›

Typology of professional positions of a teacher. Methodological report typology of teachers

Schoolchildren and their parents have to deal with a variety of teachers. What types of teachers are there in any school and what to expect from them?

1. Friend

This teacher strives to be a friend to his students. He arranges informal gatherings, goes forward if the lessons are not done, explains for a long time what someone did not understand. Always listen, support, give friendly advice. All students have his number, and the “friend” encourages them to call him at any time of the day or night if something happens. Such teachers are never expelled from the class, they are not scolded for absenteeism, they protect schoolchildren in front of the head teacher and principal. Students are happy if they have such a teacher. There is only one BUT: progress and discipline with such teachers are seriously lame. And if your child is not able to pull himself together and learn his lessons on his own, a friend teacher will not help him here.

2. Tyrant

Did you lack discipline with a friend teacher? The tyrant will fix everything in one or two. And if not with a ruler on the hands and not with a slap on the back of the head, then with frightening screams, putting out the door and going to the director. At the lesson, the tyrant always has deathly silence, the class is filled to capacity, and at the words “go to the blackboard”, everyone turns pale, trembles and slides under the tables. I must say, even some parents at meetings crawl under the table when a tyrant teacher enters the classroom. And if the tyrant is part-time director, everyone's eye twitches at school. Is it good to learn from a tyrant? Yes, if you have a self-confident child with a stable nervous system, easily mastering the program. Perhaps if your child is used to achieving his goals, even if you need to suffer for this. And definitely not, if you are the parent of a doubtful, restless, shy, close-minded and shy student. The phrase "individual approach" is unknown to the tyrant.

3. Student's dream

But who knows everything about the individual approach is the “student's dream”. This intelligent and moderately strict teacher, who will both praise and tactfully scold when necessary, and gently point out mistakes. With such a teacher it is interesting and easy: he knows how to explain the material so that everyone understands without exception. He is aware of new teaching methods and is happy to introduce them, supplementing the old program of the last century. And, which is especially good, he still keeps his distance with his students, not striving for friendly and informal relations. So, his authority is unshakable.

4. Rebel

The teacher-rebel is not just up to date with new techniques. His goal is to destroy everything that was, and build a new one in this place. He argues with students, textbooks and administration. He is interested in politics and will not miss the opportunity to reflect on the future of the country in any lesson, whether it is chemistry, physics or labor. Some rebels advocate abandoning schools and suggest teaching in a new format. The rebel publicly lowers all those who disagree and fail with caustic remarks, so that especially vulnerable students are not recommended to enter into disputes with him. Learning from a rebel is interesting, but not very pleasant. Fortunately, you won’t have to endure it for a long time: sooner or later, any rebel teacher either expresses his claims in the face of the administration, or decides to leave the school, which restricts the freedom of the individual.

5. Adventurer


While the rebel theorizes and philosophizes, the adventurer teacher moves on to practice. Such individuals most often teach the natural sciences. They do not openly confront the director and do not throw textbooks into the oven, but simply pack a backpack with a smile on their face and, together with the whole class, go on excursions, hiking or just for a walk. The adventurer is sure: it is impossible to learn something without experiencing it. This means that it is best to read Pushkin's poems in the museum-apartment on the Moika, and to study the structural features of the mycelium under the tree in the forest. With such a teacher, students will definitely be fun and interesting, but you can’t expect rigor from him. Therefore, some students prefer to skip adventurer classes and do not know the subject at all.

6. Grandmother

Probably, such types will soon disappear from schools, but for now they exist. Despite new and new infusions of young professionals into school teams, retirees of the old school firmly hold on to their chairs, promising to work until their last day. Their main goal is to teach unreasonable youth according to 50-year-old methods and textbooks, instill Soviet values ​​and love for communism, and also remember to pull up your pants and wipe your nose. Needless to say, the students of grandmothers do not put a penny, they scoff in every possible way and bring them to a semi-conscious state? And only the most notorious straight-A students and nerds listen to them in class.

7. Whine


Usually whining teachers belong to the weaker sex, but there are exceptions. They whine everywhere and all the time. Bad grades, unlearned lessons, pranks of students, lagging behind the training schedule - all this makes them exclaim like “Oh-oh-oh, again, because of you, the director will call me to the carpet!”, “Well, what will I tell your parents ?? ?”, “Why exactly did I get your terrible class?” No one likes whiners: neither students, nor colleagues, nor parents who come to the meeting hoping to hear something about their child, and in the end receive a half-hour confession about how hard it is to live without a husband, how little you can buy for a penny salary and how much valerian you have to drink daily so as not to go crazy. Few people stand up to whiners, so even excellent students often turn a deaf ear to everything that such a teacher says. And this can not but affect the performance.

American schoolchildren, remembering their school teachers, compiled a list of 17 types of teachers. Of course, not every teacher can be classified and attributed to some type. But indeed in schools there are those that are described below.

Despot

He doesn't care what the student thinks. There is only one point of view that is correct, and that is the Despot's point of view. His behavior can vary from passive to aggressive, and students just have to go through that school period during which they are forced to come to Despot's lessons.

Friend

This type of teacher can solve student problems, protect them from other teachers, inspire children to be more creative, diligent, interested, and help them choose a path in life. This teacher may even become a friend of his students after they leave their school.

Gorgeous

Usually, the students are a little jealous of such a teacher, and the students cannot take their eyes off her. Such a teacher, or rather, a teacher, is extremely attractive. Unfortunately, the students miss most of what Beauty says during the lesson, and after the bell, they can remember almost nothing.

Apathetic teacher

Sick, tired from work, irritated with students, the Apathetic teacher was probably quite friendly and enthusiastic in those days when the grass seemed greener. Now everything is not so simple. For some reason, this teacher does not change jobs, but continues to hate school, is doomed to wake up every day and go to work that is sick and tired.

Activist

This teacher is sure that everything will be fine if the students stick to the plan for improving the quality of education that he developed, while showing high motivation and interest in the process and result. It is very painful when his plans are not realized. Usually the energy of such a teacher is enough not only for teaching lessons, but also for activities after classes: such teachers put on performances with children, go on hikes, establish clubs and other communities for joint activities.

Crazy teacher

Nobody knows exactly what to expect from the Crazy Teacher. His mood and attitude towards work, students, colleagues change so quickly that it is impossible to keep track of all this. He has many absurd theories and ideas that are difficult to interpret. He believes in conspiracy theories, aliens, witchcraft, palmistry, and likes to talk in class about what was shown yesterday in another TV program about the Martian invasion of Earth.

cat mom

The only creatures she loves are cats. Cats are good, students are bad. The Cat Mom universe is clearly cat-oriented, and there is no place for anyone else. Sometimes the Cat Mom forgets that she is a teacher who has to cooperate with people and treat students as if they were her cats. On the good side, at least the students always know how to arouse her interest in them by showing her a cute cat video.

just a good teacher

He loves his work, his profession, his subject respects his students and colleagues. Genuinely interested in student success. Able to interest, teach. He is strict but fair. Human, but maintains a distance with children. Some students may not like him, but after graduating from school, growing up, they understand how lucky they are with such a teacher, and how much he invested in them.

Buddy

This teacher recently graduated from university and actually looks like a student. He wears the same trendy jeans and watches Game of Thrones just like his students do. He knows the difficulties the students are experiencing and sympathizes with them, as until recently he was in the same boat with them. He's definitely a dude, not a mentor.

