Topic: The principles teaching communication Content Introduction

2.2 Rules of successful pedagogical communication
Local researchers found that N.V. Kazarinov and V.M. In Poland, the rules of social interaction are defined as follows: standard actions that establish and regulate the order of relations between the participants of the interaction, based on knowing which behaviors are appropriate for a particular situation and what is not. as such, the rules of interaction are more individualized and depend on the status and personal characteristics of the people involved in the communication. What does “follow the rule” mean? Acting according to the rules implies, firstly, knowing them and, secondly, the ability to use them. The analysis of psychological research in recent years has allowed the formation of a number of rules of successful pedagogical interaction in the system of «socially competent teacher - student».
The main principle of effective pedagogical communication is the principle of «do no harm». There is a concept of «iatrogenic» in medical psychology. Uncomfortable changes in the patient’s psyche as a result of the doctor’s mistakes in treating the patient are called: what he said, how he said it, in what tone, how he looked. There is another concept in pedagogical and medical psychology - «didactogenesis». Didactogenesis is the result of pedagogical errors and the negative educational impact and adverse consequences of exposure. Shouts, threats, insults, intimidation of a teacher, educator or parent increase the child’s emotional and personal dependence, lack of independence, lack of self-confidence, indecision, constant resentment, unexpected stubborn attacks formed by
N.V. Considering the various didactogenesis in children and adolescents, Jutikova notes: in addition, all of this also exhausts the child’s central nervous system, exhausting him, i.e., by shouting, we not only achieve the appearance of external attention, but “we cut off the branch on which we are sitting”.
The process of upbringing, pedagogical communication is a two-way process. Negative attitude towards the child will eventually exhaust the teacher himself. Submitted by N.V. According to Klyueva, about 80 percent of teachers experience stress and fatigue syndrome. Thus, a psychologically competent teacher abandons directive leadership methods in teaching and understands that “old” strategies of pedagogical communication reflect the teacher’s professional incompetence.
In pedagogical work, indulgence, a comprehensive forgiveness method is also unacceptable, as it prevents students from developing a sense of self-control and creates an unfavorable environment for the acquisition of knowledge. There is a common misconception among novice teachers: when a teacher is softer and softer than students, it looks so pleasing to their eyes and that is why they read well. But no matter how strange it may seem to a young teacher, students prefer moderate seriousness to softness. A teacher who is biased towards students loses respect because they see discrimination as a sign of weakness and invertebrate. There is only one conclusion: the teacher must get rid of unfounded indulgences and skillfully combine determination and assertiveness with kindness to the students.
One of the basic rules of successful pedagogical communication is: “Talk about the situation, but not about the person and his character.” He justifies himself when any misunderstanding occurs between the teacher and the child. For example, a student spilled paint. Pointing to the situation, the teacher says, “Oh, I see someone spilling paint. We need water and rags, ”he said, referring to the boy’s behavior. Why are you so careless? «
The following rule applies to the problem: «Danger of praise.» The effect of praise on the child is useful if the teacher evaluates his actions and achievements, explaining what impression he made on him. Do not praise the character of the child. The teacher should follow the golden rule: evaluate the child, not his actions; Don’t judge, tell your opinion. Effective praise should be structured as a real and objective description of the child’s actions, behaviors, and consequences of their actions, and should include a sincere description of the adult’s true feelings.
The psychotherapist never said, «You're going to be fine,» «Ksyusha is fine today!» He doesn't say. Open praise is of no use, it only causes anxiety and vigilance in children, making them addicted. Self-confidence, self-control, self-discipline can develop only when the child is not dependent on the opinion of others. In order to be yourself, you need to get rid of the pressure that a compliment has on a person. Praise is often perceived by children, especially those with low levels of self-acceptance and lack of confidence in their abilities, as an attempt to manipulate their behavior and activities.
Praise should not compare a child’s successes, results, or personal qualities with the achievements of their peers. Every child is unique and unrepeatable.
Praise-comparison does not take into account the real opportunities and prospects of the child, does not help to form a sense of self-worth and self-acceptance, creates conditions for the formation of a negative attitude and jealousy towards more. successful peer. If a child’s achievements are higher than those of other children, praise and comparison can be a source of forming a position of superiority in him.
Children depend on the teacher, and addiction leads to hostility, which can only be minimized by deliberately allowing the child to act independently. The more freedom a child has, the more he relies on himself, the less upset he is with others.
One of the rules of effective communication is: “Don’t give orders to children, they will obey.” Just like adults, children hate to give orders. Let’s explain with examples.
Teacher 1. Your book is lying on the ground. (The teacher assesses the situation.)
Teacher 2. Get the book! (Teacher instructs.)
If the teacher constantly emphasizes his respect for children, the effectiveness of pedagogical communication will increase. To do this, teachers ’forms of communication and behavior must conform to ethical standards. A wise teacher tells children this to those who visit their home. If a guest suddenly forgets the umbrella, the teacher does not chase after him and shouts, «Hey, confusion! You would have forgotten your head!» Most likely he will address the guest: “Honey, here is your umbrella.” However, often the teacher for some reason thinks that the child, who forgot the book, the diary, has the right to reprimand.
the following rule of politeness allows the teacher to remain at a sufficiently high level of culture in any situation and to educate his students in it; so “You,” “please,” “be kind,” etc. appeals should not be ignored.
The idea of ​​positive communication has a long history. As an example, it suffices to refer to the teachings of Agni Yoga, which calls for forgetting the “not” particle. Our school is full of prohibitions: «Don't be late,» «Don't distract,» «Don't shout,» «Don't run.» Such prohibitions put the child in a state of constant violator (“criminal”) and he puts psychological protection on all the “no” s of the teacher. “As few restrictions as possible” is a rule of effective pedagogical communication. It is wise not to forbid, but to suggest a positive action program for the student that contributes to his or her individual development and maintains the student’s mental health. You can offer students two options of restraint, the rest of which are: you can’t work and you can’t encroach on the other person’s interests. In this case, if the child is late for class, it will distract the teacher and other students, which means that it will cause them inconvenience and harm their interests. If he doesn’t do his homework, he won’t work.
According to Michael Marland, curricula for future teachers do not encourage others to learn how to laugh or, most importantly, do not teach them to laugh at themselves. Teachers who think they shouldn’t respond to their students ’jokes with a joke on their own often underestimate the effectiveness of the joke. Potentially confrontational encounters can be avoided by confronting the student’s challenge with confidence and humor. “Don’t lose your sense of humor” is said to be one of the rules of effective pedagogical communication.
R. Bern cites data from a number of studies showing that there is a “favorite” problem, and that this phenomenon has negative consequences for both self-awareness and academic performance. In our study, the highest frequency of communication between teacher and students with strong learning effectiveness was identified. It is also characterized by the predominance of positive influences, a high frequency of addressing by name, a high frequency of asking these children questions, and an interest in answering the teacher’s questions. Compared to strong school students, there is a high frequency of qualitative analysis of responses, a high frequency of setting tasks that require creative work of students. The teacher, as R. Bern points out, should pay attention to all the students.He should make sure that his attention is evenly distributed, not forgetting anyone.⁷