Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces the pedagogical process to subject-object relations.
Even a superficial analysis of real pedagogical practice draws attention to a wide range of interactions: "student - student", "student - team", "student - teacher", "students are the object of assimilation", etc. The main relationship of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil." However, the initial, ultimately determining its results, is the relationship "pupil - object of assimilation."
This is the very specificity of pedagogical tasks.
They can be solved and are solved only through the activity of students led by the teacher, their activity. D. B. Elkonin noted that the main difference between the educational task and any others is that its goal and result is to change the acting subject itself, which consists in mastering certain methods of action. Thus, the pedagogical process as a special case of a social relationship expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.
It is customary to distinguish between different types of pedagogical interactions, and, consequently, relationships: pedagogical (relations between educators and pupils); mutual (relationships with adults, peers, juniors); subject (relations of pupils with objects of material culture); relationship with oneself. It is important to emphasize that educational interactions also arise when pupils, even without the participation of educators, come into contact with surrounding people and objects in everyday life.
Pedagogical interaction always has two sides, two interdependent components: pedagogical influence and pupil's response. Influences can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. The pupils' responses are just as diverse: active perception, information processing, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.
The initial stage of the upbringing process is the awareness by the pupils of the required norms and rules of behavior. Without this, the formation of a given type of personality behavior cannot be successful. Many educational systems paid or pay little attention to this stage, believing that it is especially important to explain to the pupils what, why and why it should not be: if they grow up, they will understand themselves. It is necessary to immediately begin to act - the formation of a given behavior. And the more mistakes students make, the better. Timely correction of behavior (often with the use of corporal punishment) quickly corrects the situation and leads to the desired results. Until recently, the domestic school, on the contrary, tended to exaggerate this stage, gave preference to verbal methods of education to the detriment of the next stages that require action.
Knowledge must be converted into beliefs - a deep awareness of this and not another type of behavior. Beliefs are firm, principles-based and worldview views that serve as a guide in life. Without them, the process of education will develop sluggishly, painfully, slowly and will not always achieve a positive result. Here is a famous example. Already in kindergarten, and even more so at school, all children know that you need to say hello to teachers. Why doesn't everyone do it? Not convinced. Education stopped at the first stage - knowledge, without reaching the next - conviction.
Education of feelings is another indispensable and important component of the educational process. Without emotions, as the ancient philosophers claimed, there is not and cannot be a human search for truth. Only by sharpening the senses and relying on them, educators achieve a correct and quick perception of the required norms and rules.
But, of course, the main stage of the educational process is activity. Separately, we single out this stage only in theoretically refined models. In the practice of education, it always merges with the formation of views, beliefs, feelings. The greater the place in the structure of the educational process is pedagogically expedient, well-organized activity, the higher the effectiveness of education.
§1 The essence of pedagogical interaction
Pedagogical interaction is a process that takes place between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Interaction is a philosophical category, reflecting the universal essential connection of all living things. In pedagogical science, pedagogical interaction acts as one of the key concepts and as a scientific principle.
Pedagogical interaction acts as a developing process that contributes to the formation of the personality of the pupil and improves the personality of the teacher with the indispensable leading role of an authoritative educator. The interaction of these parties is present in all types of activities: in knowledge, play, work, communication; its influence penetrates into the core of the personal relationships of the participants; it awakens in pupils the readiness to be, in the words, "educated." Pedagogical interaction is a complex process consisting of many components, the largest of which are didactic, educational and socio-pedagogical interactions.
The basis of pedagogical interaction is cooperation, which is the beginning of the social life of people.
In modern society, relations between educators and pupils are built to a large extent in the intellectual sphere and are emotionally overstrained. Children perceive the requirements of adults indirectly and not always as necessary. Therefore, pedagogical interaction needs a special organization.
Pedagogical interaction plays a crucial role in human communication, including in business relations, partnerships, while observing etiquette, in showing mercy, etc.
Interaction becomes pedagogical when an adult (parent, teacher) acts as a mentor. For an adult, participation in pedagogical interaction is associated with moral difficulties, since in relations with children there is always a temptation to take advantage of age or professional advantage and reduce communication with a child to authoritarian influence. The profession of a teacher is sometimes perceived as authoritarian, because it contains care, guardianship, mentoring, the desire to share one's experience; there is a very fuzzy line in it, beyond which moralizing, violence against a person begins. In children, a response occurs - the child tries to become autonomous from such an educator, showing resistance, open or hidden, hypocritical. Experienced, talented teachers have a special pedagogical flair and tact and anticipate possible complications in pedagogical interaction. The result of pedagogical interaction corresponds to the goal of education - the development of the individual.
Interaction can be direct, direct, when there is direct contact between subjects, or indirect, mediated through any objects, actions, information exchange, other people. Today, the personality-oriented interaction "teacher-pupil" is relevant, which involves the recognition of the child's personality not so much as an object, but as a subject of upbringing, education, a partner in the educational process. Pupil, pupil - the main subject of the educational process. The purpose of "personally-oriented pedagogical interaction" of a teacher with a pupil is to create favorable conditions, to assist in his personal development, the formation of his moral orientations, in his self-determination (, etc.). The basis for the formation of abilities for self-development, self-determination, self-realization, self-organization of the individual is physical and mental health, morality and abilities, which determines the content of the student-oriented interaction of the teacher with students (). The personal growth of the child (the formation of his general culture, moral consciousness, self-awareness and behavior, the need for self-development) is facilitated by the humanistic orientation of pedagogical interaction. In interaction, the determining factor is the position of the teacher, based on the interests of the development of the child: understanding, recognition, acceptance of him as a full partner, helping him. Interaction between teachers and schoolchildren takes place in different systems: between schoolchildren, between teachers and children, between teachers. At the same time, the style of the "teacher-student" relationship is determined by the peculiarities of the relationship between children in the student team, the main goal of which is the development of the individual, the team and its educational opportunities.
Researchers believe that the main characteristics of interaction are: mutual knowledge, mutual understanding, mutual influence, compatibility. At the same time, it is necessary to understand that the interaction of the parties is not an end in itself, but the most important means, a way to successfully solve the set educational and developmental tasks. So, an indicator of effectiveness () in terms of mutual understanding is the objectivity of knowing the best personal aspects of each other, interests, hobbies, mutual interest in each other; by mutual influence - the ability to come to an agreement on controversial issues, taking into account the opinions of each other, taking the other as an example, changing behavior and actions after comments and recommendations addressed to each other; on mutual actions - the implementation of constant contacts, active participation in joint activities, coordination of actions, assistance, support for each other, coordination of actions. Today, the task has become acute - to take a step to a higher level in the organization of the educational process, to move from the information type to the personality-oriented one, which, to a greater extent, produces development and self-development, self-affirmation, self-realization of the personality of the pupil. Solving it means creating favorable conditions in which it is possible to implement it, and, above all, a good psychological climate, friendly trusting relationships, cooperation relations “on an equal footing”.
As we have already noted, many scientists are investigating the problem of personality-oriented interaction. So, for example, he believes that any training and education in its essence is the creation of conditions for the development of the individual and, therefore, it is developing, personality-oriented. And the main thing is how to understand personality, where to look for the sources of its development. These sources are referred to as:
The priority of individuality, self-worth, originality of the child as a subjective carrier of experience that develops long before the influence of a specially organized educational process at school (the child does not become, but initially is the subject of cognition, communication and activity);
The study and description of the "cognitive profile" of the student as a peculiar type of thinking;
Determining the means to ensure the implementation of the goals and objectives;
A combination of different types of activity (playing, cognitive, value-oriented, reflective, etc.);
Cooperation between a teacher and a student aimed at the exchange of various
Giving the child the freedom to choose how to complete tasks, activating the creativity of children through the use of group forms of classes, interactive forms of education and upbringing;
Recognition for a schoolchild not only of the status of a student, but of a Person - a Citizen;
Reliance on the positive qualities of the child, “approaching the child with an optimistic hypothesis” and trust ();
Control over the emerging methods of educational work.
§2 Forms of pedagogical interaction
In our opinion, the specifics of the educational process at school is the close interaction of student and teaching teams. In the activities of the class teacher, the educator of a certain group of schoolchildren, this is interaction with a small pedagogical team, in which all teachers are united (subject teachers, additional education teachers, counselors ...). The need for this "care" is dictated by the task of developing a unified strategy and tactics of the educational process, carried out by all teachers working with the class.
The forms of such interaction in the modern school are diverse. Here are some of them:
1. Rational selection and placement of teachers for working with the class, depending on the characteristics of the class (profile, special subjects studied, psychological and pedagogical characteristics, the current socio-pedagogical situation of development, history of development and education, intellectual potential, psychological climate ...) . Moreover, in this selection there can and should be personalities of various types: men and women, young and old, serious and cheerful, having various hobbies, possessing diverse skills and abilities ... The richer the palette of “colors”, the better, because the class is many-sided , and each child should have "his" teacher, close to him in character, in spirit. And, importantly, ideally, a group of teachers working in the classroom should belong to the category of like-minded people of the class teacher himself. This is what will make it possible to create a workable, creative, optimistic in style and tone of relations team of adults and children, which will become an ideal educational environment.
2. Systematic holding of small pedagogical councils. The subject matter and their purpose can be varied: the definition of goals, objectives, the selection of content, means, forms and methods of working with the class; discussion of the situation and events in the class; development of a unified style and tone of relationships with the class and individual students; implementation of a differentiated approach in the education of individual groups of students (based on the interests and capabilities of teachers), etc.
3. Carrying out general integrated forms of educational work with the class. The cooperation of the class teacher with subject teachers of different specialties, with people who have a variety of hobbies and hobbies, allows you to raise the level of professionalism of educational work. Let's name some integrated forms of work taken by us from school practice.
Annual competitions-tournaments "Fathers and Sons" (in their content are various competitions: intellectual, labor, artistic and creative, physical culture and sports, games ...), they are prepared under the guidance of a class teacher by subject teachers and parents.
- "Nature and I" (appointment - the development of a value attitude to nature); class hour, spent together with teachers of geography and biology.
Class hour "Psychology of a young man at war" in the 11th grade, prepared by a class teacher, a history teacher (at that time the Great Patriotic War was studied under the program) and a literature teacher.
Extracurricular reading lesson “The Poetry of Love of the 19th Century” under the heading “Behind the Pages of the Textbook”, conducted by a literature teacher and a class teacher, a teacher of ethics and psychology of family life (when studying the topic “Love as the highest human feeling”).
4. Conducting pedagogical councils (small pedagogical councils, which are preceded by a comprehensive study of the class and individual students, the progress and results of the educational process using various methods of psychological and pedagogical research; their purpose is to solve the pressing problems of the class, individual students). Such councils can be held systematically (once a quarter), as well as occasionally to solve problems that have arisen in the educational process. For example, a decrease in the level of academic performance, a high degree of conflict between teachers and the class, a low level of student discipline, emergencies, poor progress and educational difficulties of individual students, problems of a differentiated and individual approach, analysis of the results of the educational process and its effectiveness ... And many, many others .
5. Carrying out various forms of educational work together with classes, where subject teachers are class teachers: preparing and conducting subject weeks, various tournaments such as KVN, What? Where? When?”, “Field of Miracles”, “Merry Starts”, joint holidays and “Lights”, “Literary (theatrical, poetic, musical ...) living rooms”, joint theatrical performances, exhibitions of creative works, invitations to “open” forms work...
These activities also contribute to the creation and development of a school-wide system of educational work, the development of the school team, the transformation of teachers into like-minded people, improve the psychological climate in classes and schools, and contribute to the humanization of relations between teachers and students.
Forms of pedagogical interaction in the classroom can be represented by the following diagrams.
Scheme 1 (passive form of interaction)
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The type of relationship "on an equal footing" or "leadership" is ambiguous: "on an equal footing" is a subject-subject relationship, partnership, cooperation, activity on both interacting sides, and with "leadership" - activity on the one hand.
Today, relations “on an equal footing” are recognized as priority.