Sergeant

The students aren't recruits, but the Sergeant doesn't know it. His students must follow orders and work. This teacher's tactics include the abuse of shouting. Very disciplined (and perhaps a little morally wounded) schoolchildren are ready to turn themselves inside out, just not to become the recipients of the Sergeant's cry. The rest of the students are also quieter in the presence of the Sergeant, although sometimes they explode.

Supercoach

A Super Coach will make students overcome a range of difficulties and challenges, but will always show and teach how to do it, and motivate students so effectively that children will happily overcome any difficulties. Typically, the Supercoach places high demands on all students, but sometimes singles out just one, who then has to bear the brunt of the Supercoach's high expectations.

shy teacher

Generally speaking, Shy teachers can be quite successful in their jobs, and may even have a gift for teaching. However, the main problem for Shy teachers is their inability to show their talent and therefore no one can fully appreciate it. A shy teacher is not ready to solve problems or overcome difficulties, he chooses the option - to remain in a narrow comfort zone or even to be a victim. Their approach to class discipline leaves a lot to be desired.

control freak

"Law & Order" is the life motto of the Control freak, and students are the first to suffer from this approach. Control freak will not allow any interference in the learning process, so his lessons always go exactly as they were intended, and every attempt to change the course of the lesson is suppressed. He knows better what is right, that's all.

hippie teacher

While good discipline is not their forte, hippie teachers can be a great source of inspiration and admiration for younger generations. Their worldview is simple (peace, love, happiness), but it amazes many in our world. The students of such a teacher will always receive maximum freedom for self-expression.

Very worried teacher

Whether it's politics, education, or the environment, the Very Concerned teacher is deeply rooted in the problem and is very concerned about it. It's hard to ignore their concerns, as all class discussions end up on the very topic that concerns the Very Concerned Teacher.

Jonah

Perhaps these teachers dreamed of being somewhere other than school. Perhaps they wanted to be rock stars or astronauts. But the stars just didn't line up right, and they turned out to be school teachers, and now they have to work their hours, considering their work hard labor. They are terrible teachers, and it's nobody's fault but them... and the stars.

Celebrity

He is a true celebrity and everyone knows it. He gained fame through numerous publications and participation in television programs. Schoolchildren worship this teacher, school administrators hold on to him tightly, as his fame extends to the school in which he works. A celebrity is aware of their worth and uses all its advantages to the maximum extent possible.

By conducting a survey of Nazarov I.B. identified several groups of teachers depending on their attitude to teaching as to their work. In addition, the attitude of teachers to work as such, as well as the availability of additional ways to earn money, were taken into account.

  1. The first group of teachers singled out by I. B. Nazarova are teachers-titans ("science is primary, but I will not stop teaching, especially since I can choose myself: who to read and what ..."). Such people have already received everything they could in science and teaching, both in terms of personal achievements and in terms of recognition of merit. They are financially secure, there is always interesting work and interesting offers are constantly received, they can choose what work to do and what to refuse. They only do what is interesting, they can afford it. Their workload is small, they come to the university once a week. They don't know what's going on in higher education, they don't care. But it is better if everything remains unchanged in the organization of higher education. It’s too late for such people to change anything in their lives, and they don’t want to. If we had to start life over again, we would go down this road again.
  2. The second group are academic teachers (“I am not a teacher, and I am sorry to waste time teaching, but I must pass on experience and knowledge”). Representatives of this type have always been engaged in science, but, in the end, they came to the conclusion that they should personally pass on their knowledge to the young, because they believe that they teach students at the university the wrong way. They came to teach out of a sense of duty, not seeing much point in additional earnings of this kind and, accordingly, volume. Teaching such people usually burdens students, although in scientific terms they are much stronger than many who teach at a university.
  3. The third group singled out by Nazarova are teachers "in life" ("teaching for me is the main profession: I am a barge hauler, I will have to pull this strap for the rest of my life"). The teachers of this group have a high level of education, academic degree, scientific title. They are well-known in their field of knowledge, they wanted to teach, they were satisfied with their chosen specialty. However, today they do not consider it prestigious to teach at a university: "There is no such respect and honor as there were 15-20 years ago, and the amount of wages does not correspond to high intellectual abilities." If there was an opportunity to start life anew, they would try to work in a different specialty. Many of their colleagues in recent years left the university, the department, found other jobs, went into commerce. They themselves did not dare to change their professional destiny. The university is considered the main place of work, they also teach several courses there, work for one and a half rates. They believe that they deserve to earn much more at the moment. In order to bring earnings closer to the desired, they are forced to earn extra money. They constantly have earnings, but at the same time they are always afraid that they will be left without funds, so they are looking for part-time jobs, but they do not agree to everything, but choose. It is believed that students are not very strong, there are few really capable, not lazy.
  4. The fourth group included teachers included in multiple employment. Those of this type cannot give preference to teaching or science, therefore they have a large teaching load and constantly conduct scientific projects: “I always work and a lot. five different courses. I work on a grant and in another research institute on a project. Over the past year, I received 2 grants, published 8 articles." But teaching, relative freedom, creativity, the opportunity to communicate with colleagues and students are more important for them. Students are loved, they believe that there are many capable young people in universities who should be given more freedom and independence.
  5. The fifth group - teachers "with a strong rear" ("money does not interest me, but it is so pleasant for me to introduce myself as a university teacher"). Such educators expect to teach for life. I love my job, I love my students. They can also find other jobs because they have a good education, a degree, teaching and research experience, and they know how to communicate with people. But all this is more entertainment for them than a necessity: “I have good financial support, so although I work part-time, it is very rare, only for the soul, and not for the sake of money. But, of course, I deserve to earn more.” They often linger with students after classes, they are happy to advise them on educational issues. Visit libraries and have a large library at home. At home there is everything you need for work: an office, equipment, access to the Internet: "I have a lot of plans: write a textbook, an application for a grant, articles, develop a new course. And there should be enough time for everything!".
  6. The sixth group was defined as "finishing" teachers ("it's too late to change anything... I have an increase in my pension, a small workload, respect, communication"). These teachers receive dividends from their scientific achievements, titles, degrees, respect. They have extensive work experience, so they can hardly prepare for lectures: "I have the right to choose the workload at the department. I prefer graduate students to lecture hours, I rarely meet with them and I think that they should be independent."
  7. The seventh group - practicing teachers (official, politician, businessman): "I know what is happening in the real economy, I can convey the experience of modern relations in the world of business (finance, production, public administration), etc. I was invited to teach." As a rule, such teachers are not included in the race for regalia associated with teaching and scientific achievements; they are also not interested in university salaries. Lectures are mainly about what happens in practice.
  8. The eighth group is the so-called status people ("... I want my business card to say that I am not only a director, but also a doctor of economic sciences"). Those belonging to this group, having great success in business, want to combine with them achievements in teaching and science. Often they see such achievements in receiving symbolic capital in the form of a title, a degree position. As a rule, such teachers become the social capital of students, giving them not only additional knowledge about the practical side of the subject, but also assistance in organizing an internship or employment. But they usually don’t have enough time for teaching, so they constantly look for a replacement, disrupt classes and do not have time to prepare for lectures, and are often weak in theory.
  9. In the ninth place were a few “business women” (“I don’t want to be labeled as a “new Russian”). For such teachers, work at the university is for the soul. They cannot leave the university and teaching work: “This is so important to me, this is the last a thread that connects me in life with what I value, consider important, prestigious, with what is dear to me. If the university had a normal salary, I would only work there. I think that I am a good teacher, better than many. "But, as a rule, such teachers leave the university, because they cannot combine two types of activity.
  10. And, finally, the tenth group - the scientific and teaching tandem of husband and wife ("both teach at the university and are engaged in scientific activities"). Work at the university for these teachers is the main one. They love teaching work, but they are not afraid to lose, because they are sure that they will be able to find another one, not worse than this one. As a rule, this type is represented by married couples.

