Functions of the teacher's communicative culture. Diagnostics of the communicative competence of a teacher and a student
Introduction
1. Theoretical foundations of the study of the communicative culture of the teacher
1.1 The communicative culture of the teacher as the main requirement for vocational training teachers
2 Speech portrait of a modern teacher
3 Type of speech culture of a modern teacher
4 Modern language situation and problems of speech culture
2. Practical Basics the study of speech culture and the formation of will among the teaching staff
2.1 Theoretical substantiation of the problem, conducting psychological diagnostics of the level of formation of a communicative culture among the teaching staff
2 Carrying out diagnostics to identify willpower among the teaching staff
Conclusion
List of sources used
Annex A
Introduction
How to become a teacher in demand today by children and society? What needs to be mastered in order to achieve mutual understanding and mutual trust with pupils, their parents, and colleagues?
All the difficulties faced by the teacher are explained by the violation of the culture of communication. Quite often, almost any teacher is concerned about the difficulty or apparent impossibility of establishing contact with students. The internal psychological position of the pupil is not clear; there are difficulties in organizing dialogue in the classroom. It happens that the teacher demonstrates the inability to respond flexibly to spontaneously arising non-standard situations. There are conflicts with parents, a mismatch of attitudes, interests, needs. In the modern information space, the problem of the development of the communicative culture of teachers becomes especially relevant. In a society with open borders, the number of specialists who must master the skills of verbal communication is increasing, and first of all at a professional level. Therefore, the teacher needs sufficiently formed communication skills, which are the most important part of the communicative culture. The teacher as a specialist of the "human-human" system must have a high communicative culture, which implies the presence of communicative knowledge, skills, abilities, as they develop important psychological qualities which are the components of the competence of the teacher.
In this paper, we will consider the features of the speech culture of a modern teacher.
The purpose of the study is to consider the essence of the communicative culture of a modern teacher.
The object of the study is the communicative culture of the teacher vocational education.
The subject of the research is the influence of the teacher's communicative culture on the learning process.
Research objectives:
To identify and reveal the prerequisites for the formation of a communicative culture of teachers.
Determine the features of the manifestation and formation of a communicative culture
Define Structure pedagogical communication.
Conduct a study of the formation of a communicative culture of teachers.
Analyze the test results and, based on the results of the study, develop recommendations for the development of the teacher's communicative culture.
The following methods were used in the course of the study: theoretical analysis pedagogical, psychological and methodological literature on the problem, observation, testing, generalization of best practices.
1. Theoretical foundations of the study of the communicative culture of the teacher
1 The communicative culture of the teacher as the main requirement for the professional training of the teacher
The communicative culture of a teacher is one of the most important components of professional pedagogical culture. The need for its formation is due to the fact that the teacher is constantly included in the communication process, which provides for diverse and multifaceted relationships with those who become contact partners within the framework of educational process. These relationships arise and develop in the process joint activities, the most important condition for the implementation of which is communication.
Communication is the basis pedagogical activity. The degree of their cognitive interest in the subject depends on how the teacher communicates with students, and to a large extent determines the effectiveness of students mastering subject knowledge and skills, affects the culture of interpersonal relations, creates an appropriate moral and psychological climate educational process. Communication is an important condition for the socialization of the individual.
According to a number of psychologists, we can talk about the communicative culture of a teacher as a system of qualities, including:
Creative thinking;
The culture of speech action, which refers to the possession of normative speech, excluding lexical, stylistic, orthoepic and other violations;
a culture of self-adjustment to communication and psycho-emotional regulation of one's state;
culture of gestures and plasticity of movements;
culture of perception of communicative actions;
culture of emotions.
The problem of communication is reflected in the works of many researchers who interpret communicative activity as a process of perception and understanding by people of each other. The authors argue that it is teachers' mastery of ways of interacting with students that ensures the humanistic nature of the relationship between the teacher and students, and forms the child's personal potential. All of them affirm the opinion that the formation of the basic foundations of pedagogical communication enables the teacher to be successful in his own activities, to realize the personality of the child in all its manifestations. This is due, according to the authors, to the fact that the teacher, entering into communication with the student, establishes personal contacts with him, being aware of his manifestations, can take the position of the interlocutor and understand the nature of his behavior. Communication allows not only to understand the model inner world interlocutor, but also restructure it, indirectly influence behavior.
The process of transferring coded information from the subject to the object is active, dialogic in nature. Communication can be interpreted as an informational connection of a subject with one or another object or as a process of participation, participation and acceptance of another, which allows understanding each other and uniting around something. This is a very important provision, since the teacher must be ready to unite students in a single activity in order to achieve goals.
I believe that mastering the ways of communication is an indicator of the pedagogical skill and creativity of the teacher.
An analysis of pedagogical research on the problems of training specialists reveals that the communicative culture is considered by the authors as component teacher's pedagogical culture as a leading requirement modern education.
Due to the fact that we are interested in the concept of communicative culture, we present it as a component of pedagogical culture, characterized by personal and professional value, focus on another subject pedagogical process, which is formed in all types of activity and communication. In our concept, communicative culture is represented as:
the ability to coordinate and correlate one's actions with others, to accept and be receptive to the other, to select and present arguments, the ability to put forward alternative explanations, discuss the problem, understand and respect the opinions of others, and on the basis of this to regulate relations to create a community of students in achieving a common goal of activity ;
the need for something else, to expand the boundaries of communications, to compare points of view, to take the position of their students;
readiness for flexible tactful interaction with others, for reflective activity, for designing communication skills and applying them in a new situation.
Thus, the analysis of studies allowed us to discover that communicative culture is an important condition in the formation of the image of a person of culture and morality, a requirement for the personality of a teacher and an indicator of the level of organization of pedagogical activity by him, characterizes the meaningful meanings of the personality, ways and means that ensure understanding and interaction of the teacher and child.
Communication skills act as a complex of conscious communicative actions based on the high theoretical and practical preparedness of the teacher. In their totality, such skills and abilities constitute the technique of pedagogical communication or characterize the technological side of the teacher's communicative culture.
1.2 Speech portrait of a modern teacher
What should be the teacher of the new century? In public discussions recent years different (often contradictory) characteristics are distinguished. One thing is certain, a modern teacher must have an impeccable command of his native language. D. S. Likhachev spoke more than once about the importance of a speech portrait of a person: “The surest way to get to know a person is his mental development, his moral character, his character - listen to how he speaks. If we notice a person’s manner of holding himself, his gait, his behavior, and judge a person by them, sometimes, however, erroneously, then a person’s language is a much more accurate indicator of his human qualities, his culture ”[ D.S. Likhachev: 1998 145 s]. It is speech behavior, language proficiency that often determine the attitude towards the teacher, both at the first meeting with him, and in the process of long communication, make the teacher either the object of unconditional respect, or irony and even ridicule. Thus, the qualities of the language personality of the teacher acquire paramount importance, which, on the one hand, is understood as a set of communicative abilities that allow him to carry out speech activity, on the other hand, as a set of distinguishing features a specific native speaker, providing him with a communicative individuality.
The significance of the teacher's speech in comprehending by the young generation the laws of development of nature, society, in acquiring experience in moral relationships with people is an indisputable fact, proven by the centuries-old existence of the teaching profession. The activity of a teacher is associated with the problems of speech development, and above all with speech culture, which develops on the basis of the principle of objectively existing links between language and cognitive processes.
The problem of speech culture in professional activity was developed by psychologists and teachers L.S. Vygotsky, L.A. Vvedenskaya, P.Ya. Galperin, I.A. Zimney, V.V. Ilyin, V.V. Kraevsky, A.N. Ksenofontova, V.I. Maksimov, L.I. Skvortsov, L.V. Sokolova and others. outside speech activity it is impossible to imagine any sphere human activity, communication of people, the spiritual culture of mankind. More L.S. Vygotsky singled out speech activity as fundamental and saw in it the richest opportunities for the development of personality, consciousness, all cognitive processes person.
3 Type of speech culture of a modern teacher
Scientists F.N. Gonobolin and T.A. Ladyzhenskaya argue that the phrase "teacher's speech", as a rule, is used when talking about the teacher's oral speech (as opposed to written speech).
By oral speech is meant both the process of speaking, the creation of oral statements, and the result of this process - oral statements. The oral speech of the teacher is speech created at the moment of speaking (as opposed to voiced written speech, for example, reading a textbook paragraph aloud).
Pedagogical speech is designed to provide:
a) productive communication, interaction between the teacher and his pupils;
b) the positive impact of the teacher on the consciousness, feelings of students in order to form, correct their beliefs, motives for activity;
c) full perception, awareness and consolidation of knowledge in the learning process;
d) rational organization of educational and practical activities of students.
The concept of "communicative behavior of a teacher" is closely related to the concept of "pedagogical speech". The outstanding psychologist A.A. Leontiev in his work "Pedagogical Communication" under communicative behavior means not just the process of speaking, transferring information, but the organization of speech that affects the nature of relationships, the creation of an emotional and psychological atmosphere of communication between teachers and students, the style of their work.
The speech of the teacher becomes a model for children. Therefore, high requirements are imposed on the speech of the teacher: content, accuracy, logic; lexical, phonetic, grammatical orthoepic correctness; imagery, semantic expressiveness; emotional saturation, richness of intonation, slowness, sufficient volume; good diction, observance of the rules of speech etiquette, correspondence of the words of the educator to his deeds. It is important to skillfully use non-verbal means of communication (gestures, facial expressions, pantomime movements).
Unfortunately, in the speech of a modern teacher there are a lot of clichés, speech is not figurative and expressive enough (in the semantic aspect), simple sentences, there are grammatical errors, dialectisms. The culture of the teacher's speech is determined by the level of his general culture. The constant work of the teacher on himself, raising the level of general culture will also contribute to the growth of his pedagogical skills.
Throughout the day, the teacher should be more attentive both to his speech and to the speech of children. Since with any violations or deviations in the development of children, speech problems can be detected. It is necessary to teach children to hear the figurativeness of speech, to notice mistakes in their own and other people's speech, to correct them. But in the work of modern teachers there are typical mistakes:
teachers talk too much themselves, do not provide active speech practice for children. The speech activity of the teacher prevails over the child's. It is important to ensure the speech activity of all children, and not just active ones, to come to the aid of a child who is at a loss;
children do not develop the ability to listen to others. Speech activity is not only speaking, but also listening, perception of speech. It is important to teach children to listen and understand speech addressed to everyone, to hear the teacher the first time. You should not repeat the same question several times;
teachers repeat children's answers, and children do not get used to speaking clearly, loudly enough, understandable for listeners. It is advisable to emotionally respond to children's statements and summarize what children say using figurative vocabulary. Very often, teachers require only “full” answers from the child. Children's answers can be both short and detailed. The nature of the answer depends on the question: to a reproductive question - a short answer, sometimes one-word. On the search question - a detailed answer. Questions like: Why? What do you think? What do you remember? ... suggest extended statements of children, consisting of one or more sentences.
AT modern school There are three types of language cultures of teachers (teachers):
Carriers of elite speech culture
Teachers with a literary and colloquial type of speech behavior
I'll start with the characteristics of representatives of the elite speech culture. This is an ideal type of speech behavior of a teacher, unfortunately, in a modern school, which is extremely rare.
The carriers of the elite speech culture own the entire system of functional and stylistic differentiation literary language and each functional style is used according to the situation. At the same time, switching from one style to another occurs as if automatically, without much effort on the part of the speaker. In their speech there is no violation of the norms of the literary language in pronunciation, stress, education grammatical forms, word usage.
One of the signs of an elite speech culture is the unconditional observance of all ethical standards, in particular, the norms of national Russian etiquette, requiring a distinction between you and you- communication. You-communication is used only in an informal setting. One-way you communication is never allowed. They use language creatively, their speech is usually individual, it does not have the usual cliche, and in colloquial speech- desire for books. The teacher of the "first type" must have, first of all, love for children and the subject taught. A friendly attitude is the key to a benevolent speech and indulges the desire to continue communication between the participants in the conversation. A good teacher, in the process of verbal communication, must remember that his speech should be:
Emotional, loud, clear, full of epithets and comparisons.
Orthoepically correct.
Confident, which requires knowledge of the material.
Prepared: Any unplanned developments in the conversation should be considered. Friendly response to everything.
Much more often at school there are teachers who are carriers of the “average literary” language culture. Their speech behavior reflects a much lower level of their general culture: the impossibility of creative use popular expressions different eras and peoples, artistic examples of classical literature, ignorance literary norms the pronunciation of words, and often their meanings, gives rise to linguistic poverty, rudeness and irregularity of speech. Their violations of pronunciation norms are not isolated, but form a system.