Various approaches and types of interaction testify to the versatility and multidimensionality of this process. Our survey of teachers of our school showed that the most effective for the development of the team and personality is collaborative interaction, which is characterized by knowledge, reliance on the positive in the individual, trust, goodwill, activity of both parties, dialogue. Dialogue interaction has a particularly great educational potential, according to our colleagues. It ensures the equality of partners' positions, respectful attitude towards each other, acceptance of the partner as he is, sincere exchange of opinions, openness, sincerity, lack of bias. Suppression, indifference (indifference to each other), formal relations are unacceptable. The main way to move to other, more fruitful types of interaction is inclusion in joint collective creative activity, creating conditions for joint experiences, everyone's contribution to the overall result, creating conditions for "responsible dependence" (). The ways of developing interaction as cooperation are a positive attitude towards joint creative work, joint planning, analysis of the results of activities, awareness of its purpose and personal meaning; creating a situation of free choice of types and methods of activity by its participants, the availability of good complete information about the state of affairs in the class, group, about each participant in the activity, the organization of collective creative affairs, which is the most effective for the development of cooperation, interaction, mutual assistance, competition, in the process of which the most the personality of both the teacher and the pupil is fully revealed.
§3 Pedagogical interaction between school and family
From the moment of birth to entering school, the most significant for the child and having a real educational impact is the system of family relations, which requires a high degree of responsibility on the part of adults (parents and relatives) for the physical and mental health of the child, his upbringing. The basis of family relations is the emotional reactions of adults to the actions of the child, when the deprivation of emotional contact with parents is a great punishment for him. With admission to school, the child is included in a new system of relationships; his emotional well-being, relations with his parents already largely depend on the teacher: if the teacher praises the child, the mother rejoices and gives him love and affection, and if she makes a little mistake at school or fails to complete the task, the attitude towards him can change dramatically. During this period, the teacher bears a large share of responsibility in organizing relations with the child, not only at school, but also in the family.
After elementary school, the relationship between students and teachers changes: subject teachers do not yet know the students, and contact with them is established only through training sessions. This is the reason for the decline in academic performance and gives rise to the problem of succession in the work of teachers in primary and secondary schools. This problem can be solved by a new class teacher and a primary school teacher through the organization of various types of relationships between teachers, students and parents.
The unity of the educational activities of the school and the family is created by the purposeful systematic work of the school that meets modern requirements for an educational institution - scientific validity, creative search, responsibility and interest in the results of family education, purposefulness and systematic formation of the pedagogical culture of parents.
The school as an educational institution performs the main part of educational work: it is entrusted with the main tasks of forming a harmonious personality. This does not detract from the role of the family, but proves the need to coordinate the actions of the family and the school. The leading role in this unity belongs to the school. The school expands and develops the educational opportunities of the family, carrying out pedagogical education, controls and directs family education, organizes and directs the activities of public and out-of-school organizations for active participation, assistance to the family and school, and coordinates their actions.
The system of work of the school management, the class teacher with the family has been developed over the years by selecting the most rational forms and methods and must meet a number of requirements, such as:
The purposefulness of the activities of the entire teaching staff. There is no work with parents in general, but there are specific, urgent pedagogical problems, for the sake of solving which parent-teacher meetings are held, an individual approach is taken to parents, to the family;
Improving professional qualifications, pedagogical culture of teachers. Forms can be very diverse: the work of the section of class teachers; the work of a permanent pedagogical seminar "Family pedagogy" or "Improvement of family education", etc.; taking into account the characteristics of the microdistrict, village, identifying informal adolescent groups at the place of residence, recording dysfunctional families and identifying the pedagogical neglect of children; use of advanced pedagogical experience, generalization of the positive experience of family education; pedagogical analysis of the work carried out with parents;
Formation of an effective public parent organization.
§4 Teaching staff
In our course work, we cannot but say about the teaching staff, because, in our opinion, it is the “beginning of beginnings” at school, it is teachers who are an integral part of pedagogical interaction, find the most correct, relevant in a given situation, its forms through joint work. Modern ideas about the teaching staff as a subject of management and self-development have developed under the influence of the ideas of Russian teachers and others about the relationship between education and upbringing, about the interaction of teachers and students, about the desire of teachers for self-improvement.
“There must be a team of educators,” he wrote, “and where educators are not united in a team and the team does not have a single plan of work, a single tone, an exact single approach to the child, there can be no educational process.”
If a teacher, believed to have only love for the cause, he will be a good teacher. If the educator has only love for the students, like a father, a mother, he will be better than the teacher who has read all the books, but has no love either for the work or for the students. If a teacher combines love for work and for students, he is perfect in his profession.
The pedagogical team of teachers is part of the public team, which includes the student team as an integral part. With all the conformity to the characteristics of any team, the teaching staff of the school at the same time has its own specific features.
The main distinguishing feature of the teaching staff is the specifics of professional activity, namely, the training and education of the younger generation. The effectiveness of the professional activity of the teaching staff is determined by the level of pedagogical culture of its members, the nature of interpersonal relations, the understanding of collective and individual responsibility, the degree of organization and cooperation. The pedagogical activity of the team of teachers takes place in close cooperation with the team of schoolchildren. The solution of pedagogical problems depends on the extent to which and how the educational potential of the student body is used.
One of the features of the activity of the teaching staff is the collective nature of work and collective responsibility for the results of pedagogical activity. Such pedagogical values as love for the child, the desire to teach him, respect for the individual, pedagogical creativity, optimism, general and professional culture, create the basis on which the unity of actions of teachers is based.
Organizational structure of the teaching staff. Research on the psychology of the team (, etc.) provide reasonable information about the structure of the team. In particular, in the socio-psychological analysis of the team, formal (official) and informal (informal) organizational structures are distinguished. In this case, the structure refers to relatively stable relationships between members of the team.
The formal structure of the team is due to the official division of labor, the rights and obligations of its members. Within the framework of the formal structure, each person, performing certain professional functions, interacts with other members of the working society on the basis of certain rules prescribed to him. Teachers working in the same class are guided by educational standards, programs, schedules of lessons and extracurricular activities, and professional ethics. Each teacher is in official, business relations with colleagues, school leaders.
The informal structure of the team arises on the basis of actual, and not just prescribed, functions performed by members of a particular professional association of people. The informal structure of the team is a network of real relationships between its members. Such relationships arise on the basis of likes and dislikes, respect, love, trust or distrust, desire or unwillingness to cooperate and search together. Such a structure reflects the internal, sometimes hidden, invisible state of the team.
The result of the manifestation of informal relations in the team are such signs as the presence of friendly companies, unofficial public opinion, the emergence of informal leaders, the assertion of new values, orientations and attitudes of the individual, etc.
Investigating the influence of relationships on the stability of the teaching staff, I came to the conclusion about the bilateral nature of this interaction. On the one hand, intra-collective relations affect the stability of the team, on the other hand, the stability of the teaching staff determines the nature of the relationship between teachers.
§5 The essence of the pedagogical process in the modern school
The pedagogical process is a specially organized interaction of teachers and pupils, aimed at solving developmental and educational problems.
In the course of the pedagogical process, the relationship between the teacher and the student is established in the presence of other students. Students expect wise actions from the teacher, the ability to resolve the dispute, the situation is not ordinary, worldly, as parents or other adults can, but calmly and fairly; do not offend the innocent and understand the "guilty". And with the correct, fair resolution of the situation by the teacher, the guys consider it natural: “After all, she is a teacher!” While any unfair decision causes children's indignation at the behavior of the teacher, they will discuss it in peer groups, tell their parents and pass judgment on the personality of the teacher, and this assessment sometimes for a long time will determine his authority, the nature of his relationship with students and the educational power of pedagogical influence.
Teachers and pupils as subjects are the main components of the pedagogical process. The interaction of the subjects of the pedagogical process (exchange of activities) has as its ultimate goal the appropriation by pupils of the experience accumulated by mankind in all its diversity. And the successful mastering of experience, as is known, is carried out in specially organized conditions in the presence of a good material base, including a variety of pedagogical means. The interaction of teachers and pupils on a meaningful basis using a variety of means is an essential characteristic of the pedagogical process that takes place in any pedagogical system.
The pedagogical system is organized with a focus on the goals of education and for their implementation, it is entirely subordinate to the goals of education.
Considering the pedagogical process as a dynamic system and taking into account that its dynamics, movement is due to the interaction or exchange of activities of the main sections, it is possible to trace the transition of the pedagogical process from one state to another only by determining its basic unit ("cell"). Only under this condition is it possible to understand the pedagogical process as a developing interaction of its subjects, aimed at solving educational problems.
Based on the category of "interaction", the pedagogical process can be represented as an integration of interrelated processes of interaction between teachers and pupils, parents, and the public; interaction of students with each other, with objects of material and spiritual culture, etc. It is in the process of interaction that information, organizational, activity, communication and other connections and relations are established and manifested. But of all the variety of relations, only those are educational, in the course of which educational interactions are carried out, leading to the assimilation by pupils of certain elements of social experience, culture.
It is customary to distinguish between different types of pedagogical interactions, and, consequently, relationships: pedagogical (relations between educators and pupils); mutual (relationships with adults, peers, juniors); subject (relations of pupils with objects of material culture); relationship with oneself. Of great importance for the teacher is the skillful combination of role-playing and personal relationships in interaction with students.
For teachers, the first edition remains unforgettable. This is a kind of verification of the correctness of the choice of profession, and the formation of a teacher. The youth and inexperience of the teacher give rise to naturalness in relationships, unite teachers and students in joint actions, help to understand and help each other in realizing their personal capabilities: students help the teacher become a teacher, and the teacher helps students discover their abilities and hobbies, personal qualities. They are united by the fact that the inexperience of the teacher makes the children want to help him in difficulties, and the teacher accepts this help; together they rejoice at successes, grieve at failures.
In subsequent years of work at the school, interest and novelty in working with students are replaced by experience; teachers are less surprised by the unexpectedness of the students' actions, more often irritated by the originality of their behavior, and the search for contacts through "spiritual" conversations with them is replaced by well-developed professional measures of influence, exactingness towards them. Pupils each time in their own way go through the path of becoming a personality, the teacher cannot do this, even remaining “forever young”: he develops certain stereotypes in communication and relationships with students. A personal relationship with a teacher encourages the student to hope for understanding (and how many lack this), when he from a "student" becomes an individual in the eyes of the teacher. Thus, the state of confrontation is removed, resistance to influence is weakened, which to some extent makes the student an accomplice in the pedagogical process. The psychologist writes about it this way: “If relationships are built on the basis of mutual respect, equality and complicity, each of the partners gets the opportunity for self-realization and personal development” .
The humanization of relations, as the main psychological content of the pedagogy of cooperation, is to build relations between students on respect and support for the dignity of the student, faith in his untapped opportunities, interest in his personality, and not just in success in activities.
Pedagogical interaction always has two sides, two interdependent components: pedagogical influence and pupil's response.
The impact will be effective if the teacher is respected and trusted by the students as a person who knows how to understand, according to the reactions of the children, how the students perceive and evaluate his personality, on whom he is going to influence, and the evaluation of the effectiveness of the impact should concern not only the change in the student's behavior, but and changes in the personality of the teacher .. Influences can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. The responses of pupils are just as diverse: active perception and processing of information, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.
The great Russian educator wrote that in education everything should be based on the personality of the educator, because the educational power flows only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cunningly invented, can replace the individual in the matter of education. Only personality can act on the development and definition of personality, only character can form character.
§6 Pedagogical communication
Pedagogical communication is a system of interaction between a teacher and students, the content of which is the exchange of information, knowledge of the individual, the provision of educational influence (-Kalik,).
We believe that pedagogical interaction is simply impossible without communication.
Communication regulates the joint activities of the teacher and pupils, ensures their interaction, and contributes to the effectiveness of the pedagogical process.
Communication is an important means of solving educational problems.
Pedagogical communication is a dynamic process: with the age of pupils, the position of both the teacher and children in communication changes. This is due to the change of positions and roles of the student in relations with parents, teachers, peers. In general, it can be said that, as they grow older, students quickly master the roles offered to them in school and family, and the task of adults is to expand both the range of new roles and the degree of independence in familiar roles in time. Only under these conditions can a productive and emotional connection be maintained between the elders and the younger.