“Summing up the analysis, it should be noted that some types of teachers are quite common in universities, while others are rare. And, of course, there are many more types. The study showed that some teachers do not have enough time for teaching, others for scientific work, others devote all their efforts to teaching, but cannot provide a decent life for themselves and their families. For some, teaching is the meaning of life, while others see higher education as a prestigious area where you can get additional symbolic capital: write a dissertation or get a title based on a set of works; buy a dissertation. Some come to the university because they have not found anything else, others work at the university only as a hobby, because such great specialists as they are, as they say, like hot cakes. Most likely, there was, is and will always be a variety of types of teachers in the university, but the proportions of types depend on the situation in society and in higher education. It seems that today they have not developed in the best way” (Nazarova, 2006, p. 119).

Typology of higher school teachers according to Yurevich

Psychologist Yurevich A.V. analyzed university teachers in terms of attitude towards students and rigor in the conduct of their own subject. He singled out 6 main groups of teachers: self-affirming teachers, pedant teachers, indifferent teachers, sloven teachers, familiar teachers and romantic teachers.

  1. The most inconvenient type for students, according to Yurevich, is a self-affirming teacher. This type is the least predictable. It includes, for the most part, still young teachers with unstable self-esteem, who are very sensitive to how many students come to their lectures or seminars, how they sit, how attentively they listen, and other insignificant things. Some of them frankly assert themselves at the expense of students, forcing themselves to be respected with the help of deuces and disciplinary measures. There are also eternally self-affirming teachers who stay in this state all their lives and do not overcome it with age. Ordinary self-assertive teachers, however, can also assert themselves with the help of techniques that are beneficial for students, for example, demonstrating their kindness to them by giving inflated grades. But much more often, he strengthens his self-esteem in a way that is undesirable for them.
  2. The second most undesirable type of teacher for students is the teacher-pedant. The most limited and dogmatic personalities belong to this type. They require the student to have precise knowledge of the material, even when the material is such as to preclude precise knowledge. And any attempts by students to compensate for the gaps in their knowledge on the exam due to imagination and ingenuity cause only irritation in the teacher-pedant, because they inevitably suggest the level of his own imagination. The persistence of such teachers is irresistible, and it is better for students not to meet with them at all, at least during exams, especially if the knowledge is not great.
  3. The next type, selected according to the same principle, is an indifferent teacher. Most often, behind his indifference is an abundance of subjectively more important things for him: regular trips abroad, publishing his books, receiving grants. But there may be some personal, most often family, problems. It is very easy to calculate him: he often cancels lectures, is late for them, forgets the names and surnames of students, has an absent facial expression, etc. additional problems, he prefers to give more neutral ratings. In general, it is not difficult to persuade him to increase his score, you just need to make sure that other students do not see this, since he does not like to bind himself with precedents.
  4. A slob teacher is very close to an indifferent teacher. He is usually unshaven, often breathes fumes, is always late for lectures, does not quite know exactly what he should read, etc. He is kept at work because of our national humanism described above, and also because he is either considered talented, although and a disorganized person, or - once showed great promise. By nature, he is kind, physically incapable of giving a bad mark, but one must be vigilant to ensure that he puts it in the right column.
  5. The next type - the teacher-familiar - is looking for ways to get closer to students in every possible way. Most often, he uses joint drinks for this (and encourages appropriate behavior of students), but also practices other forms of close contact with them. He may not dress exactly like the students, in some cases he may even wear a tie, but their slang clearly prefers scientific terms. He does not put twos and threes at all, because this is incompatible with the reputation of His Boyfriend, to which he aspires. But, forced to maneuver between students and the dean's office, where only excellent grades arouse suspicion, he can give a four for an absolutely perfect answer - just to dilute the monotonous mass of fives.
  6. The greatest sympathy of students, as a rule, is enjoyed by a romantic teacher. As an indifferent teacher and familiar teacher, in terms of his attitude to the educational process, he is a liberal, but, unlike a slovenly teacher, he is not an anarchist. He observes some fundamental disciplinary rules, but the main thing for him is not discipline and grades, but the creativity and thinking of students. Accordingly, in them he values ​​most of all the ability to think, and if you gain in his eyes the reputation of a Thinking Student, you can not learn anything at all. He prefers to give lectures and conduct seminars in a dialogue mode, regularly asking students questions that make them think, and provoking them to rack their brains over insoluble questions of their science. Students not only love him - for his liberal disposition, but also respect him - for his good fanaticism and spiritual attitude towards his profession, and some even become infected and charged with his romanticism.

Typology of higher education teachers according to Talen

Talen analyzed university professors in terms of behavior in the classroom and relationships with students. Talen presented the results in the form of 7 behaviors. “Talen specifically points to the basis laid down in the typology: the choice of the role by the teacher, based on their own needs, and not on the needs of students” (Stolyarenko, 2001, p. 572).

  1. Model I - "Socrates". This is a teacher with a reputation for arguing and debating, deliberately provoking his students in the classroom. He is characterized by individualism, unsystematic nature in the educational process due to constant confrontation; students strengthen the defense of their own positions, learn to defend them.
  2. Model II - "Group Discussion Leader". He considers the achievement of agreement and the establishment of cooperation between students to be the main thing in the educational process, assigning himself the role of an intermediary, for whom the search for democratic agreement is more important than the result of the discussion.
  3. Model III - "Master". The teacher acts as a role model, subject to unconditional copying, and above all, not so much in the educational process, but in relation to life in general.
  4. Model IV - "General". He avoids any ambiguity, is emphatically demanding, rigidly seeks obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. According to the author of the typology, this style is more common than all put together in pedagogical practice.
  5. Model V - "Manager". A style that has become widespread in radically oriented schools, coupled with an atmosphere of effective class activity, encouraging their initiative and independence. The teacher seeks to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.
  6. Model VI - "Coach". The atmosphere of communication in the classroom is imbued with the spirit of corporatism. The students in this case are like the players of one team, where each individually is not important as an individual, but together they can do a lot. The teacher is given the role of inspirer of group efforts, for whom the main thing is the final result, brilliant success, victory.
  7. Model VII - "Guide". The embodied image of a walking encyclopedia. Laconic, precise, restrained. He knows the answers to all questions in advance, as well as the questions themselves. Technically impeccable and that is why it is often frankly boring.

Typology of higher school teachers according to Stolyarenko

Stolyarenko studied the behavior of teachers when working with students and systematized the results obtained in the form of a description of 8 behavior patterns.