As a consequence of all this - speech behavior, which is characterized by:
Annoyance: When a student asks a question and the teacher doesn't know the answer. Roughness in voice.
Lack of gesticulation, which usually does not lead to contact.
Ignorance of quotes from works of art(for a teacher of literature), because it does not lead to the perception of the studied material.
Incorrect placement of stresses, which is unacceptable for a language teacher. The low general cultural level of such teachers is evidenced by their excessive self-confidence: for example, by making the wrong stress in a word, many of them prove that this is correct, that there are various variants of the pronunciation norm.
Avarice on synonyms, comparisons, epithets.
The frequent repetition of the same word in the process of explanation, with the exception of terminology.
Lack of respect for the addressee. As a rule, this is expressed in incomplete adherence to the norms of oral speech - the desire to speak in long, complex phrases with participles and participle turnovers. Thus, there is a policy of intimidation of the interlocutor, suppression of his desire to speak, defending his own, even incorrect, point of view. Far from the norms of public speech and therefore actually unintelligible is the speech of representatives of even lower types of speech cultures. Today, there are many native speakers of the literary language for whom the colloquial system of communication is actually the only one, at least in the oral form of speech. Unfortunately, there are many representatives of this type in the public school. Many teachers believe that it is necessary to speak with students in a language they understand and, therefore, they try, imitating the youth speech culture, and in part some slang turns and expressions, to teach the material. They think that in this way they will be able to win the respect of schoolchildren, to "join" their world. However, as noted above, the teacher should be a role model for the student both culturally and verbally. A teacher is a person who educates a child not only about morality, but also about culture, including the culture of communication. Therefore, this behavior is unacceptable. It should be noted that in most cases young teachers “sin” with this, who often see schoolchildren as their future friends.
1.4 Modern language situation and problems of speech culture
Culturologists, psychologists, linguists, as well as writers and journalists note a noticeable decrease in the general level of speech and communicative culture at the turn of the 20th and 21st centuries. The state of Russian speech, especially the speech of young people, which causes deep concern not only among linguists and teachers of Russian studies, testifies to the moral trouble of society, to the lowering of the intellectual bar, to the unpreparedness of many yesterday's schoolchildren to receive a full-fledged higher education. There is no noticeable shift towards raising the level of the speech culture of society as a whole, and the proposed ways out of the cultural and speech crisis are also contradictory.
According to one of the leading experts in the field of speech culture, O.B. Sirotinina, in the minds of speakers, the idea of the standard of good speech has changed, the bookish is replaced by emphatically colloquial and even non-literary [Sirotinina 2001: 152]. Recognizing the validity of such estimates, it should be borne in mind that in each period historical development society, there is a certain dissatisfaction with the language - contemporaries often see it as imperfect, while people's views on the state of the language of their era are interesting and provide a key to understanding the development of the language [Yartseva 1969: 103]. In this regard, sharp assessments state of the art Russian language are not something exceptional. In the characterization of new linguistic phenomena, the tastes of different native speakers are manifested - both those who are characterized by its creative use, and conservatives. It is the ratio of these estimates that allows us to multidimensionally assess the modern speech situation and create an adequate portrait of a modern linguistic personality.
L.A. Verbitskaya emphasizes that when characterizing a language norm, it is necessary to take into account the relationship between the positions of the speaker and the listener.
Many linguists, writers, publicists see the origins of the disturbing state of Russian speech, which is noticeable today to every cultural member of society, in our past, in the totalitarian language that has dominated for decades. “Treasury supervision over the word has led to the fact that in a country with the deepest traditions of the language, which gave the world treasures of literature and poetry, Russian speech began to degenerate. In the mouths of official speakers, it has turned into a set of soulless phrases, into a dump of verbal rubbish.<…>False thoughts give rise to a false language” [Kostikov 1989]. Undoubtedly, the destructive role of the "false language" was manifested not only in politics and in the means mass media: its impact was felt at all levels of education, and thinking and educated teachers considered resistance to it one of the most important tasks of education.
By the end of the XX century. the language situation has changed significantly. The emancipation of speakers, associated with objective and progressive, in essence, the processes of democratization of society, especially noticeable in the media, affects all the mechanisms of language. However, in the absence of a general and speech culture, these factors develop into speech permissiveness, which adversely affects the language environment. At the same time, the statement of E.A. Zemskoy: “People did not begin to speak worse, we just heard how only those who read and were silent speak before. And a culture of speech that had fallen a long time ago was discovered” [Russian language of the end of the 20th century 2001: 3]. As already noted, the obvious decline in the speech standard [Neshchimenko 2001: 99] in the last two decades is especially noticeable in the mass media, whose increased influence on the language environment today is not in doubt [see, for example: Smetanina 2002].
Here are some examples:
Finally, everyone sat down, and on the big screen they launched the newsreel "Wick" No. 184. "The Chukchi reindeer herders do not fulfill the plan for the supply of hides," the off-screen voice broadcast. Hall respectfully hooted. The atmosphere of exciting anticipation did not leave the stalls, even when the shots with reindeer herders were replaced by others [AiF. 1997. No. 51].
The government is scratching its turnips on the next presidential installation by increasing 1.5 times the real wages of state employees over three years.
The pop divas rode onto the stage on a giant pedestal and, holding hands, silently stood under the dome of the Olympic Stadium, like Minin and Pozharsky under the domes of the Kremlin, while playing a gloomy, mournful and solemn instrumental, mourning the theme "I've lost my mind." That is, the pathos of "return" was caught up and inflated. Then they got off the pedestal.
For what and how to dismiss, the president decides. Erysipelas did not like - and he dismissed [AiF. 2005. No. 37].
A special concentrate of "geldings" and English speech was observed at the Yusupov Palace.
The mass media have become the “speech environment” of many native speakers: “One way or another, by the end of the 20th century. the language of the media, with all its advantages and disadvantages, whether we like it or not, becomes a standard, rule-making factor influencing the formation of the norm of the modern literary language, as well as the level of ethnic linguistic culture as a whole [Neschimenko 2001: 101]. “Reading newspapers and magazines is often the only area of speech activity in which standards , norms , aesthetics . Many mass diseases of the language are therefore explained by the influence of language mass media on the speech image of society and many of its representatives” [Graudina et al. 1995: 85]. The rapidly changing socio-cultural situation suggests that the palm in terms of intensity of impact on linguistic personality print media are now inferior to television. A special role in shaping the language environment in which young people “live” today belongs to the Internet. Here is a fragment of an interview taken by one of the leading journalists of the Ogonyok magazine with Professor V. Glazychev. The interview is devoted to the problems of culture, in particular, the book boom in Russia: I, too, wonder: what does it mean to “stop reading” with such a book boom? Every year in Russia, hundreds of thousands of tons of paper are consumed by the book market. No, there really are people who have stopped reading. These are those who read only because there was nothing to do - now, thank God, they are busy with business. So some loss of the readership is a completely beneficial sign ... And about the general situation with reading<…>. When in the library of some provincial regional center you suddenly come across the fact that they have a queue for a book by Heidegger, your brain is immediately cleared. Damn, I've never even heard of this guy.<…> This is one of the most curious philosophers of the 20th century.<…>Twinkle. 2002. No. 42. Assessing the processes taking place in modern speech, one should recognize the validity of the words of Yu.V. Vorotnikova: “The immanent laws of language development are like the laws of nature: they do not depend on the will of man. But there are other areas in the language that are completely controlled and regulated by a person. This is precisely the sphere of the culture of speech, our conscious choice in this or that situation of this or that word, this or that stylistic figure, one style or another of communication. The problem of mastering effective professional speech is one of the most important in modern scientific papers in rhetoric and pedagogy. Particularly noteworthy are the studies of the conditions for the effectiveness of speech communication. pedagogical impact, its types and methods in the light of the question of the relationship between direct and indirect speech tactics, which are understood as the totality of various means and methods of speech behavior leading to speech success. As the observation of the educational process at school shows, modern teachers and students pedagogical university not widely used tactics of indirect speech impact. The creation and use of methods of indirect influence for pedagogical purposes is not the subject of special study in the university theory and methodology of teaching the Russian language, in the course of professional culture of speech and rhetoric. At the same time, the methods of indirect pedagogical influence are diverse and have their own specifics, which are determined by the characteristics and tasks of educational communication. One of the universal methods of implementing the tactics of indirect influence, the rich didactic possibilities of which are practically not used modern teachers, is a hint. The results of our own observation of the activities of teachers showed that the use of a hint for pedagogical purposes is justified and effective in situations where the use of methods of direct influence is impossible or undesirable for a number of psychological, ethical, moral or other reasons. A hint as a method of pedagogical influence can perform many functions: 1) establish friendly (collegiate, parity, partnership) relations between the teacher and students, strengthen teaching authority; 2) create a favorable emotional climate in the group; 3) defuse a tense, conflict situation; 4) encourage students to critically comprehend the information received, their own and others' actions; 5) protect human I communicants (self-esteem), etc. speech portrait teacher will 2. Practical bases for the study of the formation of communicative culture and willpower among the teaching staff 1 Theoretical substantiation of the problem, conducting psychological diagnostics of the level of formation of communicative culture among the teaching staff. The purpose of the first study was the theoretical substantiation of the problem, the psychological diagnosis of the level of formation of the communicative culture of the teaching staff. The study was conducted on 25 school teachers aged 35 to 65; The following methods were used for the survey: observation, conversation, testing. To identify the level of formation of a communicative culture, testing was used - the test of V.F. Ryakhovsky. Psychological test by V.F. Ryakhovsky aims to determine the general level of sociability. To do this, the subjects are asked to answer "yes", "no", "sometimes" to 16 questions. For each answer "yes" 2 points are awarded, "sometimes" - 1 point, "no" - 0 points. Then, according to the total score, the level of sociability is determined: 30-32 points - very low; 25-29 points - low; 19-24 points - average; 14-18 points - above average; 9-13 points - high; 4-8 points - very high; and less - sociability is painful. Research results The data obtained made it possible to identify the real levels of communication formation and to determine a number of factors that ensure the formation of a communicative culture. As can be seen from the data obtained, 52.2% of the respondents have a low level of sociability, i.e. they scored 25-28 points, which, according to the test criteria, means that these teachers are taciturn and withdrawn, preferring solitude. New activity and the need for new contacts, if it does not plunge them into a panic, then for a long time unbalances them. They know this character trait and are dissatisfied with themselves. The average level of sociability (19-24) is 20% of the subjects. These subjects are sociable to a certain extent and feel quite confident in unfamiliar surroundings. And yet, they converge with caution with new people, they are reluctant to participate in disputes and disputes. In their statements, at times, there is too much sarcasm for no reason. Sociability above the average level (I4-18 points) is 13.4% of the respondents. These teachers are characterized by normal sociability: they are inquisitive, willing to listen interesting interlocutor, are patient enough in communicating with others, defend their point of view without irascibility; without unpleasant experiences go to meet new people; at the same time they do not like noisy companies. 13.4% have a high level of sociability. They are very sociable, curious, talkative, like to speak out on various issues, willingly meet new people; they like to be the center of attention, they can flare up, but quickly calm down. 2 Carrying out diagnostics to identify willpower among the teaching staff The purpose of the second study was to conduct diagnostics to identify willpower, since the development of a communicative culture requires volitional efforts. The test is taken from the book by I.I. Zagoretskaya “Communicative culture of a teacher and leader”. The study was conducted with teachers of the Saratov school No. 67 aged 35 to 65 years. The testing method was used to conduct the study. The test involves multiple answers: full agreement is estimated at 2 points: if there is doubt (you don’t know, find it difficult to answer, sometimes it happens), then give yourself 1 point; if the answer is negative - 0 points. Then, according to the total score, it is determined whether you are a strong-willed person: 0-12 points - your willpower is unfavorable; 21 points - your willpower is average; 30 points - everything is in order with willpower. Research results. The test results obtained allow us to determine how much willpower affects the development of a communicative culture. From the data obtained, it can be seen that 45.4% of them are unfavorably with willpower. Duties are treated without much diligence, and this often causes a variety of troubles in achieving the goal. With willpower everything was in order showed 24.6%. You can rely on such teachers: they will never let you down, feel free and reasonably choose communication tactics. Based on the results of the conducted research, it is necessary to work on the ways and means of developing the communicative culture of teachers. Since the results leave much to be desired. 