We emphasize that pedagogical communication is carried out through the personality of the teacher. It is in communication that the views of the educator, his judgments, his attitude to the world, to people, to himself are manifested.
Communicating with pupils, the teacher studies their individual and personal characteristics, receives information about value orientations, interpersonal relationships, about the causes of certain actions, deeds.
Communication, in our opinion, has a significant impact on the formation and strengthening of the cognitive interests of students. Trust in the pupil, recognition of his cognitive abilities, support in independent search, creation of “success situations”, goodwill withdraw the stimulating effect on interest.
We consider it necessary to emphasize the possibilities of pedagogical communication in the organization of the educational process of the school:
1) Communication makes it possible to study the individual and personal qualities, interests and motives of the student;
2) Communication allows you to determine, adjust and agree on the goals of teaching education, the life goals of teachers and students;
3) Communication is a source of personal development. Pedagogical communication enriches any activity with value orientations, shows the level of moral readiness for interaction in the pedagogical process;
4) Through communication, the child learns the world of people, as through activity - the world of things.
There are three main functions of pedagogical communication:
1) communicative, serving to transmit and receive information using various means;
2) Perceptual, which consists in the perception and knowledge of each other by people, in the regulation of the behavior of subjects entering into communication;
3)Interactive, expressed in the organization and regulation of joint activities. It affects the emotional sphere, in which the attitude of the participants in communication to each other, their mood, etc. is manifested;
All these functions in real conditions of communication act in unity and in one way or another manifest themselves in relation to each participant.
The word of the teacher acquires the power of influence only if the teacher recognizes the student, shows attention to him, helps him in some way, that is, establishes a relationship with him through joint activities. Novice teachers are not always aware of this and believe that the very word of the teacher should lead the child to obedience, so complaints are frequent: “I don’t know what kind of children! Simple words are not understood! How to work with them! Yes, and it is sometimes difficult for a student to understand the monologues of the teacher addressed to him: “I will now wrap you all up home! Do you have anything on your mind? How should you behave? Didn't I tell you enough about it? You won't go anywhere with us next time!"
As a rule, remarks are made by the teacher in an emotionally irritable tone and carry a small meaningful load: “You bored me with your stupid questions!”, “Who is not interested in the lesson, they can leave, no one invited you to IX grade!”, “Petya! You don’t work yourself and don’t bother others to work!” etc.
So, pedagogical communication is an essential component of joint activity in the educational process. As a result of communication, either common positions of its participants are developed, or their contradictions on certain issues are revealed.
§7Pedagogical conflict
Unfortunately, school life is not devoid of negative aspects. Among them, a fairly large place is occupied by a variety of conflict situations. Moreover, according to psychologists, 80% of conflicts occur spontaneously, against our will.
In our work, we would especially like to touch upon the topic of pedagogical conflicts, since this issue is now acute in our school. The need for a detailed analysis of this topic arose as a result of numerous collisions between teachers and students, which resulted in a school-wide parent meeting aimed at solving problems related to the behavior of children, with their culture of communication. However, psychologists say that conflict is a normal manifestation of social ties.
In pedagogical situations, the teacher most clearly faces the task of managing the student's activities. When solving it, the teacher must be able to take the student's point of view, imitate his reasoning, understand how the student perceives the current situation, why he acted that way.
During the school day, the teacher engages in a wide range of relationships with students on various occasions: stops a fight, prevents a quarrel between students, asks for help in preparing for the lesson, joins in a conversation between students, sometimes showing resourcefulness.
When resolving pedagogical situations, the actions of the teacher are often determined by personal resentment towards the students. The teacher then shows a desire to emerge victorious in the confrontation with the student, not caring about how the student will get out of the situation, what he will learn from communication with the teacher, how his attitude towards himself and adults will change. For a teacher and a student, various situations can be a school of knowledge of other people and oneself.
A conflict in psychology is defined as "a collision of oppositely directed, incompatible tendencies, a single episode in consciousness, in interpersonal interactions or interpersonal relationships of individuals or groups of people, associated with negative emotional experiences" .
The conflict in pedagogical activity often manifests itself as the teacher's desire to assert his position and as a student's protest against unfair punishment, incorrect assessment of his activity, act.
It is difficult for a student to follow the rules of conduct at school every day and the requirements of teachers during lessons and breaks, therefore minor violations of the general order are natural: after all, the life of children at school is not limited to study, quarrels, insults, mood changes, etc. are possible.
By responding appropriately to the child's behavior, the teacher takes control of the situation and restores order. Haste in assessing an act often leads to errors, causes indignation in the student at the injustice on the part of the teacher, and then the pedagogical situation turns into a conflict.
Conflicts in pedagogical activity disrupt the system of relationships between the teacher and students for a long time, cause the teacher to experience a deep stressful state, dissatisfaction with his work. This state is aggravated by the realization that success in pedagogical work depends on the behavior of students, a state of dependence of the teacher on the “mercy” of the students appears.
He writes this about conflicts at school: “The conflict between the teacher and the child, between the teacher and parents, the teacher and the team is a big trouble for the school. Most often, conflict arises when the teacher thinks unfairly about the child. Think fair about the child - and there will be no conflicts. The ability to avoid conflict is one of the components of the teacher's pedagogical wisdom. Preventing conflict, the teacher not only protects, but also creates the educational force of the team.
Types of pedagogical situations and conflicts.
Potentially conflict-prone pedagogical situations include the following:
Situations (or conflicts) of activity arising from the student's performance of educational tasks, academic performance, extracurricular activities;
Situations (conflicts) of behavior, actions arising from a student's violation of the rules of conduct at school, more often in the classroom, outside of school;
Situations (conflicts) of relations that arise in the sphere of emotional personal relations of students and teachers, in the sphere of their communication in the process of pedagogical activity.
The list of pedagogical situations and conflicts proposed below has the practical goal of guiding teachers in a variety of school situations and conflicts.
Situations about learning activities often arise in the classroom between a teacher and a student, a teacher and a group of students, and manifest themselves in the refusal of the student to complete the lesson. This can happen for various reasons: fatigue, difficulty in mastering the educational material, failure to complete homework, and often an unsuccessful remark by the teacher instead of specific help in case of difficulties in work.
Let's take a typical example.
At the Russian language lesson, the teacher several times made comments to the student who was not studying. He did not react to the teacher's remarks, continuing to interfere with others: he took out a rubber band and started shooting papers at the students sitting in front.
The teacher demanded that the boy leave the classroom. He answered rudely and did not come out. The teacher stopped the lesson. The class made noise, and the culprit continued to sit in his place, although he had stopped firing. The teacher sat down at the table and began to write in a journal, the students went about their business. So 20 minutes passed. The bell rang, the teacher stood up and said that the whole class was leaving after school. Everyone was noisy.
Such behavior of the student indicates a complete break in the relationship with the teacher and leads to a situation where the work of the teacher really depends on the “mercy” of the student.
Such conflicts often occur with students experiencing learning difficulties, when the teacher teaches a subject in a given class for a short time and the relationship between the teacher and students is limited to contacts only around academic work. As a rule, there are fewer such conflicts in the lessons of class teachers, in primary grades, when communication in the lesson is determined by the nature of the relationships that have developed with students in a different environment.
Situations and conflicts of actions.
The pedagogical situation can acquire the nature of a conflict if the teacher made mistakes in the analysis of the student's act, made an unreasonable conclusion, and did not find out the motives. It should be borne in mind that the same act can be caused by completely different motives.
In difficult situations, the emotional state of the teacher and the student, the nature of the existing relationship with the accomplices of the situation, the influence of the students present are of great importance, and the result of the decision always has a certain degree of success due to the student’s difficult to predict behavior, depending on many factors, which it is almost impossible for the teacher to take into account. .
Conclusion
After analyzing the information contained in the pedagogical and psychological literature, we conclude that pedagogical interaction is a process that occurs between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Pedagogical interaction acts as a developing process that contributes to the formation of the personality of the pupil and improves the personality of the teacher with the indispensable leading role of an authoritative educator. Having studied a fairly large amount of pedagogical literature on the problem of research, we can conclude that the basis of pedagogical interaction is cooperation, which is the beginning of people's social life. Pedagogical interaction plays a crucial role in human communication, including in business relations, partnerships, while observing etiquette, in showing mercy, etc.
In the course of our study, we revealed the specifics of the sociological approach to the analysis of the system of interactions of social subjects in secondary education; investigated the main factors influencing the interaction of subjects of educational activity; studied the contradictions that characterize the current state of interaction between teachers, students, parents in the process of educating and teaching the younger generation. Thus, the tasks set by us were solved, the goal was achieved.
Bibliography
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3. Theory and methodology of education. Tutorial. - M .: Pedagogical Society of Russia, 2002. pp. 202-204
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5. Makarenko pedagogically essays in 7 volumes, Moscow, Pravda, 1957
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7., Panferov - the psychological climate of the team and personality. - M., 1983. - S. 1
8. Dezhnikova school team. - M., 1984. - S. 18.
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10. Psychology of interpersonal relations / Ed. . - M., 1983. - S. 132.
11. Russian Pedagogical Encyclopedia: In 2 vols./R 76 Ch. ed. . - M .: Great Russian Encyclopedia, 1998 p.
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13. Russian Pedagogical Encyclopedia: In 2 vols./R 76 Ch. ed. . - M .: Great Russian Encyclopedia, 1998 p. 24
14. A Brief Psychological Dictionary / Ed. , M. Yaroshevsky. - M., 1986. - S. 153).
15. etc. Pedagogy: Proc. allowance for students. higher ped. textbook institutions /, E. Shiyanov; Ed. . - M.: Publishing Center "Academy", 20p.
16. Bondarevskaya paradigm of personality-oriented education // Pedagogy. 1997.
17. Sukhomlinsky education of the team. - Moscow., 1981. - S. 185.
Characteristics of pedagogical interaction as a process
Pedagogical interaction is a process that occurs between the educator and the pupil in the course of educational work and is aimed at developing the personality of the child. Pedagogical interaction is one of the key concepts of pedagogy and the scientific principle underlying education. This concept received pedagogical understanding in the works of V. I. Zagvyazinsky, L. A. Levshin, H. J. Liimets and others. Pedagogical interaction- the most complex process, consisting of many components: didactic, educational and socio-pedagogical interactions. It is due to:
1) teaching and educational activities;
2) the purpose of training;
3) upbringing.
Pedagogical interaction is present in all types of human activity:
1) cognitive;
2) labor;
3) creative.
It is based mainly on cooperation, which is the beginning of the social life of mankind. Interaction plays a crucial role in human communication, in business, partnerships, as well as in observing etiquette, showing mercy.
Pedagogical interaction can be viewed as a process that acts in several ways. forms:
1) individual (between a teacher and a pupil);
2) socio-psychological (interaction in a team);
3) integral (combining various educational influences in a particular society).
Interaction becomes pedagogical when adults (teachers, parents) act as mentors. Pedagogical interaction presupposes equality of relations. Very often this principle is forgotten, and in relations with children, adults use authoritarian influence, relying on their age and professional (pedagogical) advantages. Therefore, for adults, pedagogical interaction is associated with moral difficulties, with the danger of crossing the shaky line, beyond which begins authoritarianism, moralizing and, ultimately, violence against the individual. In situations of inequality, the child reacts, he passively and sometimes actively resists upbringing. The importance of pedagogical interaction lies in the fact that, improving as the spiritual and intellectual needs of its participants become more complex, it contributes not only to the formation of the child's personality, but also to the creative growth of the teacher.
Source: http://fictionbook.ru/author....?page=3
Pedagogical interaction and its types
Pedagogical interaction is a universal characteristic of the pedagogical process. It is much broader than the category of "pedagogical influence", which reduces the pedagogical process to subject-object relations.