“Different styles of communicative interaction give rise to several models of teacher behavior in communicating with students in the classroom. Conventionally, they can be designated as follows:

  1. dictatorial model (“Mont Blanc”) – the teacher is, as it were, removed from the students being taught, he soars above them, being in the realm of knowledge. The students being taught are just a faceless mass of listeners. No personal interaction. Pedagogical functions are reduced to an informational message;
  2. the non-contact model (“Chinese Wall”) is close in its psychological content to the first one. The difference is that there is little feedback between the teacher and students due to an arbitrarily or unintentionally erected communication barrier. The role of such a barrier can be the lack of desire for cooperation from any side, the informational, rather than the interactive nature of the lesson; involuntary emphasizing by the teacher of his status, condescending attitude towards students;
  3. model of differentiated attention ("Locator") - based on selective relationships with students. The teacher is not focused on the entire composition of the audience, but only on a part, for example, talented or, on the contrary, weak, leaders or outsiders in communication; he, as it were, puts them in the position of peculiar indicators, by which they are guided in the mood of the team, concentrates his attention on them;
  4. the hyporeflex model ("Teterev") - lies in the fact that the teacher in communication is, as it were, closed to himself: his speech is mostly monologue. When speaking, he hears only himself and does not react to the listeners in any way. In the dialogue, it is useless for the opponent to try to insert a remark, it simply will not be perceived;
  5. the hyperreflex model (“Hamlet”) is opposite in psychological terms to the previous one. The teacher is concerned not so much with the content side of the interaction as with how they are perceived by others;
  6. model of inflexible response ("Robot") - the relationship between the teacher and students is built according to a rigid program, where the goals and objectives of the lesson are clearly observed, methodological techniques are didactically justified;
  7. authoritarian model ("I myself") - the educational process is entirely focused on the teacher. He is the main and only protagonist;
  8. model of active interaction (“Union”) - the teacher is constantly in dialogue with the students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the group and responds flexibly to them” (Stolyarenko, 2001, p. 573).

Analysis of models of teachers Stolyarenko in terms of the effectiveness of the training process

Model dictatorial "Mont Blanc"

In accordance with the above-described typology of higher education teachers according to Stolyarenko, a teacher of this type is characterized by detachment from students and reducing his teaching activity exclusively to monotonous reading of pre-prepared static lectures. There is a lack of psychological contact, and hence the lack of initiative and passivity of the students being trained, the lack of interest in the material. In accordance with the principle of consciousness and activity of learning, described by Stolyarenko, the success of students mastering the material depends on the following factors:

  • motivating students, stimulating their conscientiousness and responsibility. It is realized not only by appealing to their consciousness, but also by the skillful organization of all learning, the use of modern learning technologies;
  • activation of students' thinking;
  • incentives for initiative, creativity and independence;
  • stimulation and organization of independent work of students (Stolyarenko, 2001, p. 316).

A teacher of this type does not properly fulfill any of the above principles: the lack of two-way interaction with students in no way activates the thinking of students, there is no independent work of students, any initiative and creative activity. Since for a teacher of the "Mont Blanc" type students are a faceless mass of listeners, the latter have no interest in either the subject itself or the teacher. The advantages of a teacher of this type include responsibility, no disruption of classes, regularity, and the issuance of material in full.

To increase the efficiency of work, the teacher-dictator needs to change the tactics of presenting material to students: to introduce new teaching methods that involve a dialogue between the teacher and the student in order to create two-way interaction and increase students' interest in the subject. Such teaching methods include dialogic methods of presenting educational material - conversation, problem presentation, debate. The method of problem presentation implies that the teacher, using a variety of sources and means, before presenting the material, poses a problem, formulates a cognitive task, and then, revealing the system of evidence, comparing points of view, different approaches, shows a way to solve the problem. Students seem to become witnesses and accomplices of scientific research. Suitable in this situation and partial-search method. “The partial search, or heuristic method consists in organizing an active search for a solution to the cognitive tasks put forward in training (or independently formulated), either under the guidance of a teacher, or on the basis of heuristic programs and instructions. The process of thinking acquires a productive character, but at the same time it is gradually directed and controlled by the teacher or the students themselves on the basis of work on programs (including computer ones) and teaching aids. This method, one of the varieties of which is a heuristic conversation, is a proven way to activate thinking” (Stolyarenko, 2001, p. 551).

Non-contact model "Chinese wall"

The teacher whose behavior corresponds to the "Chinese Wall" model, based on the description given by Stolyarenko (see above), is similar to the previous type with a dictatorial behavior model. The difference lies in the presence of weak feedback, which, however, is not effective due to the lack of interest between the teacher and the student and the condescending attitude of the teacher towards the students. The condescending attitude of teachers towards students also has a negative impact on the learning process, since the specifics of communication between a teacher and a student implies the removal of age barriers and related communication barriers. “Without an awareness of partnership in the activities of students, it is difficult to involve students in independent work, instill in them a taste for the profession, and educate the professional orientation of the individual as a whole. The most fruitful process of university education and training is ensured precisely by a system of relationships that is reliably built at the university level” (Bulanova-Toporkova, 2006, Pedagogy and Psychology).

The advantages of this model of behavior are similar to the advantages of the previous, dictatorial, model: the absence of disruptions in classes, as well as the issuance of material strictly according to the program and in full.

Accordingly, as in the previous case, it is necessary to change the tactics of behavior and the same new teaching methods as for the previous case, which involve an active dialogue with students and stimulation of mental activity and interest of students in the subject.

Model of differentiated attention "Locator"

At the heart of the behavior of a teacher with the Locator behavior model are selective relationships with students. The teacher is focused on a narrow group of students, either the most talented or the lagging behind (another sign is also possible). The behavior of the selected group is an indicator for this type of teacher, and all communication with the student body comes down to communication with the selected group. The obvious disadvantage of this behavior is the teacher's poor flexibility and inability to adapt to different groups of people.

To satisfy cognitive interest and a deeper study of certain subjects, classes are held with individual students in which tasks of increased difficulty are solved, scientific problems that are beyond the scope of compulsory programs are discussed, recommendations are given for independent development of problems of interest ”(Slastenin, 2002, p. 321 ).

Hyporeflex model "Teterev"

Due to the lack of communication of the teacher with behavior corresponding to the Black Grouse model, a blank wall appears between him and the students. All attempts by students to influence the learning process in any way end in failure due to the "deafness" of the teacher. That is, there is practically no interaction between the trainees and the trainer, and a psychological vacuum is formed around the latter. The sides of the communication process are essentially isolated from each other, the educational impact is presented formally. For students in such a situation, it is almost impossible to find out information that clarifies or expands the material being presented.

However, this type of teacher is unsociable not because he considers students not smart enough. There is no condescending attitude towards the trainees, which is observed in the dictatorial model. Therefore, it is recommended to develop your own style of communication, which will allow you to establish interaction with students.

Model hyperreflex "Hamlet"

A teacher with a hyper-reflex behavior model focuses all his attention on building interpersonal relationships with students. The main thing for him is getting approval for his behavior from students, the desire to please all students at the same time and to be “his own” among the student team. At the same time, the quality of the supplied educational material is ignored, or under the influence of the most active students, classes are canceled altogether. The educational process suffers from such actions.
Therefore, such teachers need to perform exercises that are designed to increase self-confidence, as well as acquire the skills to lead the initiative in the classroom.