1.Relations with people are the main thing in any activity, and even more so in pedagogical. All your knowledge and ideas will remain unclaimed if the students do not reach out to you with their hearts. Relations with people should be built on mutual understanding and trust. .There is no need to turn into an official, for whom the main thing is the program or lesson plan. Much more important is the students, their interests, aspirations. .It is necessary to learn to see in each student a "zest" that makes him unique, unrepeatable. Help the student to recognize their abilities and develop them. 4.When you come to class, leave your problems, ambitions, stereotypes outside the classroom 5.The teacher should be able to see himself as if from the outside, through the eyes of students, colleagues, administration, parents of students. Analyze how you behaved while communicating with them, strive to put yourself in the place of the person with whom you communicated. 6.Develop communicative memory, this will help you quickly restore the previous situation of communication, reproduce its emotional atmosphere, place the right accents, and accurately determine certain psychological approaches. .Smile more often. A smile attracts students to you, creates a favorable emotional mood, and makes you want to communicate with you. 8.Be genuinely interested in what your students are doing outside of school. 9.Develop your inner spiritual world. Remember that a creative spiritually rich person always attracts other people. Conclusion Communicative culture determines the spiritual development of the individual, forms its moral character and is an expression of the moral life of a person and integral part formation of a general culture of the individual as a whole. The specificity of pedagogical communication, as a condition for creating a humane developing environment in the educational process, determines the priority communicative aspect in the personal culture of the teacher. Effective pedagogical communication is predetermined by the communicative culture of the teacher, the desire to improve it is a prerequisite for pedagogical excellence. Based on the analysis of literature, communicative culture is considered by us as a set of knowledge, skills and communicative qualities of a person that has a successful impact on students and allows the most effective organization of the process of education and upbringing and regulate communicative activity in the process of solving pedagogical problems. In conclusion, it should be emphasized that the level of speech culture in the totality of its constituent components is manifested in the process of creating a text (statement). But in order to create a good text, knowledge and skills related to the culture of speech are not enough. To do this, it is necessary to know the laws of text creation, thanks to which the path from thought to word is realized, of course, taking into account the basic laws of communication, norms of a communicative and ethical nature, and other components of the culture of speech. Speech should be not only good, but also convincing, effective, influencing. The laws for creating such a speech are developed in rhetoric. Also in conclusion, it should be noted that it is very important to understand that with students of different ages it is necessary to have different tactics for conducting a conversation. A teacher cannot afford to speak the same way to a third and eighth grade student. It must be remembered that it is the opportunity to interest students in themselves and their subject that leads to a full-fledged dialogue. Communication is the main instrument of pedagogical activity. A teacher who owns a communicative culture gains self-confidence, gets satisfaction from communicating with a pupil, feels a sense of comfort in the chosen field of activity. The psyche is the most precious thing a teacher has, he must protect it, and, accordingly, monitor what kind of seed he sows in the fragile souls of students. This is the task of a true modern teacher. List of sources used 1.Aukhadeeva, L. A. Training of a future teacher: a structural study of communicative culture [Text] / L. A. Aukhadeeva // Educational integration. - Saransk, - 2006. - No. 2. - S. 40-47. 2.Bakulina, I. V. The problem of teacher's communication skills [Text] / L. V. Bakulina // Pedagogical technologies. - 2008. - No. 2.- P.19 3.Bystrova, E.A. Communicative methodology in teaching the Russian language and school textbook[Text] / E. A. Bystrova // Russian literature. - 1996. - No. 4. S. 4-5, 39 - 44 .Vedinyapina, V. A. Professional culture of the teacher [Text]: / V. A. Vedinyapina Proc. allowance for university students. - Moscow, - 2003. - S. 26 .Vvedensky, V.N. Professional competence of a teacher [Text]: / V.N. Vvedensky // Education. - St. Petersburg, - 2004. - 158 p. 6.Ivanchikova T.V. Speech competence or speech culture? / T.V. Ivanchikova / / Pedagogy. - 2009. - N 3. - S. 83-89. 7.Izmailova M.A. Business communication: a practical guide for all specialties / M.A. Izmailova, O.V. Ilyina, Ros. un-t cooperation. - M.: [b. and.], 2007. - 82 p. 8.Isenko S. A. Image and communicative culture of experts in the field of education. / S. A. Isenko // public education. - 2007. No. 8. p.115 9.Kan-Kalik V.A. Teacher about pedagogical communication / V.A. Kan-Kalik.// M, Enlightenment,. 1987. - 112 p. .Kostomarov V. G. Language taste era. / V.G. Kostomarov // 1994. M., S. 21-22. .Kostromin S. Communicative competence teacher as a factor in the success of his diagnostic activity. / S. Kostromin //Psychological science and education. 2007. -№3. -S.77 12.Kotova I.B. General psychology: tutorial for universities / I.B. Kotova, O.S. Kanarkevich. Moscow. : Dashkov i K", 2008. 478 p. 13.Krongauz M. Russian language on the verge of a nervous breakdown. / M. Krongauz M.: 2007. S. 40-41. 14.Krysin L.P. On the social differentiation of the modern Russian language // Russian Studies Today. 1998. No. 3-4. S. 21. .Likhachev D.S. The greatest value of the people / D.S. Likhachev // Journalism and culture of Russian speech. 2002. No. 1. S. 16. .Lukhtanova E. Formation of communicative competence of teachers. / E. Lukhtanova //School psychologist "2007.- No. 19.- P.18 17.Lvov M.R. Rhetoric. Culture of speech: a textbook for pedagogical specialties of universities / M.R. Lvov. - Moscow. : Academy, 2002. - 272 p. 18.Fundamentals of pedagogical excellence M.: Publishing Center "Academy" 2008 - 256 p. 19.Chernyavskaya A.P. Formation of the partner position of the teacher: Abstract of the thesis. Dr. ped. Sciences. - Yaroslavl, 2007. 20.Yanushevsky V.N. Speech competence in the teacher's communicative culture: a practice-oriented monograph. - Ulyanovsk: UIPCPRO, 2007 Annex A 1. "Assessment of the level of sociability" This test, which assesses the general level of sociability, was developed by V.F. Ryakhovsky. Instructions: You are invited to a few simple questions. Answer quickly, unequivocally: “yes”, “no”, “sometimes”. Questionnaire 1.You have an ordinary or business meeting. Does her anticipation unsettle you? .Do you feel embarrassed and dissatisfied with an assignment to make a report, message, information at any meeting, meeting or similar event? .Do you put off a visit to the doctor until the last moment? .You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip? .Do you like to share your experiences with anyone? .Do you get annoyed if a stranger on the street turns to you with a request (show the way, tell the time, answer some question)?. .Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other? .Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago? .In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away? .Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so? .You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation? .Are you afraid to participate in any commission to review conflict situations? .You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true? .Having heard somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into an argument? .Do you feel annoyed by someone's request to help sort out a particular service issue or learning topic?
.Are you more willing to express your point of view (opinion, assessment) in writing than orally? Test "Are you a strong-willed person?" This test is taken from the book by I.I. Zaretskaya “Communicative culture of a teacher and leader”. Instructions: Give answers to a few simple questions. The test assumes answer options: complete agreement - 2 points; if there is doubt - 1 point; the answer is negative - 0 points. Are you able to complete work that you are not interested in? Do you effortlessly overcome internal resistance when you need to do something unpleasant? When you get into conflict situation at home or at work, are you able to pull yourself together enough to look at the situation objectively? If you're on a diet, can you overcome culinary temptations? Will you find the strength to get up in the morning earlier than usual, as you decided the day before. What if it's not necessary to do so? Will you stay at the scene to testify? Do you respond to emails quickly? Will you take a very unpleasant medicine that your doctor strongly recommends to you? Will you keep your promise in the heat of the moment, even if keeping it will require a lot of effort from you? Without hesitation, do you agree to go on a business trip to an unfamiliar city?
"Average comprehensive school with in-depth study
foreign languages No. 4 "G.Kurchatov
Diagnosis of communicative competence teacher and student
Teacher - psychologist Pchelina Tatyana Dmitrievna
The only true luxury is the luxury of human interaction
A de Saint-Exupery
Communicative competence is the basis of a person's practical activity in any sphere of life. The role of owning one's speech can hardly be overestimated. Professional, business contacts, interpersonal interactions require modern man the universal ability to generate a wide variety of utterances, both verbally and in writing. Teaching schoolchildren oral and written speech communication (communicative competence) is of particular importance in the current situation of the development of society.
Communicative competence, according to psychological and pedagogical research, includes the following components:
emotional (includes emotional responsiveness, empathy, sensitivity to another, the ability to empathize and compassion, attention to the actions of partners);
cognitive (associated with the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);
behavioral (reflects the child's ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).
In contrast to the subject-practical activity, the action in communication is aimed at establishing relationships between subjects, and not at creating a materialized result.
The basic unit of communication is the speech act. According to A.A. Leontiev, when communicating, the student must speak not for the sake of speech itself, but for the sake of it having the desired effect.
A person's ability to communicate is generally defined in psychological and pedagogical research as communicativeness (G.M. Andreeva, A.B. Dobrovich, N.V. Kuzmina, A. Dzhekobe). In order to be able to communicate, a person must master certain communication skills.
There are various tests and methods for identifying the formation of communication, both for the teacher and the student.
Psychological tests for teachers.
"Assessment of the level of sociability"
This test, which assesses the general level of sociability, was developed by
V.F. Ryakhovsky.
Instruction : Your attention is invited to a few simple questions. Answer quickly, unequivocally: "yes", "no", "sometimes".
Questionnaire
You have an ordinary or business meeting. Does her anticipation unsettle you?
Do you feel embarrassed and dissatisfied with an assignment to make a report, message, information at any meeting, meeting or similar event?
Do you put off a visit to the doctor until the last moment?
You are offered to go on a business trip to a city where you have never been. Will you make every effort to avoid this business trip?
Do you like to share your experiences with anyone?
Do you get annoyed if a stranger on the street turns to you with a request (show the way, name the time, answer some question)?
Do you believe that there is a problem of "fathers and sons" and that it is difficult for people of different generations to understand each other?
Are you embarrassed to remind a friend that he forgot to pay you back the money he borrowed a few months ago?
In a restaurant or in the dining room, you were served an obviously poor-quality dish. Will you keep silent, only angrily pushing the plate away?
Once alone with a stranger, you will not enter into a conversation with him and will be burdened if he speaks first. Is it so?
You are horrified by any long line, no matter where it is (in a store, library, cinema box office). Do you prefer to abandon your intention, or will you stand behind and languish in anticipation?
Are you afraid to participate in any commission to review conflict situations?
You have your own purely individual criteria for evaluating works of literature, art, culture, and you do not accept any other people's opinions on this matter. This is true?
Having heard somewhere on the sidelines an obviously erroneous point of view on a question well known to you, do you prefer to remain silent and not enter into an argument?
Do you feel annoyed by someone's request to help you sort out a particular service issue or educational topic?
Are you more willing to express your point of view (opinion, assessment) in writing than orally?
Results processing
"Yes" - 2 points, "sometimes" - 1 point, "no" - 0 points.
The points obtained are summed up, and the classifier determines which category of people the subject belongs to.
Classifier for the test of V.F. Ryakhovsky
30 - 32 points - You are clearly uncommunicative, and this is your misfortune, since you yourself suffer more from this. But it is not easy for people close to you. You are difficult to rely on in a matter that requires group effort. Try to be more sociable, control yourself.
25 - 29 points - You are closed, taciturn, prefer solitude, so you have few friends. A new job and the need for new contacts, if they do not plunge you into a panic, then for a long time unbalances you. You know this feature of your character and are dissatisfied with yourself. But do not limit yourself to such discontent - it is in your power to reverse these character traits. Doesn't it happen that with some strong enthusiasm you suddenly acquire complete sociability? It just takes a shake.
19 - 24 points - You are sociable to a certain extent and feel quite confident in unfamiliar surroundings. New challenges don't scare you. And yet with new people converge with caution, you are reluctant to participate in disputes and disputes. In your statements, sometimes there is a lot of sarcasm, without any reason. These shortcomings are correctable.
14 - 18 points - You have good communication skills. You are inquisitive, willingly listen to an interesting interlocutor, patient enough in dealing with others, defend your point of view without irascibility. Feel free to meet new people. At the same time, do not like noisy companies; extravagant antics and verbosity irritate you.
9 - 13 points - You are very sociable (sometimes, perhaps even beyond measure), curious, talkative, like to speak out on various issues, which sometimes irritates others. Willingly meet new people. Love to be the center of attention, do not refuse requests to anyone, although you cannot always fulfill them. It happens, flare up, but quickly move away. What you lack is perseverance, patience and courage when faced with serious problems. If you wish, however, you can force yourself not to back down.
4 - 8 points - You must be the shirt guy. Sociability beats out of you. You are always aware of everything. You love to take part in all discussions, although serious topics can cause you migraines and even blues. Willingly take the floor on any issue, even if you have a superficial idea about it. Everywhere you feel at ease. You take on any business, although you can not always successfully bring it to the end. For this very reason, managers and colleagues treat you with some apprehension and doubts. Consider these facts.