Even a superficial analysis of real pedagogical practice draws attention to a wide range of interactions:
"student - student"
"student - team",
"student-teacher"
"students are the object of assimilation", etc.
The main relationship of the pedagogical process is the relationship "pedagogical activity - the activity of the pupil." However, the initial, ultimately determining its results, is the relationship "pupil - object of assimilation."
This is the very specificity of pedagogical tasks.
They can be solved and are solved only through the activity of students led by the teacher, their activity. D. B. Elkonin noted that the main difference between the educational task and any others is that its goal and result is to change the acting subject itself, which consists in mastering certain methods of action. Thus, the pedagogical process as a special case of a social relationship expresses the interaction of two subjects, mediated by the object of assimilation, i.e. content of education.
It is customary to distinguish between different types of pedagogical interactions, and, consequently, relationships: pedagogical (relations between educators and pupils); mutual (relationships with adults, peers, juniors); subject (relations of pupils with objects of material culture); relationship with oneself. It is important to emphasize that educational interactions also arise when pupils, even without the participation of educators, come into contact with surrounding people and objects in everyday life.
Pedagogical interaction always has two sides, two interdependent components: pedagogical influence and pupil's response. Influences can be direct and indirect, differ in direction, content and forms of presentation, in the presence or absence of a goal, the nature of feedback (managed, unmanaged), etc. The pupils' responses are just as diverse: active perception, information processing, ignoring or opposition, emotional experience or indifference, actions, deeds, activities, etc.
Source: Slastenin V., Isaev I. et al. Pedagogy: Textbook //http://www.gumer.info/bibliotek_Buks/Pedagog/slast/10.php
Interaction types
The main characteristics of interaction manifest themselves in different ways depending on the conditions and situations in which the interaction of the participants in the pedagogical process is carried out, which allows us to speak of a variety of types of interaction. There are various bases for classification.
Interactions are distinguished primarily by subject and object - subject:
Personality - personality;
The team is the team.
Each of these types has its own characteristics depending on age: same-age and uneven-age interaction, etc.
There are direct and indirect interactions.
Direct interaction is characterized by a direct impact on each other, while indirect interaction is directed not at the personality itself, but at the circumstances of her life, her microenvironment. For example, a teacher, organizing collective cognitive activity, interacts directly with consultants, whose activities determine the participation of other children in the work. By advising his assistants, the teacher directs their attention and actions to each child, gives advice on how to include their comrades in the work. Through consultants, the teacher corrects the activities of other children with whom the interaction is carried out indirectly.
The basis for classifying interaction types can also be:
The presence of a goal or its absence - a special goal can be set in interaction, then it is called purposeful; or the goal may be absent, and then one speaks of spontaneous interaction;
Degree of manageability - managed, semi-managed, unmanaged; managed - purposeful interaction, accompanied by systematic information about its results, allowing you to make the necessary adjustments to subsequent interaction; semi-managed - this is also a purposeful interaction, but feedback is used on a case-by-case basis; unmanaged is spontaneous interaction1;
Type of relationship - "on an equal footing" or "leadership"; interaction "on an equal footing" is characterized by a subject - subjective relations, activity from both interacting parties; with "leadership" - activity on the one hand.
In practical work, the interaction is characterized by optimality, efficiency, frequency and stability. Different approaches to the classification of types of interaction do not exclude each other, but once again emphasize the multidimensionality and versatility of this process. We took the nature of interaction as the basis for classification, highlighting the following three features: the attitude of the interacting parties to each other's interests, the presence of a perceived common goal of joint activity, and the subjectivity of the position in relation to each other in interaction. Various combinations of these characteristics give certain interaction types :
cooperation,
agreement,
suppression,
indifference,
confrontation.
The most effective for the development of the team and personality is collaborative type of interaction,
which is characterized by objective knowledge, reliance on the best sides of each other, the adequacy of their assessments and self-assessments; humane, benevolent and trusting, democratic relations; the activity of both parties, jointly conscious and accepted actions, positive mutual influence on each other, in other words, a high level of development of all its components.
The cooperation of the participants in the educational process is the joint determination of the goals of the activity, the joint planning of the forthcoming work, the joint distribution of forces, means, the subject of activity in time in accordance with the capabilities of each participant, joint monitoring and evaluation of the results of work, and then forecasting new goals and objectives.
Collaboration does not allow for meaningless, ineffective work. In cooperation, conflicts and contradictions are possible, but they are resolved on the basis of a common desire to achieve the goal, do not infringe on the interests of the interacting parties, allow the team and its members to rise to a new qualitative level. Schoolchildren develop an attitude towards themselves and other people as creators of common benefit, as like-minded people and comrades in common work.
Has great educational potential dialogue interaction . It presupposes the equality of partners' positions, respectful, positive attitude of the interacting parties to each other, and is characterized by the predominance of cognitive or emotional components in its structure. Such interaction helps to “feel a partner”, to get to know, understand and mentally take his position, to come to an agreement. Acceptance of a partner as he is, respect and trust in him, a sincere exchange of opinions make it possible to develop similar beliefs, attitudes, and views on a particular situation as a result. The effectiveness of the dialogue is ensured by its openness, sincerity, emotional richness, lack of bias.
At the core agreements there is an agreement between the interacting parties about their role, position and functions in the team, in specific activities. The participants in the interaction know the capabilities and needs of each other, understand the need to agree, coordinate their actions in order to achieve a positive result. In some cases, this type of interaction is the most effective and acceptable if, for example, there is psychological incompatibility between the interacting parties, which is quite natural. Interest in a positive result of the work, understanding the need for the contribution of each party to the overall result encourages partners to negotiate.
guardianship - this is the care of one side about the other (the elders about the younger ones). Some act predominantly only as transmitters, while others act as active consumers of ready-made experience, and thus the interaction is one-sided, patronizing consumer character. The essence of this type of interaction is defined by I.P. Ivanov: “The child seems to be required to have active independent activity, but they immediately extinguish it, trying to give him instructions, to bring already ready experience into him, to constantly educate him openly. Pupils treat educators as people who must constantly take care of them, as transmitters of ready-made experience - more or less demanding, kind, fair, and to themselves as more or less interested, capable, independent. The one-sided consumer position of pupils is the main reason for the persistence of consumer psychology2.
suppression - a fairly common type of interaction, which manifests itself in the passive subordination of one side to the other. Such interaction manifests itself in the form of open, rigid instructions, requirements, instructions on what and how to do.
Suppression can be implicit, hidden, under the influence of personal power, the authority of one of the participants in the interaction. This type of interaction is typical for different systems, common in different teams. There are cases when the collective suppresses the individual and the individual, including the student, suppresses the collective. The manifestation of this type of interaction in children's groups is due, as a rule, to imitation of the authoritarian style of pedagogical leadership. Interaction-suppression leads to tension in relationships, instills fear in children, hostility towards the teacher. The child ceases to love school, where he is forced to do what he does not always understand, forced to do uninteresting work, ignored as a person. Suppression, if it is the predominant type of interaction, is very dangerous, since some form passivity, opportunism, infantilism, uncertainty and helplessness; others have despotism, aggression towards people, the world around them, a sense of their own superiority. This type often leads to conflicts and confrontations. It is obvious that the teacher must refuse interaction based on repression, but this is not easy for a person with an authoritarian style of behavior.
indifference - indifference, indifference to each other. This type of interaction is mainly characteristic of people and groups that do not depend on each other in any way or do not know their partners well. They can participate in joint activities, but at the same time be indifferent to the success of partners. This type is characterized by underdevelopment of the emotional component, neutral formal relations, lack of mutual influence or insignificant influence on each other. The main way of transition to other, more fruitful types of interaction is the inclusion in joint creative activity, when conditions are created for joint experiences, a tangible contribution of each to the overall result, the emergence of dependence relations. An indifferent type of interaction can also turn into confrontation if the organization of activities and relations in the process of work is incorrect, opposing the successes and achievements of the interacting parties.
Confrontation - hidden hostility towards each other or one side in relation to the other, confrontation, opposition, clash. Confrontation can be the result of an unsuccessful dialogue, agreement or conflict, psychological incompatibility of people. The confrontation is characterized by a clear divergence of goals and interests; sometimes the goals coincide, but the personal meaning diverges significantly. Confrontation is characteristic of both individuals and groups, collectives. Regardless of the reasons for the emergence of confrontation, the task of the teacher is to find ways to move to other types of interaction: dialogue, agreement.
A particular type of interaction should be singled out as a conflict, since it can accompany all other types and is, as a rule, temporary, intermediate in nature, passing, depending on the conditions, into another type of interaction.
Conflict - this is a collision of oppositely directed goals, interests, positions, opinions or views of the subjects of interaction. At the heart of any conflict is a situation that includes either conflicting positions of the parties on any occasion, or opposite goals or means of achieving them in given circumstances, or a mismatch of interests and desires of partners. Conflicts may arise in connection with the contradiction: a) search, when innovation collides with conservatism; b) group interests, when people defend the interests of only their group, collective, while ignoring common interests; c) associated with personal, selfish motives, when self-interest suppresses all other motives.
A conflict arises when one side begins to act, infringing on the interests of the other. If the other side responds in kind, then both non-constructive and constructive conflict can develop. It is unconstructive when one side resorts to immoral methods of struggle, seeks to suppress the partner, discrediting and humiliating him in the eyes of others. Usually this causes violent resistance from the other side, the dialogue is accompanied by mutual insults, and the solution of the problem becomes impossible. A constructive conflict is possible only when the opponents do not go beyond business arguments and relationships3.
The conflict causes distrust and anxiety, it leaves an imprint on the inner life of the team and the psychological state of the individual. The conflict requires mandatory resolution and can go in different directions and turn into rivalry, confrontation, accompanied by an open struggle for one's own interests; cooperation aimed at finding a solution that satisfies the interests of all parties; compromise-agreement, which consists in resolving disagreements through mutual concessions and agreements; adaptation, suppression associated with the fact that one side sacrifices its own interests. Under certain conditions, the conflict can perform an integrative function and unite team members, encourage them to search for productive solutions to problems.
All considered types of interaction are interconnected. Most often they accompany each other, and with a change in conditions they mutually pass into each other. It is unlikely that cooperation or dialogue, which have great educational potential, should be regarded as universal. In a particular situation, one of the students needs guardianship, attention and care, business relations have developed with someone on the basis of an agreement and this suits both parties, and in relation to someone, strict requirements are justified at the moment. Of course, in relation to specific conditions, you can find the leading, optimal type of interaction. But the variety of situations and their rapid change determine the dynamics of the nature of the interaction of the participants in the process.
1. Sokolnikov Yu. P. System analysis of education of schoolchildren. - M.: Pedagogy, 1986. - S. 7-8.
2. See: Ivanov I.P. Methods of communal education. - M.: Enlightenment, 1990. - S. 29-30.
3. Psychology: Dictionary / Under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky. - M.: Politizdat, 1990. - S. 174-175.
Source: http://www.nravstvennost.info/library/news_detail.php?ID=2417
Topic PEDAGOGICAL INTERACTION IN EDUCATION
1. The concept of pedagogical interaction
Education is a two-way process. This means that the success of its implementation directly depends on the nature of the relationship between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, which refers to the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.
Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant qualities of a person. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it: 1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities, which includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, knowledge of oneself; 2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.
In pedagogical interaction, the multi-aspect activity communication of the teacher and the pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.
In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given:
1) dialogue in the relationship between students and the teacher;
2) activity-creative nature of interaction;
3) focus on supporting the individual development of the individual; 4) providing it with the necessary space for making independent decisions, creative choice of the content and methods of teaching and behavior.
Thus, in order to achieve the goals of education, the teacher in the course of pedagogical interaction must comply with a number of conditions:
a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities;
b) to provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life;
c) create communicative conditions to support self-valuable activity of pupils;
d) stimulate the right relationships in various communication systems: "society - group - personality", "state - educational institutions - personality", "team - microgroup - personality", "teacher - group of pupils", "teacher - pupil", "personality - a group of personalities", "personality - personality"; e) contribute to the formation of the "I-concept" of the personality of the pupil; f) to stimulate productive communication with the student in various areas of his active life.