One of these trainings was proposed by Leontiev: “You are having a conversation with someone. Your interlocutor holds the thread of the conversation in his hands (he is currently the leader of the contact), you are now a passive participant in the conversation - assent, give remarks, etc. Try to seize the initiative, take leadership into your own hands. (This does not succeed immediately; it is very likely that the interlocutor will strive to keep the lead.)

You were preparing to explain new material: take three minutes to think about how you could start the lesson; start explaining the lesson with the same expression and emotion as if you were explaining it to the class.

Start an improvisational explanation of new material or a conversation with the class; keep in mind that on the last desk in the third row are mischievous people; when talking to the class, do not lose sight of them” (Kan-Kalik, 1987, p. 142).

Model of inflexible response "Robot"

A teacher of this type flawlessly builds the logic of the lesson, skillfully uses all forms of the lesson, clearly sets out the necessary material. Students are clearly aware of what the teacher wants from them, and what they need to know in order to pass the course successfully. However, such a lesson is designed for the average listener and does not take into account the characteristics of the group in which it takes place. Therefore, the material is assimilated only by a part of the students, and sometimes not assimilated by all due to the fact that the teacher did not take into account some of the characteristics of the group.

To improve the effectiveness of the teaching process, a teacher with a "Robot" type of behavior needs to pay more attention to the individuality of the group and individual students, and in accordance with this, slightly change the educational material provided. When organizing communication with students, it is necessary to constantly strive to understand the mood of the students, to catch the slightest changes in the microclimate of the group and not to perceive the psychological situation of communication as something stable. It must be remembered that the psychological contours of the pedagogical process are very mobile, dynamic, and often change, requiring the teacher to have a high culture of perception and interpretation of the student's personality. Constant and systematic "psychological monitoring" of the group, the correct decoding of the mental state will help to choose the most accurate means of pedagogical interaction.

  • systematic observation of children in all situations of the pedagogical process;
  • visit your colleagues' classes and try to determine the state of the class;
  • set yourself the task in your own lesson to fix the logic and dynamics of the development of the mental states of students, to determine the reason for their change;
  • talk after the lesson with the students and try to tactfully find out what caused the changes in their mental state during the lesson;
  • try at the beginning of a lesson or an individual conversation with students to immediately accurately determine the general psychological situation of communication and the prospects for its development.
  • Develop this kind of pedagogical observation in yourself” (Kan-Kalik, 1987, p. 180).

Model authoritarian "I myself"

A teacher with an authoritarian behavior model is the main and only protagonist in the classroom. He asks himself questions, he himself gives arguments in favor of one or another option, he chooses the version that is correct from his point of view. Students of such a teacher are only listeners and in no way active participants in the cognitive process. As a result, they become unable to think independently and wait for the next portion of the finished material from the teacher.

Therefore, a teacher with an authoritarian behavior model needs to pay more attention to his students, introduce teaching methods that involve a conversation between students, and introduce independent forms of learning that require students to be mentally active.

“Be proactive in dealing with children; remember that the initiative in communication will help you successfully manage cognitive activity, organize cooperation. Being proactive in communication means:

  • be able to quickly and energetically organize psychological contact with people;
  • purposefully manage interpersonal interaction, form and maintain the required level of interpersonal relations;
  • evoke a response need of children in interpersonal interaction, on the basis of which educational and educational activities can successfully develop;
  • be able to rebuild interaction with students in accordance with emerging pedagogical tasks: forms, style, methods of communication, etc.;
  • use various forms of interpersonal interaction between students as a factor in optimizing the educational process;
  • to overcome inactivity and detachment in the pedagogical process, to promote through active communication their energetic inclusion in various activities” (Kan-Kalik, 1987, p. 182).

Model of active interaction "Soyuz"

This model is the most productive in terms of the quality of learning by students. All problems that arise during the lesson are quickly and effectively solved jointly by the teacher and his students.

References

  1. Nazarova I. B. Typology of higher school teachers / Sociological research. - 2006. - No. 11. - S. 115-119.
  2. Teacher in the XXI century: rec. decree. / O. P. Shrein, E. A. Stumpf; ed. O.I. Tkachenko. - Chelyabinsk: Publishing house of SUSU, 2010. - 147 p.
  3. Stolyarenko L. D. Psychology and Pedagogy: Proc. allowance for universities. - M.: UNITI-DANA, 2004. - 423 p.
  4. Kan-Kalik V.A. To the teacher about pedagogical communication. - M .: Education, 1987.

On the eve of Teacher's Day, we decided to indulge in nostalgia and remember the wonderful school days. We noticed that most of the students and teachers look like the heroes of famous films and TV shows, so we suggest you have some fun - find your friends and teachers, and maybe yourself among the proposed types. Find out if you're like Phoebe from Friends or Peter Parker from Spider-Man.

7 types of teachers that every school has

Below we will talk about 7 types of teachers that you definitely met at school. We think you can easily recognize them in our characters. Or maybe your current English teacher looks like one of them?

Ross from "Friends" (good, but too good-natured)

The most harmless teacher in the school. Even if you haven’t learned something, he will say: “I put a deuce in the magazine so far only with a pencil.” He is happy to share his knowledge with his students, but... they hardly respect him. Remember how Ross used to say, “My rule is either show up on time or don't show up at all. My students often use it." Yes, yes, this is the same type of teacher whose lessons were so easy to disrupt and skip, because out of the kindness of his heart, he will never complain to his parents and will not write a report to the director. Learning with such a teacher is easy, the main thing is not to sit on his head, because the cup of patience can overflow. In rare moments of anger, he can act arrogant, so if you do not want to become the object of his caustic jokes, like Joey, know when to stop.

Darth Vader from Star Wars (dictator)

A very strict teacher. Like the young Anakin Skywalker, he believes that the best system is a dictatorship. His authority is so high that the students even forget about the existence of the Emperor - the director of the school, the main thing is to please the strict teacher. The slogan of the teacher-dictator is “Sit down! A call for the teacher, "well, since the power is on his side, the teacher-Darth Vader will keep you in the grip of the educational process until the end of the break. If you don't do your homework, he will start swinging his sword with a lightsaber - handing out deuces to the right and left. "Sit down, two!" - one of the favorite phrases of the teacher-Vader. In general, if this teacher is not your father, we advise you to be quieter than water, lower than the grass and wait until Darth Vader angers the Emperor so much that the latter wants to get rid of him.

Sheldon Cooper from The Big Bang Theory (smart but narcissistic)

If this beacon of knowledge has descended to teaching, get ready to study, study and study again. He will require you to know every little detail about his subject. If you (God forbid!) declare that at the initial level you still don’t know the difference between be going to and will, he will consider you mediocrity and utter Sheldon’s famous quote: “Do you know what they don’t sell in a container store? Containers to hold my disappointment!” In no case do not try to argue with this type of teacher, even if you are 100% sure that you are right: at best, Sheldon will not listen to you, at worst, you will become his enemy, just like Leslie Winkle.

A pedant to the marrow of his bones: being a second late will be punished with the sacramental phrase "Close the door from the other side." In addition, the Sheldon teacher loves strict discipline. Remember the famous phrase from school “If you are so smart, stand in my place and teach a lesson, and I will sit in yours and giggle”? Teachers of this type often say so. To tame Sheldon, throw comics of completed homework at him, this will entertain him for a while.