3 points or less - Your sociability is painful. You are talkative, verbose, interfering in matters that have nothing to do with you. Undertake to judge problems in which you are completely incompetent. Willingly or unwittingly, you are often the cause different kind conflicts in your environment. Quick-tempered, touchy, often biased. Serious work is not for you. It is difficult for people - at work, at home, and in general everywhere - to be with you. Yes, you need to work on yourself and your character! First of all, cultivate patience and restraint in yourself, treat people with respect, and finally, think about your health.
Test "Assessment of self-control in communication" (according to Marion Snyder)
Instruction : with this test you can determine your level of control when with others . Read ten sentences carefully, some . Rate each of them as true or false for yourself. Correct - mark with the letter B, and incorrect - with the letter N.
It seems to me the art of imitating the habits of other people.
I could probably play the fool to get attention or amuse myself.
I could be a good one.
Others sometimes think that I am experiencing something more deeply than it really is.
In a company, I rarely find myself in the spotlight.
In different people and in communication with different people, I often behave differently.
I can only defend what I sincerely believe.
In order to succeed in business and in relationships with people, I try to be the way they expect me to be.
I can be friendly with people I can't stand.
I'm not always what I seem.
Evaluation of results : one point is awarded "H" for 1, 5, 7 questions and for the answer "B" - for all the rest. Calculate the amount.
0-3 show communicative control, i.e. your behavior is stable and you do not consider it necessary to change depending on the situation. You are capable of sincere disclosure in communication, some consider you "uncomfortable" because of your straightforwardness.
4-6 points talk about average communicative control. You are sincere, but not restrained in your emotional manifestations. However, consider in your behavior with the people around you.
1-10 points indicate communicative control. You easily enter into any role, react flexibly to changes in the situation, feel good and can foresee what you produce on others.
GRADE
PROFESSIONAL FOCUS
PERSONALITY OF THE TEACHER
(E.I. Rogov)
Purpose of the study: to identify the significance for the teacher of some aspects of pedagogical activity (a tendency to organizational activity, focus on the subject), his need for communication, approval, as well as the importance of the intelligence of his behavior.
INSTRUCTION:
“This questionnaire lists the properties that may be inherent in you to a greater or lesser extent. In this case, respectively, there are two possible answers. After reading the statement, choose one of the answer options:
a) true, the described property is typical of my behavior or inherent in me to a greater extent.
b) incorrect, the described property is atypical for my behavior or inherent in me to a minimal extent.
TREATMENT:
when processing the questionnaire, the number of answers of the subject that coincided with the "key" ones is counted. The results of the answers are compared with the "key". For the answer corresponding to the key, 1 point is assigned, for the non-corresponding key - 0 points. The points received are summed up.
Key
1. Sociability
- 1b, 6b, 11b, 16b, 21a, 26a, 31a, 36a, 41a, 46a
2. Organization
- 2a, 7a, 12a, 17a, 22b, 27b, 32b, 37a, 42a, 47a
3. Orientation to the subject
- 3a, 8a, 13a, 18a, 23a, 28a, 33a, 38a, 43a, 48a
4. Intelligence
- 4a, 9a, 14a, 19a, 24a, 29b, 34a, 39a, 44a, 49a
5. Motivation for approvali - 5a, 10a, 15a, 20b, 25a, 30a, 35a, 40b, 45b, 50a
INTERPRETATION
The normal zone is in the range of 3-7 points. Each of the areas of professional orientation is considered underdeveloped if less than three points are received on this scale, and pronounced - if the number of points is more than seven. For greater clarity, it is advisable to express the results obtained in the form of a pie or bar chart. The severity of one factor indicates the mono-directionality of the teacher's personality, and the severity of several factors can be interpreted as the result of multi-directionality.
The predominance of a certain personal parameter determines the type of orientation of the teacher's personality.
"Organizer"
make up such qualities as exactingness, organization, strong will, energy.
"Subject"
characterized by observation, professional competence, the desire for creativity. According to the existing connections, there is a high probability of the existence of an intermediate type "subject-organizer" that combines the characteristics of both of these types. It is possible that its difference from the "subject" will be a more rigid focus of students on the subject and the organization of their activities within the subject knowledge. This makes it possible to differentiate it from the “pure Organizer”, whose main activity is in the plane extracurricular activities.
"Communicator"
distinguished by such qualities as sociability, kindness, external attractiveness, high morality. This can also include emotionality and plasticity of behavior, which are closely related to these qualities.
"Intellectual"
characterized by high intelligence, common culture and unconditional morality. The latter quality, in fact, acts as a link between these types. This is a confirmation of the fact that there is an intermediate type, conditionally an “optimistic intellectual”, who has pronounced qualities of both types. Probably, there are intermediate types formed by different directions of typification of teachers, based on subject knowledge, for example, "subject communicator", "subject educator". At the same time, the probability of the appearance of an "intellectual organizer" is very small, although theoretically a combination of these types is also possible.
Of these types of teachers (communicator, subject teacher, organizer and intellectual), each has its own methods, mechanisms and channels for transmitting educational influences.
So, the teacher-"communicator" is distinguished by extroversion, low conflict, goodwill, the ability to empathize, love for children. He realizes his educational influences on the basis of compatibility with the student, the search for common ground in his personal life. Naturally, these influences will have the greatest change precisely in this "everyday" behavior of the student.
For a “subject teacher”, a rationalist who is firmly convinced of the need for knowledge and its significance in life, it is more typical to educate a student by means of the subject being studied, by changing his perception of the scientific picture of the world, involving him in work in a circle, etc.
The "organizer" teacher, who is often a leader not only among the children, but also in the entire teaching staff, mainly broadcasts his personal characteristics in the course of various extracurricular activities. Therefore, the result of his influences, most likely, will be found in the field of business cooperation, collective interest, discipline, etc.
The teacher - "intellectual", or "enlightener", distinguished by principles, observance of moral standards, realizes himself through highly intellectual educational activities, bringing morality, spirituality, a sense of freedom to students.
Professional activity is inevitably accompanied by changes in the structure of the personality of a specialist, when, on the one hand, there is an increase and intensive development of qualities that contribute to the successful implementation of activities, and, on the other hand, a change, suppression and even destruction of structures that are not involved in this process. If these professional changes are regarded as negative, i.e. violating the integrity of the individual, reducing its adaptability and stability, then they should be considered as professional deformations. In representatives of the pedagogical profession, personality deformity by activity can manifest itself at four levels:
1. General pedagogical deformations
characterizing similar personality changes in all persons involved in pedagogical activities. The presence of these deformations makes teachers who teach different subjects, work in different educational institutions, preach different pedagogical views, with different temperaments and characters, similar to each other.
These invariant features are due to the specifics of the space in which the personality of a professional teacher exists - here there has been a convergence of the subject of activity with the means of this activity. In addition, pedagogical activity has its own, special object of influence, which, unlike most objects of activity in other professions, has a significant activity. The teacher, using his personality as an instrument of influence on the object, resorts to simpler and more effective methods, collectively known as the authoritarian leadership style. As a result, such traits appear in his personality as edification, high self-esteem, excessive self-confidence, dogmatic views, lack of flexibility, and so on.
2. Typological deformations
are caused by the merging of personal characteristics with the corresponding structures of the functional structure of pedagogical activity into integral behavioral complexes. As shown above, there are four such typological complexes in the teaching profession: communicator, organizer, intellectual (educator), and subject teacher. The features of each of them may eventually manifest themselves in the personality structure, which undergoes changes similar to those occurring with accentuations.
So, for a teacher - "communicator" is characterized by excessive sociability, talkativeness, reducing the distance with a partner, addressing him as a young, inexperienced creature ("lisping"), the desire to touch on intimate topics, and so on. The "organizer" teacher can become too active, intervening in other people's personal lives, seeking to teach them how to "live right". He often tries to subjugate those around him, seeks to command, organize their activities, regardless of the content. Often teachers - "organizers" realize their needs in some public organizations, where their activity looks quite appropriate. A teacher - an "intellectual" ("enlightener"), who has devoted many years to his profession, can form in himself a tendency to philosophize, philosophize and, depending on the conditions, can become like a "moralizer" who sees only the bad around him, praising the old times and scolding young people for immorality, and because of the tendency to introspection to withdraw into oneself, into the contemplation of the world around and reflections on its imperfection. Changes in the personality of the teacher - "subject teacher" are associated with the knowledge of the discipline that he teaches. Teachers of this type try to introduce an element of "science" into any, even everyday situations, inadequately using scientific behavior and evaluating other people through the prism of their knowledge of the subject. Due to their characteristics and abundance given type professional deviations is a special level - specific.
3. Specific, or subject, deformations
subject-specific. Even by external signs, it is easy to determine what subject a given teacher teaches: drawing or physical education, mathematics or Russian. Teachers - the heroes of humorous stories - most often have this type of deformation.
4. Individual deformations
are determined by changes that occur with personality structures and are not externally connected with the process of pedagogical activity, when, in parallel with the formation of professionally important qualities for a teacher, there is a development of qualities that, at first glance, have nothing to do with the teaching profession. This phenomenon can be explained by the fact that personal development, primarily due to its personal orientation, and not only under the influence of those actions, techniques, operations that the teacher performs.
Prevention and overcoming possible deformations of the teacher's personality is one of the most important tasks school psychologist, since the psychological climate largely depends on this teaching staff and children's mental health.
It is obvious that teachers, due to their personal characteristics, are more adapted to the implementation of certain professional functions, while other functions are simply inaccessible to them. Thus, an “intellectual” without much difficulty is able to ensure the fulfillment of gnostic, educational, informational, propaganda, developmental, research functions, as well as the function of self-improvement in his professional activities. "Subject book" better implements constructive, methodical, teaching, orientation functions; "organizer" - executive, mobilization, organizational; "communicator" - only a communicative function. Note that we are talking not about absolute, but only about relative advantage, i.e. and the “communicator” can do organizational work, but it will take more time and effort from him than from the “organizer”.
Questionnaire text
1. I could well live alone, away from people (a, b)
2. I often win over others with my self-confidence (a, b)
3. Solid knowledge in my subject can make a person's life much easier (a, b)
4. People should adhere to the laws of morality more than now (a, b)
5. I carefully read each book before returning it to the library (a, b)
6. My ideal work environment is a quiet room with a desk (a, b)
7. People say that I like to do things in my original way (a, b)
8. Among my ideals, a prominent place is occupied by the personalities of scientists who have made a great contribution to my subject (a, b)
9. Others think that I am simply not capable of rudeness (a, b)
10. I always carefully monitor how I am dressed (a, b)
11. It happens that all morning I don’t want to talk to anyone (a, b)
12. It is important for me that there is no disorder in everything that surrounds me (a, b)
13. Most of my friends are people whose interests lie in the sphere of my profession (a, b)
14. I analyze my behavior for a long time (a, b)
15. At home, I behave at the table the same way as in a restaurant (a, b)
16. In the company, I give others the opportunity to joke and tell all sorts of stories (a, b)
17. I am annoyed by people who cannot make decisions quickly (a, b)
18. If I have some free time, then I prefer to read something in my discipline (a, b)
19. I feel uncomfortable fooling around in a company, even if others do it (a, b)
20. Sometimes I like to gossip about those who are absent (a, b)
21. I really like to invite guests and entertain them (a, b)
22. I rarely speak against the opinion of the team (a, b)
23. I prefer people who know their profession well, regardless of their personal characteristics (a, b)
24. I cannot be indifferent to the problems of others (a, b)
25. I always willingly admit my mistakes (a, b)
26. The worst punishment for me is to be closed alone (a, b)
27. Effort spent on making plans is not worth it (a, b)
28. In school years I replenished my knowledge by reading specialized literature (a, b)
29. I do not condemn a person for deceiving those who allow themselves to be deceived (a, b)
30. I do not have an internal protest when I am asked to provide a service (a, b)
31. Some people probably think that I talk too much (a, b)
32. I avoid social work and related responsibility (a,b)
33. Science is what interests me most in life (a, b)
34. Others consider my family intelligent (a, b)
35. Before a long trip, I always think carefully about what to take with me (a, b)
36. I live for today more than other people (a, b)
37. If there is a choice, then I prefer to organize extracurricular activity, and not to tell the students something on the subject (a, b)
38. The main task of the teacher is to convey to the student knowledge on the subject (a, b)
39. I like to read books and articles on the topics of morality, morality, ethics (a, b)
40. Sometimes I get annoyed by people who ask me questions (a, b)
41. Most of the people with whom I am in companies are undoubtedly glad to see me (a, b)
42. I think I would like a job related to responsible administrative and economic activities (a, b)
43. I am unlikely to be upset if I have to spend my vacation studying at advanced training courses (a, b)
44. My courtesy is often not liked by other people (a, b)
45. There were times when I envied the luck of others (a, b)
46. If someone is rude to me, then I can quickly forget about it (a, b)
47. As a rule, others listen to my suggestions (a, b)
48. If I could travel to the future by a short time, then I would first of all type books in my subject (a, b)
49. I take an active part in the fate of others (a, b)
50. I never said unpleasant things with a smile (a, b)
Psychological tests for students.