Pedagogical interaction has two sides: functional-role and personal. The functional-role side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person. The personal side of pedagogical interaction is connected with the fact that the teacher, interacting with students, transfers his individuality to them, realizing his own need and ability to be a person and, in turn, forming the corresponding need and ability among students. Because of this, the personal side of pedagogical interaction most affects the motivational-value sphere of pupils. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.
The best option is pedagogical interaction, in which functional-role and personal interaction are carried out in a complex. Such a combination ensures the transfer to students not only of the general social, but also of the personal, individual experience of the teacher, thereby stimulating the process of becoming the personality of the pupil.
The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following main styles of pedagogical attitude.
1. Active-positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in the manner of behavior, speech statements. Such teachers appreciate the positive qualities of students most highly, since they are convinced that each student has virtues that, under appropriate conditions, can be discovered and developed. Giving individual characteristics to their students, they note positive growth and qualitative changes.
2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, can be quick-tempered, inconsistent. It is characterized by an alternation of friendliness and hostility towards students. Such a teacher does not have firm objective views on the personality of the pupil and the possibilities of its development. The grades he gives to his students are inconsistent or uncertain.
3. Passive-positive. The teacher is characterized by a general positive orientation in the manner of behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize the distance between them and himself.
4. Active-negative. The relationship between the teacher and the students is characterized by a pronounced emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students, accentuates their shortcomings. Praise as a method of education is not characteristic of him, with any failure of the child, he is indignant, punishes the student; often makes comments.
5. Passive-negative. The teacher does not so clearly show a negative attitude towards children, more often he is emotionally lethargic, indifferent, aloof in communication with students. As a rule, he does not show indignation at their behavior, however, he is emphatically indifferent to both the successes and failures of his students.
2. Strategies and methods of pedagogical interaction
Active one-sided influence, which dominated authoritarian pedagogy for many years, is being replaced at the present stage by interaction, which is based on the joint activities of teachers and students. Its main parameters are mutual acceptance, support, trust, cooperation in joint creative activity. The main strategies of pedagogical interaction are competition and cooperation.
Competition implies a struggle for priority, which in its most striking form is manifested in conflict. Such conflict can be destructive and productive. Destructive conflict leads to mismatch, loosening of interaction. It often does not depend on the cause that gave rise to it and therefore leads to the transition "to the individual", generating stress. A productive conflict occurs when the clash between the interacting parties is generated by the difference in their points of view on a problem, the ways to resolve it. In this case, the conflict contributes to a comprehensive analysis of the problem and substantiation of the motivation for the actions of the partner who defends his point of view.
With regard to pedagogical interaction, the strategy implemented on the basis of competition is called personality-inhibiting. This strategy is based on threatening means of influence, the desire of the teacher to reduce the self-esteem of students, increase the distance and establish status-role positions.
Cooperation presupposes the feasible contribution of each participant in the interaction to the solution of a common problem. The means of bringing people together here are the relationships that arise in the course of joint activities. With regard to pedagogical interaction, a strategy based on cooperation is called personality-developing. It is based on understanding, recognition and acceptance of the child as a person, the ability to take his position, identify with him, take into account his emotional state and well-being, respect his interests and development prospects. With such interaction, the main tactics of the teacher are cooperation and partnership, enabling the student to show activity, creativity, independence, ingenuity, and imagination. With the help of such a strategy, the teacher has the opportunity to establish contact with children, which will take into account the principle of creating an optimal distance, determine the positions of the teacher and children, create a common psychological space for communication, providing equally contact and freedom at the same time.
A teacher focused on a personality-developing strategy builds pedagogical interaction with students on the basis of understanding, acceptance, and recognition.
Understanding means the ability to see the pupil "from the inside", the desire to look at the world simultaneously from two points of view: one's own and the child's. Acceptance implies an unconditional positive attitude towards the pupil, respect for his individuality, regardless of whether he pleases an adult at the moment or not. With this attitude, an adult recognizes and affirms the uniqueness of the pupil, sees and develops a personality in him; only by going “from the child” can one see the developmental potential inherent in it, the originality and dissimilarity that are inherent in a true personality. Recognition is an unconditional affirmation of the pupil's right to be a person, independently solve certain problems, in essence, this is the right to be an adult.
3. Conditions for increasing the effectiveness of pedagogical interaction
The importance of pedagogical interaction as a means of influencing the cognitive, emotional-volitional and personal spheres of the subjects of the educational process makes the problem of its effective organization relevant.
In the psychological and pedagogical literature, a number of conditions are distinguished that increase the effectiveness of pedagogical interaction: 1) setting immediate pedagogical tasks in work with each student; 2) creating an atmosphere of mutual goodwill and mutual assistance in the team; 3) the introduction into the lives of children of positive factors that expand the scale of values recognized by them, strengthening respect for universal values; 4) the use by the teacher of information about the structure of the team, the personal qualities of students occupying different positions in the class; 5) organization of joint activities that enhance the contacts of children and create common emotional experiences; 6) providing assistance to the student in the performance of educational and other tasks, a fair, equal attitude towards all students and an objective assessment, regardless of already established interpersonal relationships, assessment of success not only in educational activities, but also in its other types; 7) organization of collective games and other events that allow the student to express themselves positively from an unfamiliar side; 8) taking into account the specifics of the group, which includes the student, its attitudes, aspirations, interests, value orientations.
In addition, allocate a number of factors contributing to the effectiveness of pedagogical interaction.
The praise of a beloved teacher, the positive attitude expressed by him, can significantly increase the student's self-esteem, awaken the desire for new achievements, and please him. The same praise expressed by the teacher, which is not accepted by the students, may turn out to be unpleasant for the student and even perceived by him as a reprimand. This happens when the teacher is not recognized as an authoritative person not only by this student, but by the whole class.
When assessing the success of students, the exactingness of the teacher is especially important. With an undemanding teacher, students become discouraged, their activity decreases. If the student perceives the teacher's requirements as too high, then the associated failures can cause him emotional conflict. Whether the student will be able to perceive the requirements correctly or not depends on how much the teacher’s pedagogical strategy takes into account the level of students’ aspirations, the planned prospects for his life, the prevailing self-esteem, status in the class, that is, the entire motivational sphere of the personality, without taking into account which productive interaction is impossible .
Studies show that in the senior grades, matured students, as a rule, characterize teachers positively, taking into account not so much the character and attitudes of the teacher as his professional qualities. However, among the “favorites” after graduation, they usually name not the most intelligent or professionally developed teachers, but those with whom trusting and kind relationships have developed; those for whom these students were also "favorites", that is, accepted, chosen, highly appreciated.
It has been established that teachers more often pay attention to those schoolchildren who cause them one or another emotional attitude - sympathy, concern, hostility. A student who is indifferent to the teacher is not interested in him. The teacher tends to treat "intellectual", disciplined and diligent students better, in second place are passive-dependent and calm students, in third place are students who are amenable to influence, but poorly controlled. The most disliked are independent, active, self-confident students.
In the studies of A. A. Leontiev, signs are distinguished by which the stereotypical negative attitude of the teacher is recognized:
The teacher gives the “bad” student less time to answer than the “good” one, that is, does not give him time to think;
If an incorrect answer is given, the teacher does not repeat the question, does not offer a hint, but immediately asks another or gives the correct answer himself;
The teacher "liberalizes", positively assesses the incorrect answer of the "good" student, but at the same time more often scolds the "bad" student for the same answer and, accordingly, less often praises for the correct answer;
The teacher tends not to react to the answer of the “bad” student, calls another without noticing the raised hand, sometimes does not work with him at all in the lesson, smiles less often at him, looks less into the eyes of the “bad” than the “good”.
The most important factor in increasing the effectiveness of pedagogical interaction is its organization as a joint activity of the teacher and students. This makes it possible, first of all, to move from a monologue style of communication (“teacher - students”) to a dialogic one, from an authoritarian form of relations to a democratic one. In addition, at the same time, the social position of the student changes: from passive (student) it turns into active (teaching), which allows the child to move along the “zones of his proximal development” (L. S. Vygotsky). And finally, in the process of joint activity, the mechanisms of influencing the group and the individual through the reference person are updated, which contributes to the child's experience of other people's anxieties, joys and the perception of the needs of other people as his own.
As the student develops, the structure of his interaction with the teacher changes: being initially a passive object of pedagogical influence, he gradually becomes a creative person, not only capable of performing regulated actions, but also ready to set the direction for his own development.
4. Methodology for organizing pedagogical interaction
In order for pedagogical interaction to be effective, the method of its organization should be based on pedagogical support as a special position of a teacher, hidden from the eyes of pupils, based on the system of their interconnected and complementary activity communication.
The leading ideas of pedagogical support (the desire to see in the child a personality, a humane attitude and love for him, taking into account his age characteristics and natural inclinations, relying on mutual understanding and assistance in development) are found in the works of Democritus, Plato, Aristotle and other thinkers of the past.
These ideas were substantiated by J. A. Comenius, who argued in the famous “Great Didactics” that “children will be more pleasant to study at school if teachers are friendly and affectionate, will have an appeal, paternal disposition, manners, words, joint deeds without superiority if they treat their students with love."
Truly humane education , based on respect for the personality of the child, taking into account his natural inclinations and aspirations, defended in his writings J. J. Rousseau. He resolutely opposed harsh discipline, corporal punishment and the suppression of the individual in education, sought to find favorable forms and means for each stage of a child's development. According to Rousseau, the teacher should not impose his will on the child, but create conditions for his development, organize the upbringing and learning environment in which the child can accumulate life experience, realize his natural inclinations.
J. G. Pestalozzi emphasized the special significance of the sincere and mutual love of the educator and children, the excitation of the mind to vigorous activity, and the development of cognitive abilities. For I. G. Pestalozzi, the meaning of education is to help a person who is developing, mastering culture, moving towards a perfect state. In fact, this is assistance to the self-development of the natural forces and abilities inherent in a person.
Methods of pedagogical interaction, close to the essence of pedagogical support, were actively developed in the works of domestic and foreign teachers of the 19th century, who approved the idea the inadmissibility of violence against a child and requiring respect for the personality of pupils . So, K. D. Ushinsky, being a supporter of the principle of freedom in teaching and education, paid great attention to the personality of the teacher, arguing that “the influence of the personality of the educator on the young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system punishments and rewards. The ideas of the pedagogy of freedom and pedagogical support are found in the views of L. N. Tolstoy, who believed that the school should be created for the child in order to help his free development in a timely manner.
The theoretical substantiation of aspects of the professional activity of a teacher, close to the ideas of pedagogical support, can be seen in the works of N. F. Bunakov, who in a number of works emphasized that support the student only when he needs it . The teacher should keep up with his help only where it is really needed, and at the same time carry it out so skillfully, tactfully and purposefully, so that in the end it becomes completely unnecessary, would destroy itself.
To understand the essence of pedagogical support, it is important pedagogical concept I . Korczak. In accordance with it, the child is considered as a subject of education, a person independent of the will of other subjects. A necessary condition for education is the creation of an atmosphere of goodwill, mutual frankness and trust, which guarantees the protection of the child from violence, the stability of his position and freedom, and the satisfaction of his interests and needs.
Speaking about the value of any fact of children's life, J. Korczak introduces the concept "intelligent love" He wrote: “Let none of the views of the educator become either an indisputable conviction, or a conviction forever.” In communicating with a child, according to Korczak, it is necessary to choose the position "not next to, not above, but together." But sometimes it happens that the position “above” is occupied by a child. In such situations, Korczak advises: “The more inconspicuously you break the resistance, the better, and the sooner and more thoroughly, the more painlessly you will ensure discipline and achieve the necessary minimum of order. And woe to you if, being too soft, you fail to do this.