Indiana Jones from the Indiana Jones films (practitioner who can captivate)

Teaching is the main occupation in his life. However, he is not just a theorist, but also a practitioner: as soon as the opportunity presents itself, he will drive off abroad to practice his English, taking only a hat and a whip. Being a valiant fighter against evil and injustice, the Indy teacher will not let you skip his classes, although you are unlikely to have such a desire: natural charm and the ability to explain everything in simple words can win the love of not only millions of fans, but also a couple of dozen students. He has a great sense of humor, most likely, it is in his lesson that you can hear the famous “Who to the blackboard? Forest of hands! It also motivates us to take action instead of words: “If you want to become archaeologists, get out of the libraries.” With such a teacher, you will definitely be ready to go in search of the Holy Grail, and to the top of your knowledge of the English language.

Dr. House from the series "Doctor House" (very smart, but breaks all the rules)

Teacher-House is a real master of his craft: he understands the subject perfectly and gives clear explanations. At the same time, he treats his patients, students, cynically and rather ruthlessly. If you can't handle a task, you may well quote your prototype from the series: "Are you always so stupid, or is today a special occasion?" This unusual type of teacher does not get along well at school, because there are too many rules in the educational institution, and Dr. House and the rules, as you remember, are incompatible things. However, no matter how callous he may seem, the House teacher loves his job and wants all his wards to be well versed in the subject. So, despite his disgusting character, many students adore him and consider him a teaching genius.

Mary Poppins from Goodbye Mary Poppins (Firestarter)

An almost perfect teacher who is respected by absolutely all students. Even inveterate losers and hooligans listen to her with bated breath, because this lady (or gentleman) is able to turn any lesson into a fairy tale. Teacher-Mary advocates an individual approach to each student. In addition, she is not afraid of change, so without a twinge of conscience she throws out old, obsolete textbooks, enjoys new methods of teaching English and promotes modern textbooks, and not so revered in many schools, the manuals of the dashing 90s. She is strict but fair, besides she knows how to present knowledge in an interesting way and easily instills love for the subject in her students.

Gandalf from The Lord of the Rings (wise mentor)

Gandalf is the perfect teacher: he loves hobbit students and knows his stuff very well. But his main advantage is that this is the same type of teacher who "only opens the door, but you yourself must enter." Remember, Gandalf showed Frodo the way and motivated him to go to the goal. At first glance, it seems that the cunning wizard is inclined to dump his work on the shoulders of poor hobbit students. However, it is not. The teacher-Gandalf knows perfectly well that to understand something, one needs not only the help of a teacher, but also independent work, even if it involves a difficult path with many obstacles and mistakes. The magic teacher pushes the students in the right direction and inspires them to feats in their studies, for which the wards love him.

7 types of students that are in every class

And now let's remember our classmates: someone was quiet and modest, someone was cheerful and eccentric, and someone was meticulous and annoying. What type would you classify your friends and yourself as?

Daenerys Targaryen from Game of Thrones (team leader)

Determined and confident student. While the teacher considers himself the head of the class, the student leader has a different opinion. He easily leads his khalasar class and recognizes no authority other than himself. Usually such a student has his own "dragons" - a retinue ready for anything for the sake of their leader. Despite the apparent authoritarianism and even rigidity of the student leader, he, like Daenerys herself, is inclined to protect the oppressed and fight against authoritarian power. So it is better for the teacher to be on good terms with the class leader, otherwise the latter will greatly spoil his blood.

Cinderella (very diligent student)

The quietest and most obedient student in the class. Most often, this is an insecure girl who easily bows to the authority of a teacher. She believes that if she works diligently, then peace will reign on Earth, and all pumpkins will turn into carriages. The Cinderella student is very patient and obedient: she will sit on the task until she solves it. She may prefer homework to fun games in the yard, because she simply does not have the conscience to lie to the teacher that the evil stepmother tore the notebook with tasks. It should be said that the efforts of Cinderella, as a rule, pay off a hundredfold: she finishes school well and enters the university even without the help of a fairy godmother.

Hermione Granger from the Harry Potter film series (A student, teacher's dream)

Hermione is as diligent and diligent as Cinderella, but, unlike the latter, she enjoys studying. Student-Hermione loves to get new knowledge and does not miss the opportunity to show off them. She is characterized by some arrogance, so she has few friends. I must say that the teachers do not like the upstart student, so the poor excellent student also does not have to wait for support from them. However, this does not prevent her from being the best in the class and performing daily educational feats. While her classmates go to disco balls, an excellent student studies textbooks and storms new heights of English and other subjects. If Hermione manages to appease her arrogance, she will easily win loyal friends for life like Harry and Ron.

Barney Stinson from How I Met Your Mother (Party Man)

The funniest and most charming guy in the class. A real star: he likes to be the center of attention, so he often plays pranks on the teacher and amuses his classmates, he is even called the school clown. All the girls are in love with him, and all the boys imitate him. Student-Barney is so charming and dexterous in communication that he can easily persuade the teacher to let the whole class leave the lesson. If this fails, Barney will take the class to play laser tag without the teacher's permission. Only Hermione, who loves to study, and Cinderella, who simply does not dare to break discipline, do not succumb to his charms. Barney is not stupid and a good student, but he is constantly looking for adventure on his own head and encourages the whole class to do the same.

Phoebe from Friends (weird creative student)

A very strange student (often a student), who has few friends, because not everyone can understand her specific humor and non-standard behavior. As a rule, she is not particularly interested in studying, but she is fond of creativity: she can talentedly draw art deco electrical circuits in a physics lesson or sing Smelly cat in an English lesson. Most of the students shun Phoebe, and even the leader, as a rule, does not touch her, because no one knows what to expect from her. This student lives in her own little cozy world, and if someone tries to violate his boundaries, Phoebe can yell at the offender and give a worthy rebuff.

Grima Wormtongue/Wattongue from The Lord of the Rings (sneak, speaker)

This student is not loved by the whole class, however, he lives well due to the fact that he can get into the confidence of the King of Rohan with almost any teacher. He knows everything: who broke the window in the dining room, who catches Pokémon in the gym class, who wrote off Hermione's homework, etc. All this news is immediately reported to the head Saruman of the educational institution. Although Grim is only disgusting, you need to be on your guard and keep your mouth shut with him, especially if there is no Gandalf teacher next to you, who does not tolerate speakers and knows how to rid the school kingdom of them.

Peter Parker / Spider-Man from the Spider-Man films (Outsider)

Every class has a "whipping boy". He is very quiet and modest, studies diligently and looks around in a hunted way. Immediately after school, he goes home and does his homework, never plays football with his briefcase and does not act like a hooligan. He is somewhat similar to Cinderella, but if she is treated condescendingly, then Peter often becomes the object of ridicule and does not believe in a brighter future, unlike the same Cinderella. It remains to be hoped that one day such a student will be lucky and the radioactive spider will nevertheless awaken in him determination and self-confidence.

Of course, this article is just a joke, and we hope you remember your school friends and favorite teachers fondly. By the way, only teachers with the types of Mary Poppins, Gandalf and Indiana Jones work in our school, so if you like these characters, we invite you to Inglex at Hogwarts.