Questionnaire OPDP
Instruction: “Read each of the following statements carefully. If you think that it is true and corresponds to your relationship with the teacher, then enter YES in the answer sheet - “+”, if it is not true,
then NO - “-” (Appendix 1).
The teacher can accurately predict my progress.
It's hard for me to get along with the teacher.
The teacher is a fair person.
The teacher skillfully prepares me for tests, dictations, test papers.
The teacher clearly lacks sensitivity in dealing with people.
The teacher's word is law for me.
The teacher carefully plans the work with me.
I am quite happy with the teacher.
The teacher is not demanding enough of me.
A teacher can always give sound advice.
I have complete confidence in the teacher.
Teacher evaluation is very important to me.
The teacher basically works according to the template.
Working with a teacher is a pleasure.
The teacher pays little attention to me.
The teacher does not take into account my individual characteristics.
The teacher does not feel my mood well.
The teacher always listens to my opinion.
I like the way the teacher teaches the subject.
I will not share my experiences with the teacher.
Master punishes me for the slightest offense.
The teacher knows my strengths and weaknesses well.
I would like to become like a teacher.
We do not communicate with the teacher on other topics, we only discuss questions on the subject that he (a) teaches.
Treatment : Each question that matches the key is worth one point.
The Gnostic component includes the questions:
The answer is "YES" - 1, 4, 7, 10, 19, 22.
The answer is "No" - 13, 16.
The emotional component includes questions:
The answer is "Yes" - 8, 11.14, 23.
The answer is "No" - 2.5, 17, 20.
The behavioral component includes questions:
The answer is "Yes" - 3, 6, 12, 18.
The answer is "No" - 9, 15, 21, 24.
Test "Assessment of the level of sociability" modified methodology
V.F. Ryakhovsky
Instruction on the application of the methodology:
students are asked to answer 20 questions by putting a sign (+) in the “Yes” column; in the column "No" sign (-). No more than 1 minute is allotted for thinking about each question (Appendix 1).
Questions1. Do you have many friends with whom you constantly communicate?
2. How long have you been bothered by the feeling of resentment caused to you by one of your friends?
3. Do you have a desire to establish new acquaintances with different people?
4. Is it true that you find it more pleasant and easier to spend time with books or doing something than with people?
5. Do you easily connect with people who are older than you?
6. Do you find it difficult to join new companies for you?
7. Is it easy for you to connect with strangers?
8. Is it difficult for you to get used to a new team?
9. Do you seek to get to know and talk with a new person at an opportunity?
10. Do people around you annoy you and do you want to be alone?
11. Do you like being around people?
12. Do you feel embarrassed, uncomfortable or embarrassed if you have to take the initiative to get to know a new person?
13. Do you like to participate in collective games?
14. Is it true that you feel insecure around people you don't know well?
15. Do you think that it is not difficult for you to bring animation to an unfamiliar company?
16. Do you tend to limit the circle of your acquaintances to a small number of people?
17. Do you feel at ease when you are in a company that is unfamiliar to you?
18. Is it true that you do not feel confident and calm enough when you have to say something to a large group of people?
19. Is it true that you have a lot of friends?
20. Do you often feel embarrassed, feel awkward when communicating with unfamiliar people?
Processing of results.
Answers to questions, plus or minus, are put down in the table.
Using the decoder, count the number of answers that match the decoder for each section of the methodology.
Decoder.
After that, the estimated coefficient (K) should be determined by the formula
K \u003d C / B,
where
C - the number of answers that match the decoder,
B - the maximum number of answers to questions
Using the rating scale, the teacher determines junior schoolchildren sociability level.
Interpretation of results.
Low level of sociability, if the subject received a score of 1. Such a student does not strive for communication, feels constrained in a new company, prefers to spend time alone, limits his acquaintances, has difficulty establishing contacts with people and speaking to an audience, is poorly oriented in an unfamiliar situation, does not defend his opinion, takes grievances hard. The manifestation of initiative in social activities is extremely underestimated, in many cases he prefers to avoid making independent decisions.
The average level of sociability, if the subject received a score of 3. He strives for contacts with people, does not limit the circle of his acquaintances, defends his opinion, plans his work. He does not get lost in a new environment, quickly finds friends, constantly strives to expand the circle of his acquaintances, social activities, helps relatives, friends, shows initiative in communication, takes part in organizing social events with pleasure, is able to make an independent decision in difficult situation. However, the potential of these tendencies is not highly stable.
A high level of sociability - the subject, who received marks 5. He actively strives for organizational and communicative activities, feels the need for it. He quickly orients himself in situations, behaves at ease in a new team. In an important matter or a difficult situation that has arisen, he prefers to make an independent decision, defends his opinion and strives for it to be accepted by his comrades. Can bring excitement to an unfamiliar company, likes to organize various games, events, is persistent in activities that attract him. He himself is looking for such cases that would satisfy his needs in communicative and organizational activities.
Motives that encourage students to study in depth foreign language.
Instruction: Rank the motives that encourage you to study a foreign language in depth according to the degree of importance for you.
Professionally- personal qualities foreign language teachers that attract youInstruction: Rank the professional and personal qualities of the teacher, according to the degree of importance for you.
Attitude towards advanced foreign language lessonsQuestionnaire for identifying the dominant modality
Instructions me: under the corresponding question number, put the letter corresponding to your answer (Appendix 1).
When the teacher explains new material, you prefer:
a) see illustrations;
b) that the material be read aloud;
c) for the teacher to give examples.
2. When you exercise, what worries you the most:
a) people entering and leaving the room;
b) loud TV sound;
c) feeling hungry or thirsty.
3. When you see a word denoting an object:
a) think about how it looks;
b) say the word to yourself;
c) smell, color, taste.
4. You are preparing for the test:
a) make a list of questions and tick off what you have learned;
b) discuss answers with friends or parents;
c) make a drawing corresponding to the material, and mentally
go through all the steps inside.
5. When you enter a class, you are likely to do:
a) look at the posters on the wall;
b) talk to your desk mate;
c) walk around the class.
6. During an argument with your parents, what are you most likely to do:
a) an angry face
b) scream
c) leave the room with an angry face.
7. You just had a fight with one of your friends. How do you tell
about it to the best friend:
a) write a note about what happened;
b) call a friend and tell him everything;
c) meet a friend and make faces of what happened.
8. When you listen to music, do you:
a) mentally see the images published by the music;
b) sing to the sound of music;
c) dance to the music.
9. Which of the following would you prefer:
b) listen to stories;
c) guess the crossword puzzle.
Treatment : if you have more answers
under "A" - then you are a "visual" (catch information through a visual analyzer)
under "B" - "auditory" (receive information through hearing)
under "B" - "kinesthetic" (motor memory is well developed, you get information by touching with your hands).
Attachment 1
Test "Assessment of the level of sociability" modified method of V.F. Ryakhovsky
Instructions: put a sign (+) in the "Yes" column; in the column "No" sign (-). No more than 1 minute is allotted for each question.
Questionnaire OPDP«+» If the answer is YES, if the answer is NO then«-»
Dominant modality identification questionnaire.
Instructions: under the appropriate question number, putthe letter corresponding to your answer
The success of pedagogical communication depends on the level of the teacher's communicative culture. Its formation is one of the important tasks of the professional development of a teacher and especially his self-development and self-education.
(The spontaneous formation of a teacher's communicative culture often leads to an authoritarian style of communication, the emergence of frequent interpersonal conflicts, tensions between the teacher and students).
Communicative culture as a complex formation includes a culture of speech, a culture of listening, an emotional culture. The basis of the communicative culture of the teacher is sociability - a steady desire for contacts with people, the ability to quickly establish contacts. The presence of a teacher of sociability is an indicator of a sufficiently high communicative potential.
Sociability is a multi-layered phenomenon, which, according to researchers, includes a whole complex of components. We highlight three main ones:
1) sociability- the ability to enjoy the process of communication.
( A survey of teachers who have left pedagogical work convinces us that most of them are non-communicative or poorly communicative people for whom the very fact of communicating with other people is not characteristic of their personal nature and cannot develop into a professional and personal quality. Many weak leaders are marked by this characteristic. Pedagogical activity is communication - constant, long-term. Therefore, teachers with undeveloped sociability quickly get tired, irritated, which, of course, makes it difficult for them to work at school.
2) social kinship- the desire to be in society, among other people. social affinity acts not just as a temporary mental state, but as a stable personal education associated with the professional and pedagogical orientation of the individual.
3) altruistic tendencies(altruism - selflessness): empathy as the ability to empathize, sympathy. Sociability has a pronounced emotional nature, which is based on communicative and altruistic emotions.
Among the communicative emotions, there are: the desire to share thoughts, experiences, a feeling of sympathy, location, respect for the participants in communication, etc. It is the presence of these emotions and the need to experience them that indicates a predisposition to pedagogical communication.
Altruistic emotions include the desire to bring joy to people with whom a person communicates, empathy with the joy of another, etc.
4) identification - as the ability to transfer oneself into the world of another person.
Sociability as a personality trait, which has become a professional and personal quality, can ensure the productivity of pedagogical communication. rightfully considered sociability as a unity of three components: the need for communication, good emotional well-being before, during and after communication, communication skills and skills. In this interpretation, the actual professional and creative aspects of communication are most clearly indicated, although the need for communication is a universal property.
A.V. Mudrik identifies the following personality parameters that affect sociability; features of thinking, fluency in speech, empathy and spontaneity of perception, certain social attitudes (for example, interest in the process of communication itself, and not only in its result), communication skills - orientation in time, in partners, in relationships, in situations.
The components of professional and pedagogical sociability, which the teacher should focus on:
1. The presence of a stable need for systematic communication with children in various fields.
2. Organic interaction of universal and professional indicators of sociability.
3. Emotional well-being at all stages of communication.
4. Productive influence of communication on other components of pedagogical activity.
5. The ability to implement pedagogical communication.
6. Availability of communication skills and abilities.
The organic unity of these components forms the professional and pedagogical level of sociability of the individual.
(Is it possible to develop sociability? For productive communicative self-education, it is important to understand the features of your own sociability, to comprehend to what extent this quality has formed in you as a professional and personal one. You can organize this self-analysis according to the following program.
First, try to determine the general level of your sociability. Then you can proceed to the study of the originality of the manifestation of these qualities in professional pedagogical activity.
Particular attention should be paid to the "fan" of those qualities that are necessary for successful communication. The complexity of professional and pedagogical communication lies not only in the fact that it makes significant demands on the communicative culture of the teacher, but also in the fact that it involves active participation in the communication of children being brought up, which must be organized).
The self-education program in this direction includes:
1. Implementation of professional self-knowledge on the basis of the previously proposed program (determination of one's own communicative qualities, positive and weak sides in communication): analysis of feelings from communicating with people; analysis of past experiences with children; analysis of the current level of communication with children; analysis of communication difficulties; analysis of their ideas about ideal communication; analysis of ideas about how other people (team, teacher, student) evaluate your communication opportunities.
2. Work on the basis of specialized training to develop the main characteristics of sociability.
3 A variety of public work with people, in which experience is gained in communicative activities (public lectures, conversations, etc.), trade union and other work.
4. Creation of situations that form the experience of overcoming negative layers in communication and contributing to the development of sociability.
(So, for example, people who are shy by nature, experiencing a certain unreasonable awkwardness in communicating with other people, need to consciously increase the experience of such communication, purposefully overcome the existing psychological barrier that interferes with communication, and for this, in particular, it is useful to speak more often at meetings, seminars when discussing novelties of art, books, films, plays Use every opportunity to organize communication with other people For example, set yourself the task of talking about something with five of your colleagues and several students on your own initiative; question to senior colleagues, kindly comment on the actions of the seller in the store, etc. When answering a passer-by's question, try to understand whether he is satisfied with your answer. class Try to remember the general with students outside of school, think about. those situations of communication that brought you more satisfaction. Try to analyze failures in communication, try to distinguish between your own “communal” mistakes and organize the process of upcoming communication in such a way that it will certainly bring you satisfaction.