When developing the problem of pedagogical support, it is necessary to note the concept humanistic education V. A. Sukhomlinsky, who in his views proceeded from the fact that “every child is a whole world, completely special, unique ... and the true humanity of pedagogy lies in preserving the joy, happiness to which the child has the right” . Considering the essence of pedagogical support as a special sphere of professional activity of a teacher, Sukhomlinsky attached great importance to the personality of the teacher, saying that "next to each pet there should be a bright human personality." In the pedagogical theory and practice of Sukhomlinsky, a whole range of conditions and means for the implementation of pedagogical support has been developed, the main ones among which are: 1) the richness of relations between students and teachers, between students, between teachers; 2) a pronounced civil sphere of the spiritual life of pupils and educators; 3) amateur performance, creativity, initiative as special facets of the manifestation of various relations between members of the team; 4) the constant multiplication of spiritual wealth, especially ideological and intellectual; 5) harmony of high, noble interests, needs and desires; 6) creation and careful preservation of traditions, their transfer from generation to generation as a spiritual heritage; 7) the emotional life of the team.
The authors of a number of foreign sources (K. Wahlstrom, K. McLaughlin, P. Zwaal, D. Romano, etc.) understand pedagogical support as helping a student in a difficult situation so that he learns to independently solve his own problems and cope with everyday difficulties, which involves helping him to know himself and adequately perceive the environment.
Of fundamental importance for understanding the essence of pedagogical support are the views of representatives of humanistic psychology (A. Maslow, S. Buhler, K. Rogers, etc.). According to their views, the main thing in a personality is its aspiration to the future, free realization of its capabilities, abilities, inclinations. In this regard, the main task of the school of humanist psychologists see in the formation of a person as a unique, self-developing, self-sufficient personality . To implement this approach, it is essential abandon the mechanical principles of education, for the purpose of which the following obstacles should be eliminated: a) lack of information of the individual about himself; b) misunderstanding by the person of the problems facing her; c) underestimation by the individual of his own capabilities, intellectual, emotional and volitional potential.
According to the American psychologist A. Maslow, the main task of a teacher is “to help a person discover in himself what is already inherent in him”, therefore, the starting point of his concept is recognition of human subjective freedom . To achieve this, the main task of the teacher should be a conscious and systematically implemented desire to help the child in his individual personal growth.
In modern domestic science, one of the first to speak about pedagogical support was O. S. Gazman, who understood it as the process of jointly with the child determining his interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from maintaining human dignity and independently achieving the desired results in learning, self-education, communication, and lifestyle. Basic theoretical provisions and practical recommendations, correlated with the concept of pedagogical support , were fruitfully developed by innovative teachers (Sh. A. Amonashvili, I. P. Volkov, E. I. Ilyin, S. N. Lysenko, V. F. Shatalov), who, within the framework of pedagogy of cooperation, substantiated the need for humane process. In the context of their research, the humanistic attitudes underlying pedagogical support are the following fundamental principles: 1) acceptance of the child's personality as a given; 2) direct, open appeal of the teacher to the pupil, a dialogue with him, based on an understanding of his real needs and problems, effective help to the child; 3) empathy in the relationship between the teacher and the student, which gives the teacher the opportunity for full and inexhaustible interpersonal communication with the student, providing him with effective assistance exactly when it is most needed; 4) open, confidential communication, which requires that the teacher does not play his role, but always remains himself; this enables students to understand, accept and love the teacher as he is, to recognize him as a reference person.
Pedagogical support It has many varieties, among which the most common are psychological and pedagogical support and individual assistance.
Psychological and pedagogical support is understood as movement together with the pupil, next to him, and sometimes a little ahead (M. R. Bityanova, I. V. Dubrovina, E. I. Rogov and others). An adult carefully looks at and listens to his young companion, notes his desires and needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, listen to himself sensitively. At the same time, the teacher does not try to control the pupil or impose his life paths and value orientations on him. Only in those cases when the child becomes confused or asks for help, the teacher indirectly, unobtrusively helps him to return to his own path again.
Individual assistance involves conscious attempts by the educator to create the necessary conditions for the pupil in one or more aspects, in particular, in acquiring the knowledge, attitudes and skills necessary to meet their own needs and similar needs of other people, awareness of their values, attitudes and skills; the development of self-awareness, self-determination, self-realization and self-affirmation, understanding in relation to oneself and others, susceptibility to social problems, a sense of belonging to a group and society.
Education is a two-way process. This means that the success of its implementation directly depends on the nature of the relationship between the two subjects of the educational process: the teacher and the pupil. Their connection in the process of education is carried out in the form of pedagogical interaction, which refers to the direct or indirect influence of subjects (teachers and pupils) on each other and the result of which are real transformations in the cognitive, emotional-volitional and personal spheres.
Pedagogical interaction is defined as an interconnected process of exchange of influences between its participants, leading to the formation and development of cognitive activity and other socially significant qualities of a person. Considering the essence of pedagogical interaction, D. A. Belukhin identifies the following components in it: 1) communication as a complex, multifaceted process of establishing and developing contacts between people, generated by the need for joint activities, which includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of another person, knowledge of oneself; 2) joint activity as an organized system of activity of interacting individuals, aimed at the expedient production of objects of material and spiritual culture.
In pedagogical interaction, the multi-aspect activity communication of the teacher and the pupil has the character of a kind of contractual relationship. This makes it possible to act adequately to the real situation, developing it in the right direction, identifying and taking into account the true interests of the individual, correlating them with the requirements that arise unplanned in the process of training and education.
In a number of psychological and pedagogical studies, a list of essential requirements for the professional activity of a teacher who organizes and carries out pedagogical interaction is given: 1) dialogue in the relationship between students and a teacher;
2) activity-creative nature of interaction;
3) focus on supporting the individual development of the individual; 4) providing it with the necessary space for making independent decisions, creative choice of the content and methods of teaching and behavior.
Thus, in order to achieve the goals of education, the teacher in the course of pedagogical interaction must comply with a number of conditions: a) constantly support the pupil's desire to join the world of human culture, strengthen and expand its capabilities; b) to provide each individual with the conditions for independent discoveries, the acquisition of new experience in creative life; c) create communicative conditions to support self-valuable activity of pupils; d) stimulate the right relationships in various communication systems: "society - group - personality", "state - educational institutions - personality", "team - microgroup - personality", "teacher - group of pupils", "teacher - pupil", "personality - a group of personalities", "personality - personality"; e) contribute to the formation of the "I-concept" of the personality of the pupil; f) to stimulate productive communication with the student in various areas of his active life.
Pedagogical interaction has two sides: functional-role and personal. Functional role-playing The side of the interaction between the teacher and the student is determined by the objective conditions of the pedagogical process, in which the teacher performs a certain role: organizes and directs the activities of students, controls its results. In this case, students perceive the teacher not as a person, but only as an official, controlling person. Personal The side of pedagogical interaction is related to the fact that the teacher, interacting with students, transfers his individuality to them, realizing his own need and ability to be a person and, in turn, forming the corresponding need and ability in students. Because of this, the personal side of pedagogical interaction most affects the motivational-value sphere of pupils. However, practice shows that only teachers with a high level of development of a motivational-value attitude to pedagogical activity work with such an attitude.
The best option is pedagogical interaction, in which functional-role and personal interaction are carried out in a complex. Such a combination ensures the transfer to students not only of the general social, but also of the personal, individual experience of the teacher, thereby stimulating the process of becoming the personality of the pupil.
The nature and level of pedagogical interaction is largely determined by the attitude of the teacher to the pupils, which is due to their reference ideas, values and needs and causes them to have an appropriate emotional attitude. It is customary to single out the following main styles of pedagogical attitude.
1. Active positive. This style is characterized by the fact that the teacher shows an emotionally positive orientation towards children, which is adequately realized in the manner of behavior, speech statements. Such teachers appreciate the positive qualities of students most highly, since they are convinced that each student has virtues that, under appropriate conditions, can be discovered and developed. Giving individual characteristics to their students, they note positive growth and qualitative changes.
2. Situational. A teacher who adheres to this style is characterized by emotional instability. He is subject to the influence of specific situations that affect his behavior, can be quick-tempered, inconsistent. It is characterized by an alternation of friendliness and hostility towards students. Such a teacher does not have firm objective views on the personality of the pupil and the possibilities of its development. The grades he gives to his students are inconsistent or uncertain.
3. Passive positive. The teacher is characterized by a general positive orientation in the manner of behavior and speech statements, but he is also characterized by a certain isolation, dryness, categoricalness and pedantry. He speaks to students in a predominantly formal tone and consciously seeks to create and emphasize the distance between them and himself.
4. Active negative. The relationship between the teacher and the students is characterized by a pronounced emotional-negative orientation, which manifests itself in harshness and irritability. Such a teacher gives a low grade to his students, accentuates their shortcomings. Praise as a method of education is not characteristic of him, with any failure of the child, he is indignant, punishes the student; often makes comments.
5. Passive-negative. The teacher does not so clearly show a negative attitude towards children, more often he is emotionally lethargic, indifferent, aloof in communication with students. As a rule, he does not show indignation at their behavior, however, he is emphatically indifferent to both the successes and failures of his students.
9.2. Strategies and methods of pedagogical interaction
Active one-sided influence, which dominated authoritarian pedagogy for many years, is being replaced at the present stage by interaction, which is based on the joint activities of teachers and students. Its main parameters are mutual acceptance, support, trust, cooperation in joint creative activity. Main strategies pedagogical interaction are competition and cooperation.
Competition involves a struggle for priority, which in its most striking form is manifested in the conflict. Such conflict can be destructive and productive. destructive conflict leads to mismatch, loosening of interaction. It often does not depend on the cause that gave rise to it and therefore leads to the transition "to the individual", generating stress. Productive conflict occurs when the clash between the interacting parties is generated by the difference in their points of view on a problem, ways to resolve it. In this case, the conflict contributes to a comprehensive analysis of the problem and substantiation of the motivation for the actions of the partner who defends his point of view.
With regard to pedagogical interaction, a strategy implemented on the basis of competition is called personality-inhibiting. This strategy is based on threatening means of influence, the desire of the teacher to reduce the self-esteem of students, increase the distance and establish status-role positions.
Cooperation implies a feasible contribution of each participant in the interaction to the solution of a common problem. The means of bringing people together here are the relationships that arise in the course of joint activities. With regard to pedagogical interaction, a strategy based on cooperation is called personality-developing. It is based on understanding, recognition and acceptance of the child as a person, the ability to take his position, identify with him, take into account his emotional state and well-being, respect his interests and development prospects. With such interaction, the main tactics of the teacher are cooperation and partnership, enabling the student to show activity, creativity, independence, ingenuity, and imagination. With the help of such a strategy, the teacher has the opportunity to establish contact with children, which will take into account the principle of creating an optimal distance, determine the positions of the teacher and children, create a common psychological space for communication, providing equally contact and freedom at the same time.
A teacher focused on a personality-developing strategy builds pedagogical interaction with students on the basis of understanding, acceptance, and recognition.
Understanding means the ability to see the pupil "from the inside", the desire to look at the world simultaneously from two points of view: one's own and the child's. Adoption implies an unconditional positive attitude towards the pupil, respect for his individuality, regardless of whether he pleases an adult at the moment or not. With this attitude, an adult recognizes and affirms the uniqueness of the pupil, sees and develops a personality in him; only by going “from the child” can one see the developmental potential inherent in it, the originality and dissimilarity that are inherent in a true personality. Confession- this is an unconditional statement of the pupil's right to be a person, independently solve certain problems, in essence, this is the right to be an adult.
9.3. Conditions for increasing the effectiveness of pedagogical interaction
The importance of pedagogical interaction as a means of influencing the cognitive, emotional-volitional and personal spheres of the subjects of the educational process makes the problem of its effective organization relevant.
In the psychological and pedagogical literature, a number of conditions, increasing the effectiveness of pedagogical interaction: 1) setting the immediate pedagogical tasks in work with each student; 2) creating an atmosphere of mutual goodwill and mutual assistance in the team; 3) the introduction into the lives of children of positive factors that expand the scale of values recognized by them, strengthening respect for universal values; 4) the use by the teacher of information about the structure of the team, the personal qualities of students occupying different positions in the class; 5) organization of joint activities that enhance the contacts of children and create common emotional experiences; 6) providing assistance to the student in the performance of educational and other tasks, a fair, equal attitude towards all students and an objective assessment, regardless of already established interpersonal relationships, assessment of success not only in educational activities, but also in its other types; 7) organization of collective games and other events that allow the student to express themselves positively from an unfamiliar side; 8) taking into account the specifics of the group, which includes the student, its attitudes, aspirations, interests, value orientations.