To make a lazy student active and responsible, the teacher needs skill, an increased sense of duty and increased responsibility.
Wikipedia says: “According to the classification proposed by E. A. Kelimov, the teaching profession refers to a group of professions, the subject of which is another person. But the pedagogical profession is distinguished from a number of others primarily by the way of thinking of its representatives, an increased sense of duty and responsibility. In this regard, the teaching profession stands apart, standing out in a separate group. Its main difference from other professions of the "man-to-man" type is that it belongs both to the class of transformative and to the class of managing professions at the same time. Having as the goal of his activity the formation and transformation of the personality, the teacher is called upon to manage the process of her intellectual, emotional and physical development, the formation of her spiritual world.
The structure of readiness for pedagogical activity
1. Formed pedagogical consciousness: I - concept, V - concept (concept of the pupil), D - concept (concept of activity).
2. Possession of pedagogical technologies of education and training.
3. Possession of pedagogical technique. The presence of pedagogical abilities: communicative, perceptual, predictive, constructive, didactic, gnostic, organizational, expressive.
Classification of types of teachers
By the nature of value orientations (V.N. Soroka-Rosinsky) - teacher theorists, teachers-realists (and utilitarians), teachers-artists, teachers intuitionists.
According to the specifics of the intellectual-volitional sphere (EG Kostyashkin) - Intellectual type, emotional type, volitional type, organizational type.
According to personal attitudes (J. Korchak) - a tyrant educator, an ambitious educator, a reasonable educator.
According to the predominant orientation of the personality. Organizer, subject teacher, subject organizer, communicator, intellectual teacher (educator).
Qualities necessary for effective work
1. The ability to empathize, sensitivity to the interests and needs of pupils.
2. The ability to personalize teaching.
3. Installation on the creation of positive reinforcements for the development of a positive self-concept in pupils.
4. Ability to manage yourself and children.
5. Possession of different styles of formal and informal communication with pupils.[
6. Emotional balance, self-control, self-confidence, cheerfulness.
7. Ability to regulate conflicts in a non-violent way.
8. Respect for other people's traditions and beliefs.
9. Creativity.
10. Ability to reflect.
Teacher Success Criteria
Attitude towards people: Friendly. Helps others. Able to listen and hear others and other opinions. Not envious. Feel free to ask and learn from others. Tries to explain everything.
Attitude towards yourself. Feels strong and confident. He tries to solve problems that arise, rather than avoid them. Takes responsibility and responsibility. Self-critical.
Attitude to work. Hardworking and organized. There is enough time for everyone. Looking for solutions and opportunities for their implementation. Feels responsible for all work in general, and not just for his site.
Creativity, flexibility. He knows where and when to fight and when to retreat. He sets the pace for himself. Uses time rationally. Not afraid to make mistakes in search of the best. Engaged in self-education.
Types of individual styles of pedagogical activity. Emotionally improvisational. Emotionally methodical. Reasoning and improvisational. Reasoning and methodical.
The teacher preferred by the children. 1. Personal qualities: Kindness. Cheerfulness. Equilibrium. Friendly disposition. The ability to understand and trust. Respect for the individual and human dignity. Tolerance. Tact. Honesty. Sense of humor. 2. Organizational qualities: Democracy. Collegiality and cooperation. Justice. Subsequence. Eagerness to help. Enthusiasm. A responsibility. 3. Business qualities. Knowledge of your subject. The ability to interest. Ability to explain clearly and interestingly. 4. Appearance. Well dressed. Pleasant voice. General attractiveness.

There are many approaches to distinguishing types of teachers.
Typology of teachers based on their professional position, role (M. Talen). The typology reflects the different needs of teachers without focusing on the needs of students.
"Socrates"
This is an Educator with a reputation for discussions, deliberately provoking them in the study group. He often takes on the role of "devil's advocate" for unpopular views. He is characterized by individualism, not systematic in the educational process. Because of the confrontation, reminiscent of cross-examination, students, as a result, strengthen the defense of their own positions, learn to defend them.
"Group Discussion Leader"
For such a teacher, the main thing is to achieve agreement and establish cooperation between students, while he assigns himself the role of an intermediary, for whom the search for agreement is more important than the result of the discussion.
"Master"
The teacher acts as a role model, subject to unconditional copying by students, not so much in the educational process, but in relation to life.
"General"
The teacher is emphatically demanding, hard to achieve obedience, because he believes that he is always right in everything, and the student, like an army recruit, must unquestioningly obey the orders given. This style is most common among teachers.
R. Blender, John Grinder in the book: "From Frogs to Princes" remark: "Once we had lunch with a retired colonel who decided that he was going to become a communicator. He had two strategies. One was to give commands and another, intended to obtain consent. Neither has anything to do with the collection of information; this whole sequence simply ends where there is consent. So no matter what he says, if you answer: "I agree with you," he He can't function anymore.He's the kind of person you would naturally never agree with on anything, no matter what he says, because he has a voice that makes you react negatively.