In the process of communication, try to be as attentive as possible to your communication partner, strive to make eye contact with him (without this, fruitful communication is difficult), think about your communication partner, develop your communicative memory, which will allow you to maintain the tone of past communication with a person or team, be observant in the process of communication, monitor the behavior of the interlocutor, develop this "interpersonal observation" in yourself, exercise yourself in the ability to analyze the external behavior of people, children in the classroom, at recess, postures, gestures, facial expressions, expression, Strive to anticipate the interlocutor's reaction, learn to catch " psychological signals" that come from him in the process of communication, think about the partner in the process of communication).
In the communicative culture of the teacher, the level of his moral upbringing is manifested. Pupils, first of all, highly appreciate the intelligence and delicacy of the teacher, i.е. the ability to be polite, correct, to spare the pride of students, to sympathize with them, to be sincere, unforgiving.
The communicative culture of a teacher involves the mastery of communicative skills and the development of communicative abilities. This refers to the ability to establish emotional contact, gain initiative in communication, manage their emotions, as well as observation and switchable attention, social perception, etc.
There are verbal and non-verbal methods of pedagogical interaction. The main part of the professionally significant and necessary load is verbal communication.
However, the effectiveness of pedagogical interaction also depends on how the teacher owns non-verbal communication.
The high level of development of the teacher's communicative culture implies the presence of expressive (expressiveness of speech, gestures, facial expressions, appearance) and perceptual abilities.
Yakusheva Svetlana Dmitrievna
cand. ped. Sciences, Associate Professor, Department of Pedagogy, Moscow State Pedagogical Institute, Moscow
Email:
Lyashenko Natalia Alexandrovna
4th year student, Faculty of Pedagogy and Methods of Preschool
education MGPI, Moscow
Email:
Russia is entering a new educational era, adding to the unified international educational space in line with world trends of globalization. In this regard, high demands are placed on domestic education, including preschool education. They concern both the educational process and the personality of the educator himself.
Society needs a teacher with a high professional level of pedagogical and communicative culture.
Domestic teachers and psychologists G. M. Andreeva, A. A. Bodalev, F. N. Gonobolin, I. I. Zaretskaya, N. V. Kuzmina, A. A. Lobanov, N. A. Moreva, V. A. Slastenin, S. D. Yakusheva, et al.
Modern pedagogy, according to SD Yakusheva, is the pedagogy of cooperation. She strives to activate the student himself, to make him a colleague, an accomplice in the pedagogical process.
Education is a way for a person to enter the world of science and culture. In the process of education, a person masters cultural values. Culture is a prerequisite and a result of human education. Mastering culture, a person not only adapts to the conditions of a constantly changing society, but also becomes capable of vigorous activity, allowing to go beyond the given, to develop their own subjectivity and increase the potential of world civilization. Education is a necessary and important factor in the development of both the economy, politics, culture, and the whole society. In turn, education develops under the influence of the needs of society, because it always performs the most important social functions. The effectiveness of all socio-economic and other processes of the development of society, building up the intellectual, spiritual, socio-cultural potential of the country depends on education. Culture and education act as the leading factors of social progress and the development of civilization.
Education is part of culture, it affects its preservation and development. The educational process provides knowledge of the world, develops a personality in its individuality, unique originality, makes it possible to master all the richness of world culture.
The concept of "culture" is interpreted broadly. At the ordinary level, "culture" is understood as a model to which people should be equal. Culture is also identified with education and intelligence, and is qualified as a certain quality of a person. On the theoretical level, "culture" is considered as a specific characteristic of society, which expresses the level of historical development achieved by mankind, determined by the relationship of man to nature and society.
"Culture" (lat. culture) - originally the processing and care of the land (lat. agriculture), in order to make it suitable for the satisfaction of human needs, so that it can serve man (hence the "culture of agricultural technology"). In a figurative sense, culture is the care, improvement, ennobling of the bodily-mental-spiritual inclinations and abilities of a person; accordingly, there is a culture of the body, a culture of the soul and a spiritual culture (in this sense, Cicero already speaks of culture anime). In a broad sense, culture is a set of manifestations of the life, achievements and creativity of a people or group of peoples.
In the philosophical sense, "culture" is understood as the highest human instinct, compensating for the inadequately satisfied real needs of people by creating a symbolic space - the world of culture.
Culture as socially progressive creative activity humanity in all spheres of being and consciousness is a dialectical unity of the processes of objectification (creation of values, norms, sign systems, etc.) and deobjectification (development of cultural heritage), aimed at transforming reality, transforming wealth human history into the inner wealth of the personality, the all-round revelation and development of the essential forces of man.
B. I. Kononenko defines culture as a specific way of organizing and developing human life, represented in the products of material and spiritual labor, in the system of social norms, institutions, in spiritual values, in the totality of people's relations to nature, to each other and to themselves.
E. M. Skvortsova argues that the range of philosophical views on culture is very wide, and the main place in it is given to understanding culture as a center of light, as an active love for people, the world, for God. The illustrations of this statement are devoted to the following lines of the famous Russian artist, publicist and public figure N.K. Roerich: “culture is “reverence for light”, “love for humanity”, “synthesis of sublime and refined achievements” .
Culture in education acts as its content component, a source of knowledge about nature, society, methods of activity, emotional-volitional and value attitude person to other people, work, communication, etc. .
Even S. I. Gessen posed the problem of the relationship between education and culture, which is still relevant today, necessary condition which is the interpenetration of education into culture and, conversely, culture into education.
Achieving the goals of modern education is largely related to the personal potential of the teacher, his general, professional and personal culture. So, culture is a complex, multifaceted phenomenon that has its own structure and content, goals and objectives, and which contributes to the development of the humanistic orientation and creative potential of the individual.
Many sciences, such as philosophy, pedagogy, sociology, criminology and, of course, psychology, are engaged in the study of the issue related to the concept of "personality".
According to the psychologist A. A. Rean, there is practically no such area, wherever there is (explicitly or implicitly) a "personal view" of the problem. The processes of perception, memory, thinking, speech, and so on do not exist by themselves, but the person perceives, remembers and thinks. Depending on personal attitudes, a person perceives the surrounding reality in different ways, including the people around him. Personal attitude to a particular formation affects the process of its memorization (and forgetting) by a person. Personal characteristics, attitudes, subjective attitude towards specific people directly affect a person's behavior, his interaction and communication with others, etc.
Under the term "personality" (from the word "face", "face"), A. V. Batarshev understands a person capable of communication, intellectual and moral improvement.
D. N. Uznadze considers the concept of "personality" as a holistic and spiritual formation, the motives and actions of which can also be unconscious in the process of purposeful activity.
D. I. Feldstein argues that a person develops through various stages of social maturity. At the same time, the leading factor in its formation is socially significant activity.
S. L. Rubinshtein notes that personality is a relatively late product of socio-historical and ontogenetic development human
According to A. N. Leontiev, a person is not only “a moment of activity, but also its product”, “it is not born, but becomes”.
E. F. Zeer argues that being a person means being a subject of activity, communication, self-consciousness, that is, the expression “subject of activity” means that a person is, first of all, a subject of basic social activities - labor, communication, knowledge.
V. I. Smirnov defines the concept of "personality" as a stable system of socially significant traits, relationships, attitudes and motives that characterizes a person as a member of society. "Personality" is a person, a subject of relations and conscious activity, capable of self-knowledge and self-development.
According to V. A. Slastenin, a person’s personality is formed and develops under the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, a person is not a passive being, he acts as a subject of his own formation and development.
E. M. Bondarevskaya believes that a person is a person integrated in a culture that is in dialogue with it. In modern conditions, the most prestigious properties of a person of culture are freedom, spirituality, humanity, creativity, therefore, a person in the modern view is a free, spiritual, humane, creative person, capable of moral choice and responsible behavior.
One of the most important qualities of a person, says S. D. Yakusheva, is a communicative culture. In this regard, the requirements for the professional skills of the teacher are increasing.
AT scientific literature are given theoretical basis development process professional excellence, its specific features are highlighted:
B. T. Likhachev believes that pedagogical skill is a part of pedagogical art and is expressed in the teacher’s modern mastery of methods and techniques, the entire arsenal of pedagogical skills that ensure the practical implementation of pedagogical art in the process of personality formation.
I. P. Andriadi considers pedagogical skill as a property of a person, reflecting her spiritual, moral and intellectual readiness for creative understanding of the socio-cultural values of society, as well as theoretical and practical readiness for the creative application of knowledge, skills and abilities in professional activities.
N. K. Baklanova defines professional skills as a system, a qualitative level of professional and pedagogical activity, an integral quality of a teacher's personality and as a synthesis of professionalism, creativity and spirituality.
A. I. Savenkov considers pedagogical skill as a systemic quality of the personality acquired by a person as a result special education and in the process of establishing his professional identity.
L. A. Baykova and L. K. Grebenkina define pedagogical skill as highest level pedagogical activity, manifested in the creativity of the teacher, in the constant improvement of the art of teaching, educating and developing a person.
S. D. Yakusheva will define pedagogical skill as the art of teaching and education, accessible to every teacher and master industrial training requiring constant improvement. She believes that pedagogical skill as a professional skill includes the following components: pedagogical culture; professional competence of the teacher; pedagogical skills and ability; teacher's speech culture; pedagogical interaction, the ability to manage oneself; pedagogical communication and ethics; psychological and pedagogical knowledge.
Thus, the professional skill of a teacher begins with a humanistic position and pedagogical communication, creating an environment that colors pedagogical cooperation and optimizes the educational process, while developing a communicative culture.
Communicative culture, by definition of A. V. Mudrik, is a system of knowledge, norms, values and patterns of behavior accepted in society and the ability to organically, naturally and naturally implement them in business and emotional communication.
Novice teachers note that for successful work they need not only subject and psychological and pedagogical knowledge, but also the ability to communicate.
The psychological dictionary interprets the term "communication" as "the interaction of two or more people, consisting in the exchange between them of information of a cognitive or affective-evaluative nature."
According to A. A. Leontiev, the very process of communication between the teacher and students acts as an important professional category of pedagogical activity.
V. A. Kan-Kalik considers professional and pedagogical communication as a system of organic socio-psychological interaction between a teacher and students, the content of which is the exchange of information, the provision of educational influence, the organization of relationships, using communicative means.
Sociability, as a property of a person, includes, according to researchers, such components as sociability - the ability to experience pleasure from the communication process, social kinship - the desire to be in society, altruistic tendencies - empathy as the ability to sympathize, empathy and identification as the ability to endure yourself into another person's world.
Sociability involves the ability to listen, speak out to the place, keep up the conversation and change the subject, get to know each other and find the right form of address to another person. Sociability is associated with the emotional and general well-being of a person before entering into communication, at the time of the contact itself and after it. A sociable person owns his gestures, has a wealth of facial expressions, expressive intonations.
Along with the term "communication" the term "communication" is used. In this work, "communication" and "communication" we use as synonyms.
« Communicare» - (from lat.) to connect, to make common, to communicate is used in three meanings: 1) the way of communication; 2) form of communication or means of communication (means of mass communication); 3) the act of communication, communication of information.
A. A. Leontiev, by communicative behavior, means not just the process of speaking, transmitting information, but the organization of speech that affects the nature of relationships, the creation of an emotional and psychological atmosphere of communication between teachers and students, the style of their work.
So, communicative culture occupies a leading place in the general cultural and professional development of the individual, being one of the priority tasks of professional education. It is considered as the most important component of humanitarian education, as a special object of modeling. pedagogical systems in the unity of their structural and functional components.
The concept of "communicative culture" is interpreted as a certain level of development of communication skills, in which a person correctly uses the means of language and skillfully operates with them in the process of interacting with other people.
V. N. Kunitsyna believes that a communicative culture is, first of all, a culture of human relationships, the basis of which is sociability, which in turn manifests itself in a steady desire for contacts with people and is combined with the speed of establishing contacts.
Therefore, communicativeness or sociability is the ability for successful group activity, the ability for mutual understanding.
The communicative culture of the individual is realized in communicative knowledge, skills and abilities.
Communicative knowledge means the generalized experience of mankind in communicative activity, i.e. reflection in the minds of people of communicative situations in their cause-and-effect relationships and relationships. The value of communicative knowledge has been understood by people for a long time. Communicative skills are understood as a set of communicative actions based on a high theoretical and practical preparedness of an individual for interpersonal communication, which allows creative use of communicative knowledge.
A. Z. Mudrik characterizes communicative culture as a condition and prerequisite for the effectiveness of professional activity and as a goal of professional self-improvement.
The concept of communicative culture is concretized in the system of structural requirements for the personality of a future specialist, in its professional and communicative orientation, awareness of the creative nature of work, understanding the value of interpersonal and professional communication.