In addition, there are a number of factors contributing to the effectiveness of pedagogical interaction.
Praise of a beloved teacher, the positive attitude expressed by him can significantly increase the student's self-esteem, awaken the desire for new achievements, and please him. The same praise expressed by the teacher, which is not accepted by the students, may turn out to be unpleasant for the student and even perceived by him as a reprimand. This happens when the teacher is not recognized as an authoritative person not only by this student, but by the whole class.
When evaluating student achievement, it is especially important the demands of the teacher. With an undemanding teacher, students become discouraged, their activity decreases. If the student perceives the teacher's requirements as too high, then the associated failures can cause him emotional conflict. Whether the student will be able to perceive the requirements correctly or not depends on how much the teacher’s pedagogical strategy takes into account the level of students’ aspirations, the planned prospects for his life, the prevailing self-esteem, status in the class, that is, the entire motivational sphere of the personality, without taking into account which productive interaction is impossible .
Studies show that in the senior grades, matured students, as a rule, characterize teachers positively, taking into account not so much the character, attitudes of the teacher as his professional quality. However, among the “favorites” after graduation, they usually name not the most intelligent or professionally developed teachers, but those with whom trusting and kind relationships have developed; those for whom these students were also "favorites", that is, accepted, chosen, highly appreciated.
It has been established that teachers more often pay attention to those students who cause them one or another emotional attitude- sympathy, concern, dislike. A student who is indifferent to the teacher is not interested in him. The teacher tends to treat "intellectual", disciplined and diligent students better, in second place are passive-dependent and calm students, in third place are students who are amenable to influence, but poorly controlled. The most disliked are independent, active, self-confident students.
In the studies of A. A. Leontiev, signs are distinguished by which the stereotypical negative attitude of the teacher is recognized:
The teacher gives the “bad” student less time to answer than the “good” one, that is, does not give him time to think;
If an incorrect answer is given, the teacher does not repeat the question, does not offer a hint, but immediately asks another or gives the correct answer himself;
The teacher "liberalizes", positively assesses the incorrect answer of the "good" student, but at the same time more often scolds the "bad" student for the same answer and, accordingly, less often praises for the correct answer;
The teacher tends not to react to the answer of the “bad” student, calls another without noticing the raised hand, sometimes does not work with him at all in the lesson, smiles less often at him, looks less into the eyes of the “bad” than the “good”.
The most important factor in increasing the effectiveness of pedagogical interaction is its organization as joint activities teachers and students. This makes it possible, first of all, to move from a monologue style of communication (“teacher - students”) to a dialogic one, from an authoritarian form of relations to a democratic one. In addition, at the same time, the social position of the student changes: from passive (student) it turns into active (teaching), which allows the child to move along the “zones of his proximal development” (L. S. Vygotsky). And finally, in the process of joint activity, the mechanisms of influencing the group and the individual through the reference person are updated, which contributes to the child's experience of other people's anxieties, joys and the perception of the needs of other people as his own.
As the student develops, the structure of his interaction with the teacher changes: being initially a passive object of pedagogical influence, he gradually becomes a creative person, not only capable of performing regulated actions, but also ready to set the direction for his own development.
9.4. Methodology for organizing pedagogical interaction
In order for pedagogical interaction to be effective, the method of its organization should be based on pedagogical support as a special position of a teacher, hidden from the eyes of pupils, based on the system of their interconnected and complementary activity communication.
The leading ideas of pedagogical support (the desire to see in the child a personality, a humane attitude and love for him, taking into account his age characteristics and natural inclinations, relying on mutual understanding and assistance in development) are found in the works of Democritus, Plato, Aristotle and other thinkers of the past.
These ideas were substantiated by J. A. Comenius, who argued in the famous “Great Didactics” that “children will be more pleasant to study at school if teachers are friendly and affectionate, will have an appeal, paternal disposition, manners, words, joint deeds without superiority if they treat their students with love."
A truly humane upbringing, based on respect for the personality of the child, taking into account his natural inclinations and aspirations, was defended in his writings by J. J. Rousseau. He resolutely opposed harsh discipline, corporal punishment and the suppression of the individual in education, sought to find favorable forms and means for each stage of a child's development. According to Rousseau, the teacher should not impose his will on the child, but create conditions for his development, organize the upbringing and learning environment in which the child can accumulate life experience, realize his natural inclinations.
J. G. Pestalozzi emphasized the special significance of the sincere and mutual love of the educator and children, the excitation of the mind to vigorous activity, and the development of cognitive abilities. For I. G. Pestalozzi, the meaning of education is to help a person who is developing, mastering culture, moving towards a perfect state. In fact, this is assistance to the self-development of the natural forces and abilities inherent in a person.
Methods of pedagogical interaction, close to the essence of pedagogical support, were actively developed in the works of domestic and foreign teachers of the 19th century, who affirmed the idea of the inadmissibility of violence against a child and demanded respect for the personality of pupils. So, K. D. Ushinsky, being a supporter of the principle of freedom in teaching and education, paid great attention to the personality of the teacher, arguing that “the influence of the personality of the educator on the young soul is that educational force that cannot be replaced by textbooks, moral maxims, or a system punishments and rewards. The ideas of the pedagogy of freedom and pedagogical support are found in the views of L. N. Tolstoy, who believed that the school should be created for the child in order to help his free development in a timely manner.
The theoretical substantiation of aspects of the professional activity of a teacher, close to the ideas of pedagogical support, can be seen in the works of N. F. Bunakov, who in a number of works emphasized that it is necessary to support a student only when he needs it. The teacher should keep up with his help only where it is really needed, and at the same time carry it out so skillfully, tactfully and purposefully, so that in the end it becomes completely unnecessary, would destroy itself.
To understand the essence of pedagogical support, the pedagogical concept of J. Korczak is important. In accordance with it, the child is considered as a subject of education, a person independent of the will of other subjects. A necessary condition for education is the creation of an atmosphere of goodwill, mutual frankness and trust, which guarantees the protection of the child from violence, the stability of his position and freedom, and the satisfaction of his interests and needs.
Speaking about the value of any fact of a child's life, J. Korczak introduces the concept of "reasonable love". He wrote: “Let none of the views of the educator become either an indisputable conviction, or a conviction forever.” In communicating with a child, according to Korczak, it is necessary to choose the position "not next to, not above, but together." But sometimes it happens that the position “above” is occupied by a child. In such situations, Korczak advises: “The more inconspicuously you break the resistance, the better, and the sooner and more thoroughly, the more painlessly you will ensure discipline and achieve the necessary minimum of order. And woe to you if, being too soft, you fail to do this.
When developing the problem of pedagogical support, it is necessary to note the concept of humanistic education by V. A. Sukhomlinsky, who in his views proceeded from the fact that “every child is a whole world, very special, unique ... joy, happiness, to which the child has the right. Considering the essence of pedagogical support as a special sphere of professional activity of a teacher, Sukhomlinsky attached great importance to the personality of the teacher, saying that "next to each pet there should be a bright human personality." In the pedagogical theory and practice of Sukhomlinsky, a whole range of conditions and means for the implementation of pedagogical support has been developed, the main ones among which are: 1) the richness of relations between students and teachers, between students, between teachers; 2) a pronounced civil sphere of the spiritual life of pupils and educators; 3) amateur performance, creativity, initiative as special facets of the manifestation of various relations between members of the team; 4) the constant multiplication of spiritual wealth, especially ideological and intellectual; 5) harmony of high, noble interests, needs and desires; 6) creation and careful preservation of traditions, their transfer from generation to generation as a spiritual heritage; 7) the emotional life of the team.
The authors of a number of foreign sources (K. Wahlstrom, K. McLaughlin, P. Zwaal, D. Romano, etc.) understand pedagogical support as helping a student in a difficult situation, so that he learns to independently solve his own problems and cope with everyday difficulties, which implies assistance in self-knowledge and an adequate perception of the environment.
Of fundamental importance for understanding the essence of pedagogical support are the views of representatives of humanistic psychology (A. Maslow, S. Buhler, K. Rogers, etc.). According to their views, the main thing in a personality is its aspiration to the future, free realization of its capabilities, abilities, inclinations. In this regard, humanist psychologists see the main task of the school in the formation of a person as a unique, self-developing, self-sufficient personality. To implement this approach, it is necessary to fundamentally abandon the mechanical principles of education, for which the following obstacles should be eliminated: a) lack of personal information about oneself; b) misunderstanding by the person of the problems facing her; c) underestimation by the individual of his own capabilities, intellectual, emotional and volitional potential.
According to the American psychologist A. Maslow, the main task of a teacher is “to help a person discover in himself what is already inherent in him,” therefore, the starting point of his concept is the recognition of a person’s subjective freedom. To achieve this, the main task of the teacher should be a conscious and systematically implemented desire to help the child in his individual personal growth.
In modern domestic science, one of the first to speak about pedagogical support was O. S. Gazman, who understood it as the process of jointly with the child determining his interests, goals, opportunities and ways to overcome obstacles (problems) that prevent him from maintaining human dignity and independently achieving the desired results. in learning, self-education, communication, lifestyle. The main theoretical provisions and practical recommendations, correlated with the concept of pedagogical support, were fruitfully developed by innovative teachers (Sh. A. Amonashvili, I. P. Volkov, E. I. Ilyin, S. N. Lysenko, V. F. Shatalov) who, within the framework of the pedagogy of cooperation, substantiated the need for humane relationships between the participants in the pedagogical process. In the context of their research, the humanistic attitudes underlying pedagogical support are the following fundamental principles: 1) acceptance of the child's personality as a given; 2) direct, open appeal of the teacher to the pupil, a dialogue with him, based on an understanding of his real needs and problems, effective help to the child; 3) empathy in the relationship between the teacher and the student, which gives the teacher the opportunity for full and inexhaustible interpersonal communication with the student, providing him with effective assistance exactly when it is most needed; 4) open, confidential communication, which requires that the teacher does not play his role, but always remains himself; this enables students to understand, accept and love the teacher as he is, to recognize him as a reference person.
Pedagogical support has many varieties, among which the most common are psychological and pedagogical support and individual assistance.
Psychological and pedagogical support is understood as movement together with the pupil, next to him, and sometimes a little ahead (M. R. Bityanova, I. V. Dubrovina, E. I. Rogov, etc.). An adult carefully looks at and listens to his young companion, notes his desires and needs, fixes achievements and difficulties that arise, helps with advice and his own example to navigate the world around him, listen to himself sensitively. At the same time, the teacher does not try to control the pupil or impose his life paths and value orientations on him. Only in those cases when the child becomes confused or asks for help, the teacher indirectly, unobtrusively helps him to return to his own path again.
Individual assistance involves conscious attempts by the educator to create the necessary conditions for the pupil in one or more aspects, in particular, in acquiring the knowledge, attitudes and skills necessary to meet their own needs and similar needs of other people, awareness of their values, attitudes and skills; the development of self-awareness, self-determination, self-realization and self-affirmation, understanding in relation to oneself and others, susceptibility to social problems, a sense of belonging to a group and society.
Methods of education - a set of the most common ways of implementing educational interactions, ways of solving educational problems.
The choice of methods can be determined by the content of education, the entire pedagogical system, as well as such natural facts as the achieved level of development of the children's team, the age and typological characteristics of children, and the features of the relationship between the educator and pupils.
The educator and pupil are the subjects of interaction. This means that each of them in a situation of communication and activity is able to show active activity. But the educator and pupil are not quite equal subjects of educational interaction. The inequality of the educator and pupil is the inequality of responsibility for the development of the pedagogical situation. The teacher, by virtue of his social role, must strive to achieve specific goals. The method of education is a way of interaction between the educator and the pupil, aimed at achieving the goals of education.
