Topic: The principles teaching communication Content Introduction

2.3 Teacher’s experience in organizing pedagogical communication
It is now necessary to move from informational and explanatory teaching to active, evolving ones. Not only the knowledge acquired at the university, but also the ways of acquisition, thinking and learning activities, the development of cognitive abilities and creative potential of the student will be important. This can only be achieved if the teaching methods are democratic, if the students are free, and if the artificial barriers between teachers and students are removed.
Emerging learning is learned from the “audible - memorized - repeated” scheme typical of traditional education through research with teachers and friends - understood - memorized - expressing one’s opinion which can be represented by - I know how to apply ”. knowledge gained in life. ”There are six main functions of the interaction of the subjects of the pedagogical process with the optimal pedagogical communication:
● pedagogical interaction of teacher and student in discussing and explaining the content and practical significance of knowledge in the constructive science;
● organization of joint educational activities of the teacher and the student, mutual personal awareness and general responsibility for the success of educational activities;
● combination of different forms of educational and cognitive activity (individual, group, frontal), organization of mutual assistance for the purpose of communicative and stimulating-pedagogical cooperation; understand what students need to learn, understand in class, what they need to learn;
● information and training - to show the connection between science and production, so that the student has a correct understanding of the world and is focused on the events of social life; the mobility of the level of information potential of educational activities and its compatibility with the emotional presentation of educational material based on the visual-sensory field of students;
● emotional correction - the application of the principles of «open perspective» and «achievement» in the learning process in the process of changing the types of learning activities; secret communication between teacher and student;
● Monitoring and evaluation - summarizing and evaluating together through the organization of teacher-student interaction, self-monitoring and self-assessment.
The five most common reasons that hinder the establishment of optimal pedagogical communication between teacher and students are:
● the teacher does not take into account the individual characteristics of the student, does not understand him and does not strive for it;
● the student does not understand his teacher and therefore does not accept him as a coach;
● the teacher’s actions do not correspond to the causes and motives of the student’s behavior or the current situation;
● the teacher becomes arrogant, insults the student, degrades him / her;
● The student consciously and stubbornly does not accept the demands of the teacher or, more seriously, the whole team.
● Try to speak in the language of the partner, but in a language that is understandable to all communication partners. This should avoid narrow professional terms, redundancy of foreign words, and so on.
● Demonstrate as many community forms as possible with a communication partner (community of interests, goals, tasks, perspectives, and even individual characteristics).
● Show a sincere interest in your partner’s problems and at least give him or her a chance to talk to the end before you formulate your point of view.
● Propose concrete measures to resolve a conflict; it is not limited to formulating abstract requirements.
● Use active listening frequently.However, there are three levels of active listening: simple affirmation of the fact of perceiving information (“understandable”, “agree”); reshaping the opinion expressed by the communication partner (I understand you are claiming this ...); the development of an idea expressed by a partner.
● It is better to start the negative answer with the words «yes, but ...» instead of «no» after the word «no». After that, the communication partner suddenly loses interest in your next statement.
● During the discussion, first of all, try to correct all the points that you and your partner agree with (even if these are very insignificant and generally accepted positions). After a series of “yes, I agree” answers, your partner is more likely to answer “yes” to a question you don’t completely agree with.
● Even if there is a disagreement with the thesis of the partner, start with a positive assessment of this thesis, and only then begin to argue that it is impossible to accept it under the given conditions. This will lay the groundwork for the solution you are proposing.
As noted by A.A. Rean and Ya.L. Kolominsky, sometimes it is useful to refer to the verbal expression of his emotional state or the state of the partner. The teacher’s verbal expression of his emotional state may seem: «I always ...», “I always ...” and so on. The use of these speech formulas allows the educator to apply this technique in practice. For example, a child threw a flower pot out the window. Teacher: «When I see how life is going to disappear, I'm always shrinking inside.»
All the boys in the eleventh grade arrived on the eve of March 8 in white shirts and ties. Teacher: «I always admire people who are nice and well-dressed ...»
By verbally expressing his emotional state, the teacher can shed negative emotions without offending anyone. The conditions in which teachers work make anger inevitable. A professional teacher will always feel their feelings fully and treat them with respect. It’s better to say, «Look what you've done,» «How stupid you are,» «I'm tired,» «I'm surprised,» «I've hidden my anger.» It doesn't matter who you are. «
Using the “you are unaware” technique, the teacher verbally expresses the student’s emotional state, thereby teaching children to value their feelings, acknowledge them, and treat them with respect. Expressing the student’s condition in words can be expressed as follows: “Apparently, you are very scared now. «Control tests, especially final tests, can be scary for anyone.»
When a teacher responds to a child’s complaint, request, or promise, it is not recommended to start sentences with the “you” pronoun. A well-formed and properly applied “you are aware” will allow you to:
Recognition of the child’s right to a separate perception of his own point of view and the world around him;
Do not deny his feelings;
Do not go against his wishes;
Do not mock his opinion;
Do not underestimate the value of your character;
Do not argue with his previous experience.⁸