The criteria for the teacher's skill are: expediency (orientation); productivity (result: level of knowledge, upbringing of students); optimality (choice of means); creativity (content of activity).
Consequently, the communicative activity of the teacher, aimed at establishing pedagogically expedient relations between the teacher and the student, is of great importance, and is an essential indicator of the professional competence and skill of the teacher.
The main goal of teaching a communicative culture in present stage is the formation of communicative competence in the aggregate of its components such as educational and cognitive competence; speech competence; language competence.
In the structure of professionalism, the fundamental elements of the concept of "professional culture" are culture and profession. If culture is a general, generic concept that determines the way a person’s life is organized, then professional culture denotes a specific concept, but in a narrower field of activity, which is a profession. Professional culture is a set of theoretical knowledge and practical skills inherent in a certain type of labor, it is a set of norms, rules and models of people's behavior in the conditions of performing a certain specific activity.
AT teaching practice Communication is the most important factor in professional success. According to M. I. Skatkin, the high technique of pedagogical communication is not only one of the components, but also the leading component of professional excellence.
Communicative culture requires the definition of its structural components. S. D. Yakusheva believes that based on different aspects of its consideration, the teacher distinguishes such components as: reflection, sociability and sociability, communication and speech skills, skills of non-verbal communication and psycho-self-regulation, communication skills, etc.
As the scientist says, teaching and developing communication skills is becoming the primary task of the teacher, striving for effective interaction with colleagues, students and their parents.
A. Z. Mudrik identifies the following personality parameters that affect sociability: features of thinking, fluency in speech, empathy and spontaneity of perception, certain social attitudes (for example, interest in the process of communication itself, and not just in its result), communication skills - orientation in time, in partners, in relationships, in situations.
Sociability has a pronounced emotional nature, which is based on communicative and altruistic emotions.
V. A. Kan-Kalik singled out among communicative emotions: the desire to share thoughts, experiences, a feeling of sympathy, disposition, respect for the participants in communication, etc. .
So, content component the communicative culture of the teacher includes the following knowledge: age and individual psychological characteristics of the personality; psychological techniques to attract and hold attention; communication attributes ( appearance, means, forms, time, space); standards of communicative behavior (ways of farewell, greeting, expressing gratitude and disagreement, etc.); features of monologic and dialogic forms of communication; compliance with the norms of the modern literary language; taking into account functional styles of communication; knowledge in the field of intercultural communication, etc.
The concept of "communicative behavior of a teacher" is closely related to the concept of "communicative culture". The outstanding psychologist A. A. Leontiev in his work “Pedagogical communication” under communicative behavior means not just the process of speaking, transferring information, but the organization of speech that affects the nature of relationships, the creation of an emotional and psychological atmosphere of communication between teachers and students, the style of their work.
The communicative culture of a teacher is one of the most important components of professional culture. The need for its development is due to the fact that the teacher is constantly involved in the process of communication, which provides for diverse and multifaceted relationships with those who become contact partners: with students, their parents, and colleagues. These relationships arise and develop in the process of joint activity, the most important condition for the implementation of which is communication.
The development of a teacher's communicative culture is associated with the solution of a complex of pedagogical tasks, among which the communicative task comes to the fore. The studies of V. A. Kan-Kalik, M. M. Levina, A. K. Markova and others are devoted to determining its essence and significance.
Summing up, we can designate a communicative task as a reference point given in a specific situation of communication, the implementation of which is associated with the selection by the teacher of educational information of subject-object content that corresponds to the pedagogical task he realizes. The effectiveness of communicative support of pedagogical activity depends on mastering the methods of setting and solving communicative tasks.
The effectiveness of the process of developing a communicative culture is largely facilitated by the communicative literacy of the teacher, the ability to implement the principles of partnership in educational and extracurricular interaction.
Communicative culture also develops under the condition that the teacher masters the technological side of communicative interaction with other participants in the educational process. Possession of technologies for communicative support of pedagogical culture, ultimately, can lead him to comprehend his professional activity at one stage or another, to personal and professional improvement.
Technology Component The communicative culture of a teacher includes the possession of an integral complex of generalized psychological, pedagogical, communicative skills and abilities.
Summing up, we define communicative culture as part of the teacher's pedagogical culture, including motivational-value, information-content and technological aspects; as the degree of mastering the experience of actualization and implementation of the pedagogical culture of the individual in the process and as a result of the communicative support of pedagogical activity and the improvement of professional skills.
Communicative culture in to a large extent determines the competence of a teacher capable of providing effective pedagogical communication.
The analysis of the development of communicative culture allows us to draw the following conclusions that a teacher with a low level of sociability, with a lack of emotional culture and reflection, with poorly formed communication skills, manifested in a low culture of communication, is not able to create a cultural and developing potential of the environment that affects the personality of the student, its full development.
Thus, the communicative culture of a teacher is a qualitative characteristic of the subject of pedagogical activity, including a system of communicative knowledge, skills that determine a certain position of the individual in communicative activity, and the communicative culture of the teacher is the basis of professional skill and determines its success.
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Shushpanova Elena Viktorovna
Job title: mathematic teacher
Educational institution: MOU Katuarovskaya secondary school
Locality: Nekrasovsky village, Dmitrovsky district, Moscow region
Material name: article
Topic: Communicative culture of the teacher
Publication date: 15.01.2017
Chapter: complete education
1
COMMUNICATIVE CULTURE OF THE TEACHER
Mathematics teacher, MOU Katuarovskaya secondary school, Dmitrovsky district, Moscow region
Shushpanova Elena Viktorovna
2
Introduction
The teaching profession is one of the most important modern world. The future of human civilization depends on his efforts. A professional teacher is the only person who spends most of his time raising and teaching children. If the process of teaching children by a teacher stops, then a crisis will inevitably come. New generations, due to the lack of specific knowledge, will not be able to support cultural, economic and social progress. A teacher for successful work needs not only subject and psychological and pedagogical knowledge, but also a special skill - the ability to communicate. A person begins to master communication skills from an early age, but not everyone, having matured, is able to communicate sufficiently. The profession of a teacher belongs to the type of professions "person - person" (according to the typology of the domestic psychologist E.A. Klimov), and therefore the ability to communicate is a leading, professionally important quality for a teacher. Communication is the basis of pedagogical activity. The degree of their cognitive interest in the subject, and hence learning motivation, depends on how the teacher communicates with students. The style of pedagogical communication largely determines the effectiveness of students mastering subject knowledge and skills, influences the culture of interpersonal relations, and creates an appropriate moral and psychological climate of the educational process. Communication is an important condition for the socialization of the individual.
COMMUNICATION CULTURE AS A MAIN REQUIREMENT TO
PROFESSIONAL TEACHER TRAINING
Sociability
(from lat. connected, communicating) - the ability to communicate, sociability.
Communication
(from Latin message, connection, I make it common) - channels for transmitting information in the process of communication, the semantic aspect of communication and social interaction. The communicative component of a teacher's personality includes establishing and maintaining relationships with students, parents, administration, and teachers. It is the attitude of the teacher to the students that determines the success of his constructive and organizational activities and the emotional well-being of the student in the learning process. There are five types of emotional attitudes of teachers to students:
3 positive active, emotionally positive passive, emotionally negative active, emotionally negative passive, unbalanced. It turns out that the relationship of children in the classroom in most cases corresponds to one or another emotional style that characterizes the behavior of the teacher. So, for an emotionally unbalanced teacher, who is sometimes suspicious and negatively inclined towards students, sometimes sentimental and unreasonably encourages students, the class is nervous, uneven in relation to each other. The communicative side of pedagogical activity is manifested in the entire pedagogical process. The implementation of an individual approach, as one of the sides of a person's communicative activity, also determines the success of his work. The teacher must notice and take into account the characteristics of the student that hinder or help him, and respond accordingly. Thus, the slowness of the student, associated with his temperament, requires the patience and tact of the teacher. It must be remembered that it is the communicative components of the teacher's activity that in most cases are the cause of deviations in learning outcomes. Pedagogical communication is an important component of the teacher's work, creating an atmosphere psychological development student's personality. A teacher who knows how to create a calm working environment, an atmosphere of respect, activity of the child is preferable to a teacher whose students know all the rules, laws, but are overloaded, constrained, have low self-esteem. In this sense, pedagogical communication is more important than pedagogical technology. Pedagogical communication should be personally developing, emotionally comfortable and solve the following tasks: Interchange of information between the teacher and students; mutual understanding, the ability to look at oneself through the eyes of a communication partner; mobilization of reserves of communication participants, identification of the strongest and brightest qualities of students and teachers; interaction and organization of joint activities; reasonable, pedagogically expedient self-presentation of the personality of the teacher and students; Mutual satisfaction of participants in communication. The problem of forming a teacher's communicative culture is one of the main requirements for the teacher's personality. Considering culture and education as interdependent phenomena, we note their commonality - dialogicity. Dialogue acts as a means of knowing the world, accepting each other and relating oneself in this world. Dialogue is an indicator of a highly developed human culture. Formation of readiness for dialogue and ability
4 to conduct a dialogue is an important pedagogical problem and the main way of the teacher's activity. Mastering the ways of communication is an indicator of the pedagogical skill and creativity of the teacher. A teacher who has mastered communications solves a variety of tasks: it reveals creative abilities, forms an active position of the student, and the spiritual wealth of the individual depends on the variety of interpersonal relationships and on the level of students' communicative culture. Communicative culture is considered as an integral part of the teacher's pedagogical culture, as the leading requirement of modern education. Communicative culture is an important condition in the formation of the image of a person of culture and morality, a requirement for the personality of a teacher and an indicator of the level of organization of pedagogical activity by him, characterizes the meaningful meanings of the personality, methods and means that ensure understanding and interaction between the teacher and the child. Pedagogical communication is a process of interaction between teachers and pupils, the content of which is the exchange of information (primarily educational), the knowledge of the personality of a partner in pedagogical communication, as well as the organization of joint activities. At the same time, information is transmitted both by verbal (speech) and non-verbal means. Speech communication is communication through the word. A.S. Makarenko believed that a teacher can become a master teacher only when he learns to pronounce even the most simple words and phrases (for example, "come here") with 15 - 20 intonation shades. Non-verbal means (look, facial expressions, hand movements) supplement speech, emotionally influence pupils, convey feelings and experiences of the teacher. Studies have shown that up to 50% of information in communication is transmitted through facial expressions and gestures. At the same time, not all verbalized information is perceived by the listener. The ability to use the word, emotionally express one's thoughts is an important aspect of communication. But for the teacher, another side is no less significant - the ability to listen. Psychologists say that the best interlocutor is not the one who can speak well, but the one who knows how to listen well. This allows the teacher not only to understand the student, but also to feel his state, mood, attitude to the educational material and the educational process as a whole.
5 The mechanism of knowledge and understanding of pupils is pedagogical empathy. It manifests itself in the ability of the teacher to mentally put himself in the place of the student, to be imbued with his condition, to understand him, to empathize with him. But this is possible only when the teacher understands himself, objectively analyzes his thoughts, actions, relationships between people, i.e. if he has developed reflection. A teacher who owns reflection and empathically perceives pupils can successfully build pedagogical communication, correct it, and manage it. An important function of communication is the organization of joint activities. Communication accompanies the professional activity of a teacher. The lesson is, first of all, communication; class hour, excursion, literary drawing room - also communication. Success in all forms learning activities is determined by thoughtful communication, as well as by how the teacher set up students for joint work, how communication was built in the process of organizing it, completing it, and summing up the results. The allocation of the named functions of communication is conditional; in the real pedagogical process, they are all interconnected.
PROFESSIONAL AND COMMUNICATION SKILLS OF THE TEACHER
The specificity of pedagogical education lies in the focus on broad general cultural training.