At the moment, there are various classifications of methods of education. Let us dwell on the traditional classification presented in the textbook by T.A. Ilyina. T.A. Ilyina relied on the results of the discussion on the classification of upbringing methods, which unfolded on the pages of the journal "Soviet Pedagogy" in 1970-1972. The generalized result of the discussion took the following form.
The first group is persuasion methods: suggestion, clarification, conversation, example, etc. These methods are based on consciousness and feelings.
The second group is the methods of organizing activities: accustoming, exercise, assignment, etc.
The third group is incentive methods: requirement, encouragement, punishment, etc.
method of persuasion.
Consciousness develops in a person in a natural way only in joint activities with other people. The organization of work with information implies its perception, analysis, modeling of possible consequences and approbation of the results obtained in practical activities. The method of persuasion is a way of influencing consciousness. It can be implemented in various forms:
Suggestion is a method of education that relies on the readiness of the pupil "on faith" to accept ideas and, without a struggle of motives, to fulfill the requirements of the educator.
The condition under which such an influence of one person on another is possible is trust in the one who exercises the influence. This method is good in situations where a person is not able, for various reasons (age, health, emotional state), to assess the situation with a sufficient degree of criticality and make independent decisions. But at the same time, the constant application of this method can lead to the habit of blindly following instructions from outside.
Explanation - a method of education based on the interpretation of the content of certain norms, requirements, rules of conduct in that part that is not clear to the pupil.
This method is appropriate when a person is faced with a new situation and he himself does not have enough experience and knowledge to correctly assess it and develop adequate behavior. It is important that facts and examples confirming the need to comply with certain norms, requirements and rules are convincing and justify the need to follow certain norms.
Explanation should not turn into annoying edification, common truths should not be explained, and therefore this method should be used when a person really does not understand the content of certain norms, requirements and rules of conduct.
Conversation is a question-answer method of interaction, based on the activation of the mental activity of subjects and is focused on a joint search for truth.
A conversation involves an exchange of opinions. The success of the conversation is achieved with the mutual interest of the interlocutors in the search for truth, with the desire and desire to know the point of view of another person, to understand his position. Conducting a dialogue with the pupil, the teacher must give up the desire to convince "at any cost". In order for the dialogue to take place, the educator must master the technique of posing the question. The master of such a dialogue is E.N. Ilyin. He owns the authorship of such a technique as "a question to yourself." Its essence lies in the fact that the question was formulated with the expectation not of abstract-logical thought-creativity, but of an emotional-sensual attitude to the situation under discussion, was personally significant for the interlocutors.
Persuasion by example is a method of education based on the demonstration by persons significant for the pupil of a model of behavior and attitudes (to himself, to people, to the world), which he perceives as worthy of emulation.
Persuasion by example is calculated on the tendency of children to imitate. “Especially children's age is generally encouraged and directed to action more by examples than by rules,” wrote Ya. A. Comenius. The tendency to imitate is explained by the fact that the child has poor life experience, no stable habits of behavior. Because of this, the child can take as a basis both a positive and a negative role model. The educational influence is to help the child choose an example worthy of imitation and develop a negative assessment of negative examples.
It must be remembered that education cannot be built only on imitation and copying, each person goes through his life path, in his actions he must realize his unique individuality.
Methods of organizing activities.
The pedagogical requirement involves placing the pupil in a situation of performing certain actions. It provides stimulation or inhibition of certain actions of children, their actions, behavior in general, through the manifestation of the personal attitude of the teacher to the pupil. Without thoughtful, justified requirements of the teacher, the organization of joint activities of schoolchildren is unthinkable. An experienced teacher comes to children with a detailed program of action, and his demands are a means of implementing this program in the deeds and actions of the pupils.
Depending on how the educator treats the child and what and how he does, indirect requirements are divided into three groups.
Teaching is a method of education based on the gradual development to the level of habit of any mode of action under the control and with the support of the educator.
The formation of a habit is evidenced by the prevailing dynamic stereotype of behavior, for example: brush your teeth in the morning, sit down to do your homework on time, and greet each other when you meet.
Teaching begins with showing a pattern of a particular behavior, it is based on external control. Teaching is carried out, as a rule, in combination with exercise, since the habitual way of behavior requires the consolidation of the necessary skills.
Exercise is a method of education based on the organized repetition of certain actions and deeds in order to form skills and abilities.
If we want to cultivate any quality in a person, we must put him in a condition where he would be forced to manifest this quality. It is impossible to educate a courageous person if you do not give him the opportunity to show courage - it doesn’t matter what: in restraint, a direct open word, some deprivation, patience, courage.
Along with the fact that the exercise presupposes the presence of elements of mechanical repetition, the use of this method gives a positive effect if a person clearly understands the result that he must achieve and consciously seeks to improve his performance. Having mastered certain skills and abilities, a person reaches a new qualitative level, which will inevitably affect his communication and activities.
Assignment is a method of education based on the transfer of personal responsibility for the work.
The assignment puts a person in a situation where he inevitably becomes the subject of activity, which means that he must direct his activity towards achieving a result. External control, as a rule, concerns the result of activity, while a person must organize the process himself: distribute resources, develop a certain rhythm of work, plan, and exercise self-control. Assignments are of varying degrees of complexity, but in any case, when fulfilling them, a person must show initiative and responsibility.
Perspective is a method of pedagogical interaction that stimulates the socially useful activity of children by setting exciting meaningful goals for them. At the same time, achieving them becomes a personal aspiration, desire and interest of the pupil. The purpose of the perspective method is to transform the goal and objectives of the socially useful activity of a group of students from an external stimulus into the internal motives of each of its members. The perspective method allows the teacher, the bodies of student self-government to consistently direct the development of the team, to enrich its content. This is achieved by building prospects of different scales into a certain system.
Incentive methods.
Requirement -- a method of education based on the presentation of the individual in a more or less categorical form of certain norms and rules of conduct.
A.S. Makarenno deduced a kind of theorem on the application of the demand method and tried to follow it in his practice: “Where I am not sure whether it is possible to demand something, right or wrong, I pretended that I did not see anything. I was waiting for the case when it became obvious to me, and for any person with common sense, it became clear that I was right. In this case, I made dictatorial demands to the end, and since they seemed better from such an obvious truth, I acted more boldly, and the guys understood that I was right and easily yielded to me. A.S. Makarenko in his pedagogical activity combined inexorable exactingness and firmness with respect for the personality of the pupil.
Encouragement is a way of supporting a particular form of behavior with the help of approval or reward.
For psychological comfort, a person, regardless of age, absolutely needs to receive approval from the outside. Forms of encouragement can be very different: diploma, cash prize, verbal gratitude. It is necessary to encourage for real success, so as not to devalue the situation of encouragement. But the teacher must create situations of success, since not every child is able to independently reach the level that allows him to be encouraged. Encouraging a child, we must bring up the desire for self-improvement, and not the expectation of encouragement.
Punishment is a restriction of the arbitrariness of a person, a measure of influence applied to a person for any fault, misconduct. The meaning of punishment is to make an adjustment in a person's behavior, to achieve the fulfillment of certain requirements. A. S. Makarenko wrote: “I am personally convinced that punishment is not such a great blessing. But I am convinced of the following: where it is necessary to punish, there the teacher has no right not to punish. A.S. Makarenko believed that punishment should be individual, adapted to the individual. One must be very careful about the right to punish. “I can’t imagine a healthy team,” he said, “where 10 people can have the right to punish.” In the team, legal mechanisms of punishment must be determined, the child must be protected from the arbitrariness of the personality of the educator.
Punishment makes sense when a person realizes the justice of the punishment and experiences what happened. The purpose of punishment should not be to cause suffering. Punishment should be accompanied by the experience of the fact of committing a mistake. It must resolve and destroy the conflict and not create new conflicts.
Public opinion is a method of pedagogical interaction that, as it were, absorbs all the others, since it involves students in the development and presentation of socially and morally valuable requirements to each other, the formulation and implementation of socially and personally significant prospects, has a decisive influence on the effectiveness of encouragement and punishment. The purpose of the method of public opinion is to stimulate everything positive in the life of the team and overcome negative phenomena and trends.
The educational functions of public opinion are reflected in the fact that the children's collective itself uses all the methods of pedagogical interaction in their diverse forms and forms.
Public opinion can manifest itself in the discussion and decision-making by the governing bodies of the team, in the actions of authorized persons, members of the student team responsible for various areas of work in the print media of the team and on school radio, in personal relationships of team members.
In communicating with each other, children learn genuine adherence to principles, criticality and self-critical assessment of their behavior and the behavior of their comrades. The atmosphere of a sensitive, benevolent and at the same time demanding, comradely exacting attitude of pupils to each other is not created by special techniques, but is formed due to the constant unobtrusive participation of teachers in all the affairs of the team, the real democracy of school self-government. The effectiveness of public opinion is ensured by the direction of public opinion towards solving the most relevant and educationally significant tasks and by expanding the scope of public opinion both in terms of the number of students it effectively influences and the breadth of issues covered. The poorer, the more monotonous the activity of the collective, the narrower the circle of interests of children, therefore, the more one-sidedly public opinion is formed.
For the successful application of methods and techniques of pedagogical interaction, it is especially important to be able to foresee the educational effect that can be achieved in a given situation.
Conclusions for chapter 1
In the course of a theoretical study of the general concepts of personality, team and educational process, the following conclusions were drawn:
- 1. Personality is:
- 1) a stable system of socially significant features that characterize an individual as a member of society, community, group;
- 2) an individual carrier of these traits as a free and responsible subject of conscious volitional activity. A sociological analysis of a personality presupposes the identification of socially typical characterological and moral qualities, knowledge and skills, value orientations and social attitudes, the prevailing motives of activity, necessary for the performance of social functions.
- 2. A team is a group of people performing socially useful and personally significant activities, for example, educational, industrial, scientific, etc. It has the properties of a social group and a social institution. Primary teams are singled out, then - indivisible groups of people who are in direct communication and interaction (teams, school classes, student groups, etc.).
- 3. Education is a process of systematic purposeful influence on the spiritual and physical development of the individual in order to prepare it for production, social and cultural activities. Education has a close relationship with education, training and is realized in the process of creative mastery of all cultural achievements available to mankind, characteristic of a given socio-historical context. Upbringing is closely connected with education and training and represents the development in the individual of certain human qualities and the assimilation of moral, scientific, cognitive and artistic culture, which naturally orients the individual towards certain values; attitude towards goodness, truth, beauty.
Education of a person is possible only in the environment of people. Only in a society of his own kind can he acquire all the knowledge and skills necessary for life. Growing up in a team is natural for him. It gives a person the necessary experience of communication and interaction with others. The effectiveness of such education is also determined by the fact that public opinion is most often of great importance for a person. Therefore, the team has a significant influence on the individual. This influence can be effectively used for educational purposes.
The purpose of education is to correctly orient the formation of personality, and this is possible only on the basis of a deep knowledge of the driving forces, motives, needs, life plans and value orientations of pupils.
The essence of education. Education as an abstract universal category, the idea reflects and expresses an objective concrete historical process - the movement of relations, communication, activities in society - thanks to which continuity is carried out between generations through the transmission of culture and the reproduction of productive forces.
Appointment. Education as a social phenomenon has as its purpose the fulfillment of the objective function of the social mechanism of interaction between generations. It ensures the entry, growth of the younger generations into the life of society, becoming their productive force and personalities.
Content. Education as an objective concrete historical phenomenon has as its content, first of all, empirical (sensual experience, observation is considered as the source and criterion of knowledge) experience of knowledge of the world by mankind, gradually comprehended and theoretically generalized. This experience is passed on to children, especially in such social activities as productive labor, livelihood and culture.
So, a social phenomenon - education - is necessary as a way to ensure the life of society and the individual; it is carried out in specific historical conditions as a result of social relations and the way of life of society that have developed in a certain way; the main criterion for its implementation, implementation is the degree of compliance of the properties and qualities of the individual with the requirements of life.