allow young people to quickly familiarize themselves with the entire production system, it will allow them to alternately move from one branch of production to another, depending on the needs of society or their own inclinations. Thus, upbringing will free them from the one-sidedness to which the modern division of labor forces everyone at the present time. Thus, a society organized on a communist basis will give its members the opportunity to comprehensively apply their comprehensively developed abilities. Engels foresaw! And he argues with him, he is refuted by Kalashnikov. But this is a heated debate. What about the communes, if you believe Kalashnikov? It is almost impossible to foresee their effect on a person. Will we not get from them instead of the Communists-Communards counter-revolutionaries, owners, egoists, because "it is almost impossible to foresee."

10. Professional competence of a teacher

Professional competence is considered as a characteristic of the quality of specialist training, the potential for the effectiveness of labor activity. . Gershunsky, A.D. Shchekatunova). If we try to determine the place of competence in the system of levels of professional skill, then it is between diligence and excellence].

By correlating professionalism with various aspects of a specialist's maturity, A.K. Markova identifies four types of professional competence]: special, social, personal, individual:

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

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

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

4. Individual professional competence characterizes the possession of self-regulation techniques, readiness for professional growth, non-commitment to professional aging, the presence of stable professional motivation.

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

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

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

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

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

The motivational-volitional component includes: motives, goals, needs, values, stimulates the creative expression of the personality in the profession; presupposes an interest in professional activity.

The functional (from Lat. Functio - execution) component in the general case manifests itself in the form of knowledge about the methods of pedagogical activity necessary for the teacher to design and implement one or another pedagogical technology.

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

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

The specified characteristics of the teacher's professional competence cannot be considered in isolation, since they are integrative, holistic in nature, and are the product of professional training in general.

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

It is necessary to distinguish between the psychological meaning of the concepts of "competence" and "qualifications". The assignment of qualifications to a specialist does not require him to have experience in this profession, but to comply with the knowledge and skills acquired in the learning process to the educational standard. Qualification is the degree and type of professional training (preparedness) that allows a specialist to perform work at a specific workplace. The specialist acquires qualifications before the relevant professional experience begins to develop.

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

11. Communication as the main form of pedagogical activity

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

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

· Interactive side (organization of interaction between individuals);

· The perceptual side (the process of perceiving each other by communication partners and establishing mutual understanding).