General cultural preparation
involves the introduction of a number of human disciplines (history, literature, etc.) and an in-depth study in this context of a specific field of knowledge corresponding to their professional specialization. Thus, the teacher should be immersed in the context of: universal culture; different languages; types of art; Ways of activity in all their originality. The communicative culture of a teacher involves the mastery of communicative skills and the development of communicative abilities . The communicative skills of a teacher include: the ability to establish emotional contact, to gain initiative in communication; ability to manage their emotions; observation and shifting of attention;
social perception
, i.e. understanding psychological state student by external signs; ability to "appear" in communication with students; speech (verbal) and non-verbal (non-verbal) communication skills In their totality, such skills and abilities constitute
technology
pedagogical communication
or characterize the technological side of the communicative culture of the teacher. All communication skills can be grouped into four groups: 1. the ability to quickly and correctly navigate in an external communication situation;
6 2. the ability to properly plan your speech, i.e. the content of the act of communication; 3. the ability to find adequate means to convey this content (the right tone, the right words, etc.); 4. ability to provide feedback. A high level of development of the teacher's communicative culture implies that he has: expressive skills and abilities: o expressiveness of speech, o expressiveness of gestures, o expressiveness of facial expressions, o expressiveness appearance; skills and abilities: o the ability to understand the state of the student, o the ability to establish contact with the student, the ability and ability to create an adequate image of the student, etc. An indicator of successful communication between a teacher and students is a favorable moral and psychological climate in the classroom, study group, educational institution as a whole. A teacher can achieve success in education and training only if he builds these processes on a personal basis, begins communication by establishing emotionally favorable relationships with students. What makes up the communicative culture of the teacher? It is based on personal qualities, value orientations, attitudes that manifest themselves in relation to people, as well as communication techniques - possession of speech, facial expressions, gestures, movements, methods of influencing another person, methods of self-regulation, creating working creative well-being.
Sociability of the teacher
Leading professional quality teachers - sociability. Its presence in the teacher serves as an indicator of high communicative potential. The ability to listen, to be attentive, to understand the state of the speaker are the most important components of pedagogical sociability. They appear when there is an interest in the inner world of the student, the need to communicate with him on a spiritual level. Sociability as a property of a person includes: - sociability - the ability to experience pleasure from the process of communication; - social kinship - the desire to be in society, among other people; - altruistic tendencies - empathy as the ability to sympathize, empathy and identification as the ability to "immerse" in the world of another person. Pedagogical culture also implies other personality traits necessary in communication: justice, openness, sincerity, tolerance, endurance, self-control, exactingness, tact.
Pedagogical tact
7
Students highly appreciate the teacher's intelligence, tact and delicacy, the ability to be polite, to show good manners; they notice how much his exactingness, adherence to principles are observed by him in communication with colleagues, parents, students of other classes. Pedagogical tact is manifested in the forms of the teacher's address, in the ability to speak without hurting the pride of students, to organize their activities and control its execution, in the teacher's ability to "keep himself", in value judgments, intonations, in the ability to encourage and punish students. The pedagogical tact prompts the teacher to choose a place for communication with the student - in the presence of the class or one on one, in an educational institution or on the way home; allows you to determine the time of communication - to respond immediately or wait, give the student the opportunity to think about his act; allows you to find the desired tone of the conversation; helps the teacher to manage his state during the conversation, to be attentive, restrained, patient, etc. Delicacy also helps the teacher to solve the most difficult tasks of building personal relationships with students.
Verbal culture of teacher communication
The perception and understanding of the teacher's speech by students is associated with the process of educational listening, which, according to scientists, accounts for approximately 25-50% of the study time. Therefore, the quality of learning educational material depends on the perfection of the teacher's speech. The trainees are very sensitive to the speech characteristics of the teacher. The incorrect pronunciation of any sounds makes them laugh, monotonous speech bores them, and unjustified pathos in a heart-to-heart conversation is perceived as false and causes distrust of the speaker. Therefore, the teacher must be able to properly control his voice.
The rules of speech culture of the teacher:
1. The teacher should speak quietly, but in such a way that everyone can hear him, so that the process of listening does not cause significant stress for the students. 2. The teacher must speak clearly. 3. The teacher should speak at a speed of about 120 words per minute. 4. To achieve expressive sound, it is important to be able to use pauses - logical and psychological. Without logical pauses, speech is illiterate, without psychological pauses it is colorless. 5. The teacher must speak with intonation, that is, be able to put logical stresses, highlight individual words important for the content of what has been said. 6. Melodiousness gives the voice of the teacher an individual coloring and can significantly affect the emotional well-being of students: intimidate, inspire, captivate, soothe. Melodica is born based on vowel sounds.
Non-verbal communication culture of the teacher
8 Non-verbal communication is a non-verbal form that conveys figurative and emotional content and includes gestures, facial expressions, postures, eye contact and touch. Non-verbal means are just as important as verbal ones. Studies show that in a conversation, 45% of information is conveyed by words, and 55% by non-verbal means. Non-verbal behavior of the teacher is associated with his mental states and serves as a means of their expression. Consider briefly the main non-verbal means of communication.
The role of facial expressions in the transmission of information
A special role in the transmission of information is given to facial expressions - the movements of the muscles of the face. Facial expressions express lived states, relationships. Studies have shown that if the lecturer's face is motionless, up to 10-15% of information is lost. The mobility of facial expressions is due to the professional need for the teacher to respond to the variety of current activities, unpredictable circumstances, the behavior of people around him, and the results of joint work. The language of facial expressions is often more expressive than verbal means, it expands the pedagogical range of influences, complements the speech language with the finest nuances of information about lived emotions. Students say about the teacher: "She loves us", or "She does not love us." To the question: "Why do you think so?" you can hear the answer: "So you can see it in the face." A positive mimic portrait of a teacher consists of disposition towards students, expectation of good from them, faith in their nobility, interest in what they do and say. When students characterize a teacher with the words "He is kind, we can always turn to him", "He is strict", "He is handsome", then this is exactly the portrait of the teacher. Studies have shown that all people, regardless of the nationality of the culture in which they grew up, with sufficient accuracy and consistency, interpret mimic configurations as an expression of the corresponding emotions. It is interesting to note that the eyebrows and the area around the mouth (lips) carry the main informative load.
The expressiveness of body plastics
The face is the main source of information about the psychological states of a person, but in many situations it is much less informative than the body, since facial expressions can be consciously controlled, and body movements sometimes give out those emotions that the teacher wants to hide. Students easily read the true feelings of the teacher by the plasticity of body movements.
9 Plastic - general drawing gestures and movements made by a person, it has as strong an influence as the sound of the voice and facial expressions.
Open plastic pose
and is extremely important for the teacher: it allows the student to freely and fearlessly enter into communication with him. An open plastic pose is an external manifestation of goodwill towards people. The posture of the teacher should be free, without tightness, psychological constraint, "petrification" (for example, a rigid stance with arms crossed on the chest). Students should see that the teacher does not feel embarrassed, he is at ease and completely in control of himself. The teacher, who is in a free position, according to the feelings of the students, is not afraid of questions, collisions, surprises - it is easy for him to switch his attention and efforts to other objects. Students in such conditions are also calm and sympathetic. When communicating, it is necessary to follow some principles: - accept the student as he is, remember that each person is original; - to believe in the abilities of students, to stimulate their creative activity; - respect the personality of the student, create a situation of success for everyone; - do not humiliate the dignity of the student; - do not compare children with each other, compare only the results of actions; - remember that anyone can make mistakes; - do not forget that everyone is free to have their own opinion, no one has the right to laugh at the judgments of others.
STYLES OF PEDAGOGICAL COMMUNICATION
The effectiveness of pedagogical work is largely determined by the style of pedagogical communication. Style features of pedagogical communication depend, on the one hand, on the individuality of the teacher, are determined by his communicative culture; on the other hand, on the characteristics of students, their age, gender, upbringing. A characteristic of typical communication styles was given by psychologist A.A. Kan-Kalik. He highlights:
communication
basis
passion
joint
activities
, suggesting commonwealth, interest, co-creation;
communication
basis
friendly
location
, in which the measure is important, the expediency of friendliness. At the heart of these styles is the unity of the high professionalism of the teacher and his ethical attitudes. After all, the enthusiasm for joint creative search with students is the result not only of the teacher's communicative activity, but to a greater extent of his attitude to pedagogical activity in general.
10 This style of communication distinguished the activities of V.A. Sukhomlinsky. On this basis, they form their own system of relationships with children VF Shatalov. This style of communication can be considered as a prerequisite for successful joint educational activities. Enthusiasm for a common cause is a source of friendliness and at the same time friendliness, multiplied by interest in work, gives rise to a joint enthusiastic search. Speaking about the system of relations between a teacher and pupils, A.S. Makarenko argued that a teacher, on the one hand, should be a senior friend and mentor, and on the other hand, an accomplice in joint activities. It is necessary to form friendliness as a certain tone in the relationship of the teacher with the team. Reflecting on the options for the relationship of a teacher with children, A.S. Makarenko noted: “In any case, teachers and management should never allow a frivolous tone on their part: snickering, telling jokes, no liberties in the language, mimicry, antics, etc. On the other hand, it is completely unacceptable for teachers and management to be gloomy, irritable, noisy in the presence of pupils. These are styles of humanistically directed communication. They create a situation of comfort, contribute to the development and manifestation of the individuality of students. This also includes style.
communication is dialogue.
In the system of relationships "teacher - student" A.A. Kan-Kalik also highlights the style
communication-distance
. It is important for a teacher to be able to establish a distance, to avoid familiarity in communication, but also not to fence off from children. This style of communication is used by both experienced teachers and beginners. Its essence lies in the fact that in the system of relations between the teacher and students, distance acts as a limiter. But here too, moderation must be observed. Hypertrophy of the distance leads to the formalization of the entire system of socio-psychological interaction between the teacher and students and does not contribute to the creation of a truly creative atmosphere. Distance must exist in the system of relations between the teacher and children, it is necessary. But it should follow from the general logic of the relationship between the student and the teacher, and not be dictated by the teacher as the basis of the relationship. The distance acts as an indicator of the leading role of the teacher, based on his authority. What is the popularity of this style of communication? The fact is that novice teachers often believe that communication-distance helps them immediately establish themselves as a teacher, and therefore use this style to a certain extent as a means
11 self-affirmation in the student, and in the pedagogical environment. But in most cases, the use of this style of communication in its purest form leads to pedagogical failures. Communication-distance to a certain extent is a transitional stage to such a negative form of communication as
communication-intimidation
. This style of communication, which is also sometimes used by novice teachers, is mainly associated with the inability to organize productive communication on the basis of enthusiasm for joint activities. After all, it is difficult to form such communication, and a young teacher often follows the line of least resistance, choosing communication - intimidation or distance in its extreme manifestation. In a creative sense, communication-intimidation is generally futile. In essence, it not only does not create a communicative atmosphere that ensures creative activity, but, on the contrary, regulates it, since it orients children not on what should be done, but on what should not be done, deprives pedagogical communication of the friendliness on which it is based. mutual understanding, so necessary for joint creative activity.
Communication
flirting
. Again, characteristic, mainly for young teachers and associated with the inability to organize productive pedagogical communication. In essence, this type of communication corresponds to the desire to win a false, cheap authority among children, which is contrary to the requirements of pedagogical ethics. The appearance of this style of communication is caused, on the one hand, by the desire of a young teacher to quickly establish contact with children, the desire to please the class, and on the other hand, the lack of the necessary general pedagogical and communicative culture, skills and abilities of pedagogical communication, experience in professional communicative activity. A.S. Makarenko sharply condemned such a "pursuit of love." He said: “I respected my assistants, and I had just geniuses in educational work, but I convinced them that the last thing you need to do is to be a favorite teacher. I personally have never achieved childish love and I think that this love, organized by the teacher for his own pleasure, is a crime ... This flirtatiousness, this pursuit of love, this boastfulness of love brings great harm to the educator and education. I convinced myself and my comrades that this pendant ... should not be in our lives ... Let love come unnoticed, without your efforts. But if a person sees the goal in love, then this is only harm ... "
12 Styles do not exist in their pure form. Yes, and the listed options do not exhaust all the richness of communication styles spontaneously developed in long-term practice. A variety of nuances are possible in its spectrum, giving unexpected effects, establishing or destroying the interaction of partners. As a rule, they are found empirically. At the same time, the found and acceptable communication style of one teacher turns out to be completely unsuitable for another. In the style of communication, the individuality of the individual is clearly manifested. The art of communication largely determines professional success and is due to the development of a teacher's set of skills: the ability to control one's behavior, feelings; the ability to observe, switch attention, understand the state of mind of another person; the ability to "read in the face", to establish verbal and non-verbal contact with students.
Conclusion.
Communicative culture
teacher is one of the most important components of professional and pedagogical culture. The need for its formation is due to the fact that the teacher is constantly involved in the process of communication, which provides for diverse and multifaceted relationships with those who become partners in contact: with students, their parents, and colleagues. These relationships arise and develop in the process of joint activity, the most important condition for the implementation of which is communication. Communication in pedagogical activity acts as a means of solving educational problems, as a socio-psychological support of the educational process and as a way of organizing the relationship between the teacher and children, ensuring the success of education and upbringing.
Communicative
culture
teacher is the culture of his professional and pedagogical communication with other subjects of the educational process. The necessary level of communicative culture should be recognized as one that allows the teacher to positively perceive his wards and colleagues and ensures the unconditional achievement of the goals of education and training.