Topic: The principles teaching communication Content Introduction

I.chapter About pedagogical communication
1.1 The essence of pedagogical communication and its tasks
Communication is a basic form of human existence. Communication as a form of social existence exists in and accompanies various types of human activity.
However, in a number of professions, it becomes a category of professional significance that lies in the nature of the profession, from the factor that accompanies it to the activity. One such profession is teaching. In this case, communication manifests itself not as a simple form of human interaction, but as a functional category.
Pedagogical communication is a professional communication of a teacher with students aimed at creating a comfortable psychological environment in and out of the classroom. Communication between teacher and students is a means of influencing the process of interaction. Improperly organized communication leads to fear, uncertainty, attention, memory, impaired performance, impaired speech dynamics in students, decreased desire and ability to think independently. Eventually, there will be a negative attitude towards the teacher and then the whole school. Properly organized interactions eliminate such negatives, so it is very important to properly organize pedagogical communication with students.
Emphasizing the importance of educational and didactic functions of pedagogical communication, Leontiev said that optimal pedagogical communication is “communication between teacher and school students in the learning process, which is the most important for developing students' motivation and developing the creative nature of education. creates good conditions. ” activity, for the formation of the student’s personality, it provides a comfortable emotional environment for teaching and managing socio-psychological processes in the children’s community, allows maximum use of the teacher’s personal characteristics in the learning process.
Communication between teacher and students should alleviate such feelings, evoke joy of understanding, thirst for activity, and contribute to the “socio-psychological optimization of the educational process” (A.A. Leontiev). Let us now consider what the main conclusions of Soviet pedagogical thought were on the problem of the relationship between teacher and schoolboy.
Soviet teachers about communication. The demand for friendship in the Soviet school was felt from the earliest days of its emergence by well-known Soviet teachers N.K. Krupskaya, S.T. Shatskiy, A.V. Lunacharskiy, P.P. Blonsky advocated teamwork as the basis for communication between teachers and students. Perhaps more than other teachers, this problem has worried A.S. Makarenko and V.A. Sukhomlinskiy.
Relying on the lofty and noble principles of the life of a socialist society, based on the humanistic direction of our school, A.S. Makarenko concluded that the main thing in communication between teachers and students should be a relationship based on respect and assertiveness. He saw pedagogical skill as the art of influencing the student, forcing him to experience and understand the need for certain behaviors.
Many wise tips on pedagogical communication V.A. Sukhomlinskiy. Emphasizing that verbal education is the weakest and weakest point of the modern Soviet school, V.A. Sukhomlinsky asked the teacher to master it: «Every word spoken within the walls of the school must be thoughtful, wise, purposeful, complete.»
For example, the teacher reads M.Yu’s poems. Lermontov: «The poet died ...». In his words, grief, condemnation, and the disciples see great loss - the poet died. There is anguish in the teacher’s voice: «The slave of honor has fallen, slander with rumors ...». Now both school children and students understand everything, everyone expresses sympathy. The word of the Master is directed only to the ear - to the heart of every human being.
And next to it was an intern’s lesson, where they spent a long time wondering why the school students weren’t in pain and bitterness. It’s all about “empty words” because V.A. Sukhomlinskiy. In one line, a diligent student read a poem quickly, clearly, and thoughtlessly (or rather, thinking about words, not about meaning) and condemned the dead silence in the classroom. surdi. Literally dead. There is no feeling, no life.
V.A. Sukhomlinsky, in particular, condemned the teacher’s cry, calling it a worthless weapon of education, and warned: «The teacher’s word must first be calmed.» Remember: calm down. Teacher Wisdom V.A. Sukhomlinsky saw in maintaining the children’s confidence in him, the child’s desire to communicate with the teacher as a friend and mentor.
Modern pedagogy and the practice of the best teachers and primarily experimental teachers, for example: Sh.A. Amonashvili, I.P. Volkov, T.I. Goncharova, E.N. Ilyin, S.N. Lisenkova, V.F. Shatalov, M.P. Shchetinin et al have found that effective learning and learning today is joyful, challenging, but victory is only possible in collaborative pedagogy positions. Think about the title of the book: «Hello, guys!» (Sh.A.Amonashvili), “The Art of Communication” (E.N.Ilyin), “Pedagogical Prose” (V.F.Shatalov), “When Learning Is Easy” (S.N.Lisenkova), “History Lessons - Life Lessons” (T.I.Goncharova)), “ Eternal joy «(S.L. Soloveychik). They all say that the teacher goes to meet the children, who, from the child’s point of view, stands on the same platform that he leads. This is supported by the second credo of experimental teachers - the ideas of democratization of the individual, self-esteem, responsibility, self-government, originality, democratic communication.
Thus, in pedagogical work, communication works as a means of solving educational problems, as a system of socio-pedagogical support of the learning process, it has a number of functions: identity, information exchange, organization of activities, role exchange, empathy. , self-affirmation.
1. Get to know the person. To study the individual psychological characteristics of each student in the process of interaction by the teacher; to determine the interests and abilities of school students, their level of upbringing and learning, the immediate environment, the conditions of upbringing in the family. This information helps the teacher to form an accurate picture of each student and on this basis to implement an individual approach to him in the process of communication.
2. Information exchange. Learning provides a process for the exchange of material and spiritual values, creates conditions for the development of positive motivation for the learning process, creates an environment for the joint search for knowledge and reflection.
3. Organization of activities. Communication between teacher and student group, skillful combination of differential and individual approaches in the process of interaction, change of activity at different stages of the lesson.
4. Role change. The change in social roles contributes to the multi-faceted manifestation of the individual. The personal-role form of exchange in the learning process can take the form of connecting students with the transfer of individual elements of the lesson, allowing the learner to feel like both an organizer and an executor. .
However, the role-sharing function cannot be reduced to a simple replacement of the teacher with the student in the classroom. The teacher must always be a teacher in communication with students, i.e. have extensive life experience, professional training, and therefore be responsible for the outcome of the learning process, regardless of whether it may be part of the pedagogical situation 'lib remains. organized and executed by students.
5. Empathy. Manifestation of empathy by the teacher (understanding the other person’s feelings, his emotional state in a particular situation, the reasons for his actions); the ability to accept another person’s point of view.
6. Self-affirmation. The function is specific to both the teacher and the students. Teacher self-affirmation is reflected in the acquisition of professional consistency, prestige among students and colleagues. To help students assert themselves, the teacher should help each student form his or her own personal importance, his or her level of “claims,” in which he or she has adequate self-esteem.³