"Manager"
The teacher preaches an individual approach to students, encourages their independence and initiative. Strives to discuss with each student the meaning of the problem being solved, quality control and evaluation of the final result.
"Trainer"
The teacher plays the role of inspirer of group efforts, for him the main thing is the end result, brilliant success, and students are only members of a single team, not individuals.
"Guide"
This type of teacher is a walking encyclopedia. He knows the answers to all questions in advance, as well as the possible questions themselves. It is concise, precise, restrained, therefore boring.
Types of teachers depending on the development of teachers' professional qualities.
There are (Rogov E.I., 1998) several types of teachers:
"Organizer"
It is characterized by such qualities as exactingness, organization, strong will, energy. He is often a leader among students and teachers, prone to extracurricular activities. Of the pedagogical functions, he better performs the executive, mobilization, organizational.
"Subject"
"Subject" possesses powers of observation. desire for creativity, professional competence. He is a rationalist, confident in the need for knowledge and its significance in life. "Subject" in the implementation of pedagogical activity better implements constructive, methodical constructive, methodical. learning orientation function.
"Communicator"
His main features are sociability, kindness, external attractiveness, high morality, emotionality and plasticity of behavior. He is extrovertive, characterized by low conflict, empathy, love for children, and in the process of his activity he performs a better communicative function.
"Intellectual" (enlightener)
This type is characterized by high intelligence, common culture and unconditional morality. He is principled, observes moral norms, can easily ensure the fulfillment of gnostic, educational, informational, developmental, research functions, as well as the function of self-improvement in his professional activities.
For teachers functioning in the paradigm of knowledge, the motto (or principle) is characteristic: "Knowledge is power." They act according to the commandment that came from ancient times: "A student is not a vessel that needs to be filled, but a torch that needs to be lit. And only the one who burns himself can light the torch" (L. M. Mitina, 2008, p. 29. ) .
Another approach to the typification of teachers was chosen by B.P. Kovalev (1989). He based the division of teachers into types on two features - the reflective abilities of the teacher and the style of his communication. As a result, five groups of teachers were identified.
The first group - self-assessment corresponds to the assessment of the teacher of students, a democratic style of communication is characteristic.
The second group - the teacher correctly predicts his assessment, but self-assessment is not adequate, authoritarianism in communication is characteristic.
The third group - the teacher has adequate self-esteem, but the prognosis is not adequate. Liberalism is manifested in relations with students; relations with students are good and friendly.
The fourth group - low adequacy of ideas and self-esteem; such a teacher strives to learn about himself from students, but does not know how to communicate, hence conflicts are frequent. An authoritarian style of communication or communication is situational.
The fifth group - the teacher's ideas are opposite to the students' opinion about them, which causes the greatest difficulties in communication.
Types of teachers on the installation of an empathic way of interacting with students.
R.Atakhanov and M.G. Bobkova (2007) identified five types of teachers:
* with an actively positive professional attitude;
* functional professional installation;
* with neutral-indifferent professional installation;
* situational professional installation;
* Hidden-negative professional setting.
Teachers with an active-positive attitude towards empathic communication give an emotional response to the experiences of students. They are able to anticipate the actions of students, based on understanding their emotions and thoughts through non-verbal manifestations - facial expressions, gestures, posture. These teachers understand speech expression well, easily find the appropriate tone of communication with different students in different situations. Show kindness in class by using praise and encouragement. This stimulates the activity of students: children give replicas from the ground, put forward suggestions for solving problematic problems, freely express their own opinions without special instructions from the teacher. Acceptance by the teacher of the ideas expressed by the students creates conditions for cooperation not only with the teacher, but also with other students.
Teachers with a functional attitude towards empathic communication have the following features: they give an insufficient emotional response to the student's experiences, because they do not always correctly assess the emotional states of students by verbal signs. This significantly reduces the ability of teachers to understand students. They cannot always find the right tone of communication with different students in different situations, use praise and encouragement rarely, depending on the degree of success in completing educational tasks and on their individual preferences. The creation of favorable conditions for “good” students in the lesson by such a teacher excludes any cooperation between students, and spontaneous speech is perceived as a violation of discipline. The absence in the lesson of the opportunity for students to freely express their opinions is compensated by the instructions and orders of the teacher. Thus, selective relationships with students are typical for these teachers.
Teachers with a neutral-indifferent attitude give an emotional response to the student's state, while experiencing opposite experiences, since they do not understand the connection between behavior and its consequences, they are more oriented towards the content of verbal communication, since they do not know enough to recognize emotions by non-verbal signs. They cannot always find the appropriate tone of communication, since they do not have a sufficient repertoire of role-playing behavior. Praise and encouragement are used very little in the classroom. The focus of the teacher only on business, official communication provokes spontaneous speech of students.
Teachers with a situational professional attitude give an emotional response to the state of the student, while experiencing painfully developed empathy. At the same time, they are not always able to predict events, since a high level of emotionality does not allow them to correctly recognize complex situations of interaction, to understand the logic of their development. These teachers, with their inherent mood swings, are characterized by variability in relationships with students.
teachers with a hidden negative attitude do not give an emotional response to the state of the student, they poorly understand the relationship between behavior and its consequences, since they are not able to decipher non-verbal manifestations of emotions. This leads to. that teachers often make mistakes in understanding the meaning of students' words. they treat students with prejudice. have a formal relationship with them. As a result of all this, they do not adapt well to various situations of interaction with students (as well as with colleagues). Praise and encouragement, acceptance of students' ideas are not used at all in the lesson.
Differences in the teaching activities of male and female teachers.
Modern education performs the function of broadcasting and retransmitting science and culture, i.e. the role of a conservative social experience.
In modern conditions of this type of school, female teachers have adapted more easily. As G.M. Breslav and B.I. Khasan (1990) write, “female teachers adapted most easily, who quite easily assumed the role of a conductor of“ progressive ”ideas and knowledge, that is, the role of a loudspeaker and overseer, because the effectiveness of training and education was largely determined by the control of the correctness of the execution of this model action and the corresponding punitive sanctions” (p. 340).
Women teachers, due to their more pronounced desire for orderliness, concrete and pragmatic thinking, are focused on obtaining the necessary result and they cope better with educational tasks than male teachers. And why?
There are gender differences in the activities and personality of teachers.
The concept of gender (eng.hender - social gender) is often considered as the discovery of differences between the psychological characteristics of men and women. It would probably be the main thing to consider the personal problems of men and women, generated by the differentiation of their mental characteristics and the hierarchy of their social roles, statuses, positions in micro- and macro-society, which impede their self-realization in professional areas (in this case, pedagogical, teaching areas).
The male contingent, more prone to introspection and reflection, was gradually forced out of the school.
It is impossible not to see the natural predisposition of women to the teaching profession, sympathy and patience, friendliness and cheerfulness, caring and diligence of women brought in many of the noblest traits of a teacher (G. Munstenberg., 2003. p. 311).
S.A. Garanin (1993) revealed that female teachers, to a greater extent than male teachers, tend to expand their knowledge, while male teachers tend to scientific understanding of their pedagogical activities, to experiment in their work and to study the dynamics of their development. students.
The Bulgarian psychologist S.V. Ivanov (1990) found that female teachers show more desire to show and explain educational material than male teachers, they give students both positive and negative emotional assessments, they often use jokes.
Instructions, demands, ultimatum recommendations, direct orders are more often used by male teachers. They show a greater desire for specific instructions for organizing work. In educational work, they pay more attention to the external and formal side, delving less into the motives of students' behavior. They use disciplinary remarks more often. Thus, the activity of male teachers bears the imprint of authoritarianism, which is obviously associated with their personal characteristics such as aggressiveness, assertiveness, intransigence, vindictiveness, intolerance towards the opinions of others and increased demands. Compared to female teachers, male teachers have the most pronounced tendency to direct verbal aggression, and not to indirect verbal aggression (p. 349-342)
"Even the best program in the hands of a bad teacher can turn into a dead letter, and a mediocre program in the hands of a good teacher can make it possible to achieve significant success," wrote M.I. Demkov (1917).
VG Kazanskaya (2003) identifies three stages in the development of a teacher as a professional.
The initial stage (the first 5 years) is characterized by the mastery of the necessary knowledge and skills by the teacher. At this stage, he is able to work efficiently if he makes notes of lessons or extracurricular activities, and makes outlines of the content of parent meetings. Can prepare an open lesson and analyze it, highlight what was done well and what was bad.
The main stage (next 10 years) is characterized by the teacher's ability to perform a variety of activities. He has his own style of activity. The teacher is fluent in the material, knows how to use information to solve pedagogical problems. He can compare his activities with the work of colleagues, adopt the best experience, share his best practices with colleagues, regularly improve his skills, and quickly orient himself in teaching methods. At this stage, there are successes in student learning. However, at this stage, the teacher experiences a professional crisis - using ineffective coping strategies (methods of psychological protection).
The final stage (after 15 years of work) is characterized by the achievement of the pinnacle of professionalism. However, at this stage, clichés appear in the work with students, which limits the creative possibilities of the teacher. There are often cases when a teacher prefers to act on the principle of "less is better", "a little bit of good". His signs begin to intensify, indicating the development of a stable state of mental burnout. With age, memory, attention, speed of thought processes, labor activity, job satisfaction decrease, and conservatism of views appears, which prevents the use of new methods of teaching and educating students. For many, the meaning of life is lost, alienation and inadequate self-esteem appear.

Literature:
1. Grinder D., Bandler R. From frogs to princes: Neuro-linguistic programming. Voronezh: NPO "Modek", 2001.
2. Ilyin E.P. Psychology for teachers. SPb.: